Professor Purshottam Patil

Syllabus
Theories of Leadership, Leadership Styles Leadership Skills Leadership Lessons through Literature Team Work & Team Building Interpersonal Skills- Conversation, Feedback, Feed Forward Interpersonal Skills- Delegation, Humor, Trust, Expectations, Values, Status, Compatibility 8. Conflict Management- Types of Conflicts 9. Conflict Management- Coping Strategies 10. Conflict Management-Conflict Management Styles 11. Positive Thinking- Attitudes, Beliefs 12. Positive Thinking- Martin Seligmans Theory of Learned Helplessness, Learned Optimism
1. 2. 3. 4. 5. 6. 7.
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way
Whose a manager?
Effective Manager? Leader?

High Performance Leader?

High Performance Leadership?

Managers & Leaders

Management: efficiency, planning, paperwork,

regulations, control Leadership: Risk taking, Dynamic, creativity, change, vision, consistency Leaders are thought to do the right things, whereas Managers are thought to do the things right

Managers & Leaders

Managers administer; Leaders innovate

Managers maintain; Leaders develop

Managers control; Leaders Inspire Managers have short term view; Leaders have long

term view Managers ask how & when; Leaders ask what & why Managers Imitate; Leaders originate Managers accept status quo; Leaders challenge it

Mahatma Gandhi : Effective Leader or Manager

Mahatma Gandhi gave his life & direction to the

independence movement in India. His principle of non violence & Satyagraha inspired freedom struggle not only in India, but world over, in nations like America ( lead by Dr Martin Luther King) & South Africa (lead by Nelson Mandela). Was Mahatma Gandhi a Leader?Justify Was he a manager?

Leadership means..
An interpersonal relation in which others comply

because they want to, not because they have to Transforming followers, creating visions of goals that may be attained & articulating for the followers the ways to attain those goals The process of influencing an organized group toward accomplishing its goals

Leadership means..
Actions that focus resources to create desirable

opportunities A leaders job is to create conditions for the team to be effective Good Leaders are those who build teams to get results across a variety of situations

Case Study: Richard Branson

Virgin Group..approx 200 companies, 30 countries,

one of the largest companies in the world, Richard Branson started Virgin 30 years ago, built this organization from a small student magazine to the multibillion dollar enterprise as it is today

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Case Study: Richard Branson

Uncommon Challenges
Bransons dyslexia made school a struggle. His teachers & tests had no way of measuring his

greatest strengths- his uncanny knack for uncovering lucrative business ideas & his ability to energize the ambitions of others so that they could rise to the level of their dreams.

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Case Study: Richard Branson

Richard Bransons true talents began to show in his late

teens. While a student at Stove School in England in 1968, Branson decided to start his own magazine, Student, which focused on students & their interests. Branson sold advertising to major corporations to support his magazine. He included articles by Ministers of Parliament, rock stars, Intellectuals & celebrities. Student grew to be a commercial success. Has anyone of us a remarkable achievement or run a project successfully during our schooling or graduation phase? Are we into any such creative, enterprising, activity now or looking forward to do so?
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Case Study: Richard Branson

In 1973 Branson built a small recording studio, Virgin

& recorded Tubular Bells-the album sold 5 million copies. Branson then started Virgin Atlantic Airlines in 1984, Virgin Hotels in 1988 & even entered the Cola wars by Virgin Cola in 1994. All this while Branson attempted to break world speed records for crossing the Atlantic Ocean by boat & by hot air Balloon

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Case Study: Richard Branson

Bransons approach is to keep each enterprise small &

relies on his skills of empowering peoples ideas to fuel success. When a flight attendant from Virgin Airlines approached him with her vision of a wedding business, Richard told her to go do it. He even put on a wedding dress himself to help launch the publicity. Virgin Brides was born. Branson is more a supporter of new ideas than a creator of them. He even has a spot on the Virgin Website called Got a Big Idea
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Case Study: Richard Branson

Whats next on Bransons list?
He recently announced that Virgin was investing

money in trying to make sure that, in the not too distant future, people from around the world will be able to go into space. Not every one is convinced that space tourism can become a fully fledged part of the travel industry, but with Branson behind the idea it just may fly.

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Case Study: Richard Branson

Q1. Would you consider Branson as a Manager or a

Leader? What qualities distinguish him as one over the other? Q2. Describe the relationship between Branson & his followers. Q3. Describe myths of Leadership Development that Bransons success helps to disprove Q4. What methods come to your mind for improving ones Art of Leadership
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Leadership Theories
1)Normative Decision Model (Vroom & Yetton, 1973)
2) The Situational Leadership Model 3) The Contingency Model (Fiedler, 1967)

4)The Path-Goal Theory (House & Dessler, 1974)

These four theories maintain that Leadership

effectiveness is maximized when leaders correctly make their behaviors contingent on certain situational & follower characteristics.

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1)Normative Decision Model (Vroom & Yetton, 1973)

Should a Leader depend on subordinates for decision

making? When do Leaders depend on subordinates for decision making ? In some situations Leaders can delegate decisions to subordinates or should ask subordinates for relevant information before making a decision. When do you think Leaders have to take decisions independently? In other situations, such as emergencies or crises, Leaders may need to make a decision with little, if any, input from subordinates
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Normative Decision Model (Vroom & Yetton, 1973)

The level of input subordinates have in the decision

making process can & does vary substantially depending on the issue at hand, followers level of technical expertise or the presence or absence of a crisis Vroom & Yetton maintained that Leaders could often improve group performance by using an optimal amount of subordinate participation in the decision making process.
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Normative Decision Model (Vroom & Yetton, 1973)

The Normative Decision Model was designed to

improve some aspects of Leadership effectiveness.

Vroom & Yetton discovered a continuum of decision

making process ranging from completely autocratic to completely democratic.

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Normative Decision Model (Vroom & Yetton, 1973)

These levels of participations are as below:
1) Autocratic 2) Consultative

3) Group Process

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Normative Decision Model: Autocratic Processes

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Normative Decision Model: Autocratic Processes

The Leader solves the problem or makes the decision

by him or herself using the information available at the time. The Leader obtains any necessary information from the followers, then decides on a solution to the problem. The followers do not play a role in the definition of the problem or in generating or evaluating alternative solutions.

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Normative Decision Model : Consultative Process

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Normative Decision Model : Consultative Process

Consultative Process: The Leader shares the problem

with the relevant followers individually, getting their ideas & suggestions without bringing them together as a group. The decision may or may not reflect the followers influence.

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Normative Decision Model : Group Process

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Normative Decision Model : Group Process

The Leader shares the problem with his followers as

group. Together they generate & evaluate alternatives & attempt to reach an agreement /consensus on a solution. The Leaders role is much like that of a Chairman, coordinating discussion, keeping it focused on the problem & making sure that critical issues are discussed. He can provide them with information or ideas that he has, but he does not try to press them to adopt his solution
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Group Discussion & Role Play

We have studied the 3 processes in Normative

Decision Model Theory, viz., Autocratic, Consultative & Group. Form 3 Groups with each process assigned to each. Bring out the director, script writer & actor in you for Situations in Corporate, followed by a brief on Benefits & Limitations of each process.

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2) The Situational Leadership Model

Do Leaders interact with all the followers in the same

manner? (highly motivated or competent vs. others not so much) ..Discuss E.g. a Leader may: >give general guidelines or goals to the highly competent or motivated followers & spend considerable time coaching, directing & training the unskilled & unmotivated followers. > May provide relatively little praise & assurances to followers with high self confidence but high amounts of support to followers with low self confidence.
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The Situational Leadership Model

For a team of ten members, the productivity is far below

expectations. What can a leader take up to ensure high levels of team productivity? Lets consider 2 Leader behaviors Task Behavior: is the extent to which the leader spells out the responsibilities of an individual or group. Task behaviors include telling people what to do, how & when to do it & who is to do it. Relationship Behaviors : depicts how much the leader engages in the 2-way communication. These include listening, encouraging, facilitating, clarifying, explaining why the task is important & giving support.
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The Situational Leadership Model

Hersheys Situational Leadership Model

depicts that task & relationship behaviors may be more effective in some situations than in others, e.g. in some situations high levels of tasks but low levels of relations are more effective; whereas in other situations just the opposite is true. Can you name these situations?
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The Situational Leadership Model

High Relation Low Task High Relation High Task

Low Relation Low Task

Low Relation High Task

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The Situational Leadership Model

Hersey says that these 4 combinations of task & relationships behaviors would increase leadership effectiveness if they were made contingent on the readiness level of the individual follower to perform a given task.

In Situational Leadership, follower readiness refers to followers ability & willingness to accomplish a particular task. Any given follower, irrespective of personality traits, values, age, would be low on readiness to perform one task but high for the other.
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The Situational Leadership Model Follower Readiness:

High R4
Able & Willing Or Confident

Moderate R3 R2

Low R1

Able but Unable but Unable & Unwilling Willing or Unwilling or Insecure Confident or Insecure

Follower Directed

Leader Directed
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The Situational Leadership Model ( situation<>behavior)

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Contingency Model
To enhance team productivity, can Leaders change their

behavior? Is it possible always, for every Leader? Fiedlers Contingency Model of Leadership is perceived to be almost the opposite of SLT. SLT emphasizes flexibility in Leader Behaviors, whereas Contingency Model maintains that Leaders are much more consistent (& hence less flexible) in their behavior. SLT maintains that Leaders who correctly base their behaviors on follower maturity will be more effective, whereas Contingency Model suggests that Leader effectiveness is primarily determined by selecting the right kind Leader for certain situation or changing the situation to fit the particular Leaders style. 37

Contingency Model: LPC scale

The Least-Preferred-Coworker Scale:

Fiedlers LPC scale determines a Leaders general style or tendency. 1. The scale instructs a Leader to think of a single individual with whom he has had the greatest difficulties working ( i.e. the least preferred worker). 2. Then describes that individual in terms of a series a bipolar adjectives (e.g. friendly-unfriendly, sincere-insincere, etc). 3. Those ratings are then converted into a numerical score.
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Contingency Model: LPC scale

The score is thought to represent something about the Leader, not the specific individual the Leader evaluated. Based on the LPC scores the Leaders are categorized into 2 groups: Low LPC Leaders & High LPC Leaders. In terms of motivational hierarchy, low-LPC Leaders are primarily motivated by the task accomplishment. They will focus on improving relationships with followers after they are assured that assigned tasks are satisfactorily accomplished. High LPC Leaders are primarily motivated by relationships with followers. They will move to the secondary level of motivation, i.e. task accomplishment after having established good relationships with followers .
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Contingency Model: LPC scale Application of LPC Scale: Role PlayTwo volunteers.. Tom Low(a low LPC or task motivated) & Julie High (a high LPC or relationship-motivated)

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Leadership Styles
Based on the Leader behavior,

we have 4 Leadership Styles 1. Directive Style 2. Supportive Style 3. Participative Style 4. Achievement Oriented
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Leadership Styles: 1. Directive Style

In this style, the manager tells his subordinates what is expected of them and sets goals and task responsibility for them. He provides specific guidance, schedules, rules, regulations and standards and monitors their performance regularly.

2. Supportive Style The leader treats his subordinates as equals in a friendly manner. He establishes friendly interpersonal relations with them, shares their feelings and viewpoints and attempts to improve their well-being.
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Leadership Styles
3. Participative Style Such a leader seeks the participation of his subordinates. He consults them to get their suggestions and considers them seriously at the time of making decisions. He also keeps them informed on various task and goal situations.

4. Achievement- Oriented Style The leader sets challenging goals. He places emphasis on developing skill, talent and excellence among his subordinates and seeks continuous improvements. He makes their job more interesting and meaningful. He carries a high degree of confidence that subordinates will meet difficult challenges in a responsible manner.
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Activity
Role play for the 4 Leadership Styles

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What is Conflict? Conflict occurs when two opposing parties have interests or goals that appear to be incompatible. There are a variety of sources of conflict in team, committee, work-group, and organizational settings. Why do conflicts occur? A conflict can occur when group or team members Have strong differences in values, beliefs, or goals Have high levels of task or lateral interdependence Are competing for scare resources or rewards Are under high levels of stress Face uncertain or incompatible demands-that is, role ambiguity and role conflict
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Conflicts

Conflicts
At times, are Leaders responsible for

Conflicts? Conflict can also occur when leaders act in a manner inconsistent with the vision and goals they have articulated for the organization.

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Conflict Types
Intra-Individual Conflict &
Interactive Conflict

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INTRAINDIVIDUAL CONFLICT
Different Types:
Conflict due to Frustration: Frustration

occurs when a motivated drive is blocked before a person reaches a desired goal. The barrier may be either overt( outward, or physical) or covert (inward, or mental-socio psychological)

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INTRAINDIVIDUAL CONFLICT
Role Conflict and Ambiguity
Role: a position that has expectations evolving from established norms. People living in contemporary society assume a succession of roles throughout life. A typical sequence of social roles would be that of child, son or daughter, teenager, college student, boyfriend or girlfriend, spouse, parent and grandparent. There are 3 types of Role Conflict. 1. person and the role. There may be conflict between the persons personality and the expectations of the role. For example, a production worker and member of the union is appointed to head up a new production team. This new team leader may not really believe in keeping close control over the workers, and it goes against this individuals personality to be hard for task, but that is what the head of the production expects.

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INTRAINDIVIDUAL CONFLICT
2. intra-role conflict : created by contradictory expectations

about how a given role should be played. Should new team leader (as the production worker in the previous e.g.,) be autocratic or democratic in dealing with members.
3. inter-role conflict : results from the differing requirements of

two or more roles that must be played at the same time. Work roles and non-work roles are often in such conflict. For example, successful executive working for a computer company said that she often worked from 7:30 A.M. to 11.30 P.M. Her long work hours led to the unfortunate breakup of a relationship.

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INTERACTIVE CONFLICT
because of his or her upbringing, cultural and family traditions, and socialization processes. Because no one has the same family background, education, and values, the differences can be a major source of conflict. 2. Information deficiency: This source of conflict results from communication breakdown in the organisation. It may be that the two people in conflict are using different information or that one or both have misinformation 3. Environmental stress: These types of conflict can be amplified by a stressful environment. In environments characterized by scare or shrinking resources, downsizing, competitive pressures, or high degrees of uncertainty, conflicts will be more probable.
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1. Personal differences: everyone has a unique background

INTERACTIVE CONFLICT
Do you think Conflicts occur between groups? Which groups? Why? Inter-group Behavior and Conflict : In addition to interpersonal
conflict ( may be intra-group), social psychologists have been concerned about intergroup conflict for a number of years.
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Conflict Management: Coping Strategies

There are 5 strategies Leaders can use to resolve

conflicts These 5 strategies are differentiated into 2 independent dimensions (axis): cooperativeness(Concern for others) /uncooperatives vs. assertiveness (concern for self) /unassertiveness

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Conflict Management: Coping Strategies

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Conflict Management: Coping Strategies

Thomas(1976) described 5 general strategies to manage

conflicts: 1. Competitive: Desire to achieve ones own ends at the expense of another(win-lose orientation) (Domination). Situation : When quick, decisive action is vital e.g. emergencies. During important issues e.g. cost cutting, discipline 2. Collaboration: Effort to fully satisfy both the parties. This problem solving approach requires integration of each parties concerns. Situation: when both sets of concerns are too important to be compromised

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Conflict Management: Coping Strategies

3. Sharing: Both parties give up something, yet both get something, thus getting moderately satisfied Situation: When opponents with equal power are committed to mutually exclusive goals. To achieve temporary settlements of complex issues, when collaboration or competition are not successful 4. Avoidance: Indifference to concerns of both parties. Situation: when issue is trivial. To let people cool down & regain perspective. 5. Accommodation (friendly helper): Mirror image of competition, entirely giving in to someone elses concern without making any effort to achieve ones own ends. Situation: To minimize loss when you are outmatched & losing. When harmony & stability are more important. To build social credits for later issues
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Positive Thinking
Attitudes & Beliefs

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Positive Thinking: Attitudes & Beliefs

What do you mean by attitude? At times, is changing or refining

attitude essential? How is it possible? The term attitude frequently is used in describing people and explaining their behavior. More precisely, an attitude can be defined as a persistent tendency to feel and behave in a particular way toward some object. Attitudes can be characterized in 3 ways. First, they tend to persist unless something is done to change them. For example, if George is transferred to the day shift, his attitude toward work may become positive. Secondly, attitude can fall anywhere along a continuum from very favorable to very unfavorable. At the present time, Georges attitude may be moderately unfavorable. If he is transferred to the day shift, his attitude may change to highly favorable. Also attitudes are directed towards some object about which a person has feelings (sometimes called affect) and beliefs. In Georges case this is the work shift.
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Positive Thinking: Functions of Attitudes & Beliefs Attitude serve four important functions in this process:

adjustment, ego-defensive, value-expressive, and knowledge. The Adjustment Function: Attitudes often help people adjust to their work environment. When employees are well treated, they are likely to develop a positive attitude toward management and the organization. The Ego-Defensive Function: Besides helping employees adjust, attitude also help them defend their self-images. For example, an older manager whose decisions are continually challenged by a younger subordinate manager may feel that the latter is brash, cocky, immature, and inexperienced. The Value-Expressive Function: Attitudes provide people with a basis for expressing their values. For example, a manager who believes strongly in the work ethics will tend to voice attitudes toward specific individuals or work practices as a means of reflecting this value.
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Positive Thinking: Functions of Attitudes & Beliefs

The Knowledge Function: Attitudes help supply

standards and frames of reference that allow people to organize and explain the world around them. For example, a union organizer may help a negative attitude toward management. This attitude may not be based on fact, but it does help the individual relate to management. As a result, everything that managers say is regarded by the union organizer as nothing more than a pack of lies, a deliberate distortion of the truth, or an attempt to manipulate the workers. Regardless of how accurate a persons view of reality is, attitudes toward people, events, and objects help the individual make sense out of what is going on.
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Advanced Leadership Skills

Delegating
Negotiation Improving Creativity

Diagnosing Performance Problems in Individuals,

Groups & Organizations Credibility Empowerment

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Leadership Skills: Delegating

Which task & to whom? 5 Principles of Effective Delegation

#1 Decide what to Delegate Identify all present activities> estimate actual time spent on these activities, maintain time log > assess whether each activity justifies the time they are spending on it > at least some of the most time consuming activities to be delegated to others > process will identify activities that could be done more efficiently (by leader or by others) & activities that provide little benefit could be eliminated completely.
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Leadership Skills: Delegating

# 2 Decide whom to Delegate one individual may be logically the best choice for any assignment, however over burden on him to be avoided. #3 make the assignment clear & specific make sure the subordinate understands tasks & expectations from him. Welcome questions & provide complete explanation. Time invested during initial training will pay dividends later.
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Leadership Skills: Delegating

#4 Assign Objective, not a Procedure Indicate what is to be accomplished & not how. Allowing subordinates to achieve it in their own ways will increase their satisfaction & encourage #5 Give Credit, not Blame Leaders to give authority along with responsibility. Leaders to accept responsibility for failure, completely & not blame the subordinates. However if things go well, then credit to be given to subordinates, publicly.
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Leadership Skills: Negotiation

# Prepare for negotiation spend considerable time preparing for a negotiating session # Focus on interest/objective, not position Broader, realistic, flexible view always helps instead of emotional, egoistic positions. In negotiating, it is more constructive & important to satisfy interest than to fight over positions. Winning a negotiation at your counterparts expense is likely to be only a short term gain. Effective Leaders try to build a working, mutually trusting relationship, beyond the present negotiation. Discuss : Situations where focus on positions lead to unfruitful negotiation & where interest oriented negotiation was successful.
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Will creativity in team help? How will u improve it?

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Leadership Skills: Improving Creativity

Improving Creativity

# See things in new ways: Effective Leaders work towards enhancing own & followers creativity by removing unnecessary constraints on followers & giving followers more latitude in making decisions. One popular technique to stimulate creativity in group is brainstorming. Leaders can also enhance creativity by looking at problems from several possible perspectives. It depends on overcoming rigid & stereo typed perceptions we have of things around us. # Use Power Constructively: Leader to use power to enhance creativity & not otherwise. Groups may suppress creative thinking by being over critical or by passing judgment during the solution generation stage. Leaders to use their power to encourage open expression of ideas & suppress uncooperative or aggressive reaction between group members. Power can be used to recognize & reward success
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Leadership Skills: Improving Creativity

# Form Diverse Problem Solving Groups: Group members with similar experiences, values & preferences will be less likely to create a variety of solutions & would agree on a solution prematurely than more diverse groups. Hence, selecting people for a group with a variety of experiences, values & preferences would increase the creativity of the group, although these differences may also increase the level of conflict within the group & make it difficult for the leader to arrive at a consensus # Consider nonmonetary well as monetary rewards: Creative people often gain satisfaction from resolving the problem at hand, more than monetary rewards. Thus feedback should be aimed at enhancing their feelings of personal adequacy.
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Diagnosing Performance Problems in Individuals, & Groups :

How will you detect your team performance problem? Leaders effectiveness depends on the followers & teams they lead. Managing individuals or teams that are not performing up to expectations is more of a challenge for the Leader. Leaders who correctly determine why a follower or a team is on suboptimal performance are much more likely to implement a precise solution to fix the problem.

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Diagnosing Performance Problems in Individuals, & Groups :

The model which provide leaders with a pragmatic framework & solution for this aspect would be as below : Performance = f ( Expectations x Capabilities x Opportunities x Motivation) As a multiplicative rather than a compensatory model, a deficit in any one of 4 components below should result in a substantial decrement in performance that cannot be easily made up by increasing the other components
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Diagnosing Performance Problems in Individuals, & Groups :

1. Expectations: There are many instances where talented, skilled groups accomplished the wrong objective because of miscommunication or waited idly for instructions that never arrived. It is the Leaders responsibility for ensuring that followers understand their roles, goals, performance standards & the key metrics that determine success. 2. Capabilities : Just because followers understand what they are supposed to do does not necessarily mean they can do it, as they may lack requisite capabilities. Abilities & skills are the two components of capabilities. Abilities are relatively insensitive to training interventions, hence sending people who lack the required abilities to more training will have relatively less impact on performance. Similarly, followers may have raw talent needed to perform the task, but they still may lack the skills to perform.
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Diagnosing Performance Problems in Individuals, & Groups :

3. Opportunities: Performance can also be limited

when followers lack the opportunity to demonstrate acquired skills. Leader needs to ensure the same, aptly. 4. Motivation: Sometimes the task may involve risk, the Leader is unaware of. At times there may be a few consequences for superior or unsatisfactory performance. Leader needs to select followers who have higher levels of motivation for the task. They can provide clear feedback on performance vs. goals. They can restructure reward & penalties, closely linked to performance levels.
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What do u mean by credibility? How can Leaders work towards enhancing it?
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Leadership Skills: Credibility

Leaders know that while their position may give them

authority, their behavior earns them respect Employees working for Leaders they thought were credibility were willing to work longer hours, felt more of a sense of ownership in the Company, felt more personally involved in the work & were less likely to leave the Company over the next 2 years.

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Leadership Skills: Credibility

Credibility can be defined as the ability to engender trust in

others. Credibility includes 2 components, viz., expertise & trust Followers will not trust Leaders if they feel their Leaders do not do not know what they are talking about. Expertise is more important than experience. Similarly, followers will not trust Leaders if they feel confidential information will be leaked, if their Leaders are unwilling to take stands on moral issues or do not fulfill promises. One of the key difference between Charismatic Leader & Transformational Leader is that the latter base their vision on their own & their followers values whereas the former base their vision on their own possibly selfish needs
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Leadership Skills: Credibility Expertise X Trust

4 (High Trust, Low Expertise) Develop technical competence & Leadership knowledge & skills 1 (High Trust, High Expertise) Highly Credible

3 (Low Trust, Low Expertise) Share commitment with team, walk the talk, work on better relationships

2 (Low Trust, High Expertise) To work on building better relationships

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Leadership Skills: Empowerment

Empowerment means

1> Leaders must delegate Leadership & Decision making down to the lowest level possible. Employees are often the closest to the problem & have the most information & as such can often make the best decisions. 2> Equipping followers with the resources, knowledge & skills necessary to make good decisions. ill equipped employees often make poor, uninformed decisions & managers in turn are likely to believe that empowerment was not all that meaningful. Empowerment has both delegation & developmental components. Delegation without development is often perceived as abandonment & development without delegation can often be perceived as micro- management
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Leadership Skills: Empowerment

One of the key benefits of the properly designed &

implemented empowerment programs is that they help employees learn more about their jobs, company & industry. These knowledge & skill gains increase the intellectual capital of the Company & can be a competitive advantage in moving ahead. In addition to the learning benefits, these initiatives help reduce burnout. People can tolerate high levels of stress when they have high level of control. These programs could reduce stress levels of employees thereby reducing employee turnover & having a positive impact on the Companys growth
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Team Work & Team Building

Team Work:

When the members of a team know their objectives, contribute responsibly & enthusiastically to the task & support each other it is a team work 3 ingredients work towards effective teamwork, viz., supportive environment, skills matched to role requirements & team rewards

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Team Work #1. Supportive Environment:

Creating environment to encourage members to think like a team, provide adequate time for meetings & demonstrate faith in members capacity to achieve are aspects for supportive environment #2. Skills & Role Clarity: Team members to be reasonably qualified to perform their jobs as well as the roles & responsibilities of each member to be clearly communicated to the member #3. Team Rewards: These may be financial or in the form of recognition. Rewards serve powerful tool if they are valued by the team members, perceived as possible to earn & administered contingent on the groups task performance.
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Team Building

Team Building encourages team members to examine

how they work together, identify their weaknesses & develop more effective ways of cooperating. High performance teams accomplish their tasks, learn how to solve problems & enjoy satisfying interpersonal relationships Various evidences as interpersonal conflicts, low degree of team morale, confusion about roles, -ve climate in team, etc are appropriate to devote attention to team building process

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Team Building
Team Building Process:
Identification of Problem

Collection of Relevant Data

Data Feedback & Confrontation

Problem-Solving Experience

On-the-Job application & Follow-up

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Interpersonal Skills : Feedback

Feedback :

When receiver acknowledges the message & responds to the sender Feedback has occurred. Feedback completes the communication loop. The sender needs the feedback-the final step-as it tells whether the message was received, decoded properly, accepted & used. This 2-way communication extends greater satisfaction to both parties, prevents frustration & improves work accuracy.

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Interpersonal Skills: Feed forward

Feed forward is basically giving someone else positive

suggestions for the future, rather than focusing on negatives of the past. By using feed forwardand by encouraging others to use itleaders can dramatically improve the quality of communication in their organizations, ensuring that the right message is conveyed, and that those who receive it are receptive to its content. The result is a much more dynamic, much more open organizationone whose employees focus on the promise of the future rather than the mistakes of the past.

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Interpersonal Skills: Humor Humor:

Humor is a wonderful stress reducer & antidote to upsets. It has clinically proven to be effective in combating stress. The emotions we experience directly affect our immune system. Humor gives us different perspective on our problems, which then are no longer threatening to us.

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