LEADING

CHAPTER 6
Owner Jacel Gadon
 LEADING
• Is a management function, which involves influencing others to
engage in the work behaviors necessary to reach
organizational goals.
• Leading is setting up direction and influencing others to pursue
that direction. However, this definition is not as plain as it
sounds, as leadership has many variants and diverse areas of
emphasis.
• Leading is the use of influence to motivate employees to
achieve organizational goals" (Richard Daft). Managers must
be able to make employees want to participate in achieving an
organization's goals.
 Three components make up the leading function:
• Motivating employees

• Influencing employees

• Forming effective groups.

 Leading vs. Managing
• Leading and managing engage two unlike
processes, but it does not follow that they require
different and separate people. In truth, the same
person can exhibit a valuable managerial process
and or leadership process. Here is the comparison
between leadership and management:
 The Leader use of Power and Authority
• Leaders, through their power and authority, persuade
people to do things. Powers are the ability to influence
decisions and control resources. People with power
typically have the likelihood to use influence. Authority is
the legal right to get people to do things or to control
resources. It is just the organization that can award
authority.
• The leader employs diverse types of power to influence
other people.
 The following are some types of power
being used by leaders, which are:
• 1. Legitimate power is the authentic right of a leader to make certain types of
requests or tell others what to do. Employees are compelled to follow legitimate
orders.

• 2. Reward power is the leader’s control over treasured rewards like salary
increases and recommendations for promotion. People obey the leader’s
wishes to obtain these rewards.

• 3. Coercive power- This is the ability of the leader to penalize others.

Punishment could be in the form of an assignment to unwanted working hours,
demotion, and even firing. This type of power frequently rouses resentment and
triggers retaliation, so leaders often shun using it.
• 4. Expert power- This power stems from the special knowledge, skills, and
expertise the leader possesses. People conform because they believe in, can
learn from, or can gain from the expertise.

• 5. Referent power- It is the ability to control based on faithfulness to leaders

and the group members’ aspiration to delight the person. People follow
admiration, personal fondness, and a wish for approval or ambition to be like
the leaders.

• 6. Information power is the ability to control the information needed by

others to reach an important decision. Managers often have more information
that they can control how it is used.
 Characteristics of a Good Leader:
• 1. Drive and passion- Leaders are noted for the sweat they spend
on their work and the enthusiasm they have for work and work
associates.
• 2. Power motive- is a strong longing to control others and
resources and let others do things on one’s behalf.
• 3. Self-confidence combined with humility- self-confident leaders
mirrors an image that encourages subordinates to have faith in
them. When combined with humility which puts other people in the
limelight, the leader becomes more influential.
• 4. Trustworthiness and honesty- effective leaders build strong
employees' trust to gain high productivity and commitment.
• Trustworthiness- means a leader’s behavior is consistent with his intentions.
Simply means for the leader to practice what he preaches.
• Honesty- is being open with employees about the financial operations and
other sensitive information about a company.
• 5. Good intellectual ability, knowledge, and technical competence-
effective leaders are good problem-solvers and knowledgeable about the
business of technology for which they are accountable. They mix academic
intelligence with practical ability.
• 6. Sense of humor- humor eases pressure and monotony, neutralizes
unfriendliness, and helps build relationships among employees in the
workplace. The leader who cracks jokes occasionally is likely to be perceived
as approachable and friendly.
• 7. Emotional intelligence- effective leaders show good emotional
intelligence, which can manage themselves and their relationships
effectively. It includes traits and behavior such as self-confidence,
empathy, passion for tasks, and visionary leadership.
• 8. Leadership efficacy- refers to a specific form of efficacy (or
feeling effective) associated with the level of confidence in the
knowledge, skills, and abilities associated with leading others. It is
the belief that a leader can compete for a job when he takes on
his leadership role.
 Behavior and Skills of Effective Leaders
• 1. Adaptable to the situation.
• 2. Establishes a direction and demands high standards of
performance from group members.
• 3. Visible and maintains a social presence.
• 4. Provides emotional support to organizational members.
• 5. Gives feedback and accepts feedback.
• 6. Plays the role of a servant leader.
 Traits of Effective Leader
• 1.Personal Drive
• 2. Desire to Lead
• 3. Personal Integrity
• 4. Self Confidence
• 5. Analytical Ability
• 6.Knowledge of the Company, Industry, and Technology
• 7. Charisma
• 8. Creativity
• 9. Flexibility
 MOTIVATION
• Motivation is defined as the desired and action towards
goal-directed behavior. This is a vital concept in
psychology, business, schools, and other areas.
Motivated employees are more productive and creative
than those who are not.
• refers to the act of giving employees reasons or
incentives to work to achieve organizational objectives
• May be defined as the process of activating behavior,
sustaining it, and directing it toward a particular goal
The most primitive studies of motivation concerned an assessment
of individual needs. Early researchers thought that employees seek
hard and show goal-driven behavior to please needs.
1. Maslow’s Hierarchy of Needs
Abraham Maslow is among the famous psychologists of the
twentieth century. His hierarchy of needs is a picture recognizable to
most business students and managers. The theory is founded on a
simple principle that human beings have needs that are
hierarchically ranked. Some needs are fundamentals to all human
beings, and in their absence, nothing else matters. As these basic
needs are satisfied, people start looking to satisfy higher-order
needs. In other words, once a lower-level need is satisfied, it no
longer serves as a motivator.
 The Needs in Ascending orders are:
• a. Physiological needs- the need for air, food, shelter, water,
and sex
• b. Safety needs- the need to be free from danger and pain.
• c. Social needs- the need to bond with other human beings,
beloved, and form lasting attachments with them.
• d. Esteem needs- the desire to be respected by one’s peers,
feel important, and be appreciated.
• e. Self-actualization- the need to become everything one is
capable of becoming.
• 2. Alderfer’s ERG Theory
• ERG theory, developed by Clayton Alderfer, is a variation
of Maslow’s hierarchy of needs. As an alternative of the
five needs that are hierarchically organized, Alderfer
proposed that basic human needs may be clustered
under three categories:
• a. Existence matches Maslow’s physiological and safety
needs.
• b. Relatedness corresponds to social need.
• c. Growth refers to Maslow’s esteem and self-
actualization.
• 3. Herzberg’s Two-Factor Theory
• Fredrick Herzberg approached the question of motivation
differently. By asking individuals what satisfies them on
the job and what dissatisfies them, Herzberg concluded
that the work environment features that satisfy employees
are very different from features that dissatisfy them.
Herzberg tagged factors causing dissatisfaction of
workers as hygiene factors because they were part of the
context in which the job was performed instead of the job
itself. Hygiene factors included company policies,
supervision, working conditions, salary, safety, and
security.
• a. Job Contex / Dissatisfiers / Hygiene
• Factors
•  Organization policies
•  Quality of supervision
•  Working conditions
•  Base wage or salary
•  Relationship with peers
•  Relationship with subordinates
•  Status
•  security
• b. Job Content / Satisfiers /
• Motivation Factors
•  Achievement
•  Recognition
•  Work itself
•  Responsibility
•  Advancement
•  Growth
• 4. McClelland’s Acquired-Needs Theory
• Among the need-based approaches to motivation, David
McClelland’s acquired-needs theory is the one that has received the
maximum amount of support. According to this theory, individuals
acquire three types of needs as a result of their life experiences.
• These needs are:
• a. High need for achievement –has a strong need to be successful.
As children, they may be praised for their hard work, which forms
their persistence. Praise for intelligence can undermine children’s
motivation and performance. As adults, they are preoccupied with
doing things better than they did in the past. These individuals are
constantly striving to improve their performance. They relentlessly
focus on goals, particularly stretch goals that are challenging in
nature.
• b. High need for affiliation- wants to be liked accepted by others. When
given a choice, they prefer to interact with others and be with friends. Their
emphasis on harmonious interpersonal relationships may be advantageous
in jobs and occupations requiring frequent interpersonal interaction, such as
social workers or teachers. A high need for affiliation may again serve as a
disadvantage in managerial positions because they tend to be excessively
concerned about others' perceptions.
• c. High need for power- desire to influence others and control their
environment. A need for power may be an unhelpful element in
relationships with colleagues if it takes the shape of seeking and using
power for good and prestige. However, when it manifests itself in more
unselfish forms, such as changing how things are done so that the work
environment is more positive or negotiating more resources for one’s
department, it tends to lead to positive outcomes. The need for power is
observed as an important trait for effectiveness in managerial and
leadership positions.
 C. Process-Based Theories
• Process-based theories view motivation as a rational
process. Individuals examine their environment, develop
thoughts and feelings and respond in certain ways.
Process theories challenge to enlighten the thought
processes of individuals who display motivated behavior.
• 1. Equity Theory
• Based on this theory, individuals are motivated by a sense
of fairness in their interactions, resulting from social
comparisons. Specifically, people compare inputs and
outcomes with other people’s inputs and outcomes. It is
perceived fairness if an individual's input-to-outcome ratio
is brought into the situation like the input-to-output ratio of
comparison or referent. Perceptions of inequity create
tension within a person and drive to action that will reduce
perceived inequity.
• Inputs are the contributions people feel they are making to the
environment. The person’s hard work, loyalty to the organization,
amount of time with the organization, and level of education,
training, and skills are considered inputs.
• Outcomes are the perceived rewards someone can receive from
the situation.
• The Referent other may be a specific person as well as a
category of people. Referents should be comparable; otherwise,
the comparison is not meaningful. It would be pointless for a
student worker to compare himself to the company's CEO, given
the different inputs and outcomes. Instead, individuals may
compare themselves to someone performing similar tasks within
the same organization or, in the case of a CEO, a different
organization.
There are three types of fairness which are:
• a. Distribute fairness is the degree to which the outcomes
received from the organization are perceived to be fair.

• b. Procedural justice is the degree to which fair decision-

making procedures are used to arrive at a decision.

• c. Interactional justice is the degree to which people are

treated with respect, kindness, and dignity in
interpersonal interactions.
• 2. Expectancy Theory
• According to this theory, individual motivation to put forth
more or less effort is determined by rational calculation in
which individuals assess their situation.
• Based on this theory, individuals raise themselves three
questions.
• a. The first question is whether the person believes that
high levels of effort will lead to outcomes of interest such
as performance or success. This perception is labeled
expectancy.
• b. The second question is how the person believes that
performance is related to subsequent outcomes, such as
rewards. This perception is labeled instrumentality.

• c. The third would be individuals concerned about the

value of the rewards awaiting them because of
performance. The anticipated satisfaction that will result
from an outcome is labeled valence.
• 3. Reinforcement Theory
• This is based on the work of Ivan Pavlov on behavioral
conditioning and the later work of Burrhus Frederic Skinner
on operant conditioning. According to reinforcement theory,
behavior is a function of its outcomes.
• Reinforcement theory is based on a simple idea that may
be viewed as common sense beginning at infancy. When
the child discovers manipulating a faucet leads to water
coming out and finds this outcome enjoyable, he is more
likely to do the behavior again. If he burns his hand while
playing with hot water, the child will likely stay away from
the faucet in the future.
• Reinforcement theory illustrates four interventions to
transform employee behavior. Two of these are methods
of increasing the frequency of desired behaviors, while
the remaining two are methods of reducing undesired
behaviors.
 What are Leadership Theories?
• Leadership theories are schools of thought brought forward
to explain how and why certain individuals become
leaders. The theories emphasize the traits and behaviors
that individuals can adopt to boost their own leadership
abilities.
• Early studies on the psychology of leadership pointed to
the fact that leadership skills are inherent abilities that
people are born with. It was not until recently that formal
leadership theories emerged, despite leadership becoming
a concept of interest at the beginning of time.
 Leadership at a Glance
• A leader is crucial to the success of every team. Take an
orchestra, for instance, one that consists of all the best musicians
in the world but lacks a conductor. Even though every member of
the orchestra can play perfectly by themselves, they will only
produce an incompatible melody in the absence of a conductor.
The same concept applies to communities, companies, and
countries. Without a leader, nothing will ever run smoothly.
• So, what makes leaders who they are? Why are some people
elected as managers and presidents while the rest remain
followers? Leadership theories were developed to find answers to
these questions.
Key Leadership Theories
• 1. Great Man Theory
• According to the Great Man Theory (which should perhaps be
called the Great Person Theory), leaders are born with just the right
traits and abilities for leading – charisma, intellect, confidence,
communication skills, and social skills.
• The theory suggests that the ability to lead is inherent – that the
best leaders are born, not made. It defines leaders as valiant,
mythic, and ordained to rise to leadership when the situation arises.
The term “Great Man” was adopted at the time because leadership
was reserved for males, particularly in military leadership.
• 2. Trait Theory
• The Trait Theory is very similar to the Great Man Theory. It is
founded on the characteristics of different leaders – both the
successful and unsuccessful ones. The theory is used to predict
effective leadership. Usually, the identified characteristics are
compared to those of potential leaders to determine their
likelihood of leading effectively.
• Scholars researching the trait theory try to identify leadership
characteristics from different perspectives. They focus on the
physiological attributes such as appearance, weight, and height;
demographics such as age, education, and familial background;
and intelligence, which encompasses decisiveness, judgment,
and knowledge.
• 3. Contingency Theory
• The Contingency Theory emphasizes different variables in a specific
setting that determine the style of leadership best suited for the said
situation. It is founded on the principle that no one leadership style
is applicable to all situations.
• Renowned leadership researchers Hodgson and White believe that
the best form of leadership is one that finds the perfect balance
between behaviors, needs, and context. Good leaders not only
possess the right qualities but they’re also able to evaluate the
needs of their followers and the situation at hand. In summary, the
contingency theory suggests that great leadership is a combination
of many key variables.
• 4. Situational Theory
• The Situational Theory is like the Contingency Theory as it also
proposes that no one leadership style supersedes others. As its
name suggests, the theory implies that leadership depends on the
situation at hand. Put simply, leaders should always correspond
their leadership to the respective situation by assessing certain
variables such as the type of task, nature of followers, and more.
• As proposed by US professor Paul Hersey and leadership guru
Ken Blanchard, the situational theory blends two key elements:
the leadership style and the followers’ maturity levels. Hersey and
Blanchard classified maturity into four different degrees:
• M1 – Team members do not possess the motivation or
tactical skills to complete necessary jobs.
• M2 – Team members are willing and ambitious to
achieve something, but they lack the necessary ability.
• M3 – Team members possess the skills and capacity to
accomplish tasks, but they’re not willing to take
accountability.
• M4 – Team members possess all the right talents and
are motivated to complete projects.
According to situational theory, a leader exercises a particular form of
leadership based on the maturity level of his or her team.
• 5. Behavioral Theory
• In Behavioral Theory, the focus is on the specific behaviors and
actions of leaders rather than their traits or characteristics. The
theory suggests that effective leadership is the result of many
learned skills.
• Individuals need three primary skills to lead their followers –
technical, human, and conceptual skills. Technical skills refer to
a leader’s knowledge of the process or technique; human skills
means that one is able to interact with other individuals; while
conceptual skills enable the leader to come up with ideas for
running the organization or society smoothly.
 OTHER TYPES OF LEADERSHIP THEORY
• House’s Path-Goal Theory
• The theory was developed by Robert House and had its
roots in the expectancy theory of motivation. The theory is
based on the principle that an employee’s perception of
expectancies between his effort and performance is
greatly affected by a leader’s behavior. The leader helps
group members attain rewards by clarifying the paths to
goals and eliminating hindrances to performance.
Four Style of Leadership under this theory:
• a. Directive- here leader offers guidelines, lets subordinates know
what is expected of them, sets performance standards for them,
and controls behavior when performance standards are not met.
• b. Supportive- the leader is friendly towards subordinates and
displays personal concern for their needs, welfare, and well-being.
This style is the same as people-oriented leadership.
• c. Participative- the leader believes in group decision-making and
shares information with subordinates.
• d. Achievement-oriented- the leader sets challenging goals and
encourages employees to reach their peak performance.
• Leadership-member Exchange (LMX) Theory
• Informal observation of leadership behavior suggests that
a leader’s action is not the same towards all subordinates.
The importance of potential differences in this respect is
brought into sharp focus by Graen’s leader-member
exchange model, also known as the vertical dyad linkage
theory. The theory views leadership as consisting of
several dyadic relationships linking the leader with a
follower. The quality of the relationship is reflected by the
degree of mutual trust, loyalty, support, respect, and
obligation.
• Transformational Leadership Theory
• Creating a high-performance workforce has become
increasingly important, and to do so, business leaders
must be able to inspire organizational members to go
beyond the requirements of their tasks.
Four factors that a Transformational Leader must exhibit:
• a. Inspirational motivation- the foundation of
transformational leadership is promoting consistent vision,
mission, and set of values to the members.
• b. Intellectual stimulation- such leaders persuade their
followers to be innovative and creative. They encourage
new ideas from their followers and criticize them publicly
for the errors committed by them.
• c. Idealized Influence- They believe in the philosophy that
a leader can influence followers only when he practices
what he preaches. The leaders act as role models that
followers seek to emulate.
• d. Individualized Consideration- leaders act as mentors to
their followers and reward them for creativity and
innovation. The followers are treated differently according
to their talents and knowledge.
Transactional Leadership Theory
• This theory was first described by Max Weber in 1947 and
then by Bernard Bass in 1981. Managers most often use
this style. It focuses on the fundamental management
process of controlling, organizing, and short-term
planning. The famous examples of leaders who have
used this technique include McCarthy and de Gaulle.
• Transactional leadership involves motivating and directing
followers chiefly through appealing to their self-interest.
The style can also be mentioned as a “telling style.” The
leaders believe in motivating through the system of
rewards and punishments.
These exchanges involve four dimensions:
• a. Contingent Rewards- transactional leaders link the goal to rewards, clarify
expectations, provide necessary resources, set agreed-upon goals mutually.
• b. Active Management by Exception- transactional leaders actively monitor
the work of their subordinates, watch for deviations from rules and standards,
and taking corrective action to prevent mistakes.
• c. Passive Management by Exception- Transactional leaders intervene only
when standards are not met or when the performance is not as per the
expectations.
• d. Laissez-faire- the leader, provides an environment where the subordinates
get many opportunities to make decisions. The leader himself abdicates
responsibilities and avoids making decisions, and therefore the group often
lacks directions.
 Communication
• Effective communication is significant for managers in
organizations to perform the basic functions of
management. Communication helps managers to carry
out their jobs and responsibilities. Communication serves
as the groundwork for planning. All necessary information
must be communicated to the managers, who must
communicate the plans to apply them in the sequence.
 The Nature of Communication and
Business Communication
• Communication is neither spread of the message nor the
message itself. It is the shared exchange of
understanding, starting with the receiver. Communication
requires being helpful in business. Communication is the
heart of management. The fundamental functions of
management, namely planning, organizing, staffing,
directing, and controlling, cannot be done well without
effective communication. Business communication
involves a regular flow of information. Feedback is an
integral part of business communication.
 Business Communication can be of Two
Types:
• 1. Oral communication- can be formal or informal.
Generally, business communication is a formal means of
communication, like meetings, interviews, group
discussions, speeches, etc.
• An example of informal business communication would
be that of grapevine.
• 2. Written communication- written means of business
communication includes agenda, reports, manuals, etc.
 Importance of Communication

• Managers dedicate a huge part of their time to

communication. They generally allocate six hours per day
to communicating. They use extended time on face-to-
face or telephone communication with their superiors,
subordinates, colleagues, customers, or suppliers. In
other words, communication acts as organizational blood.
• 1. Communication encourages motivation by telling and
clarifying the employees about the task to be done,
performing the task, and improving their performance if it
is not up to the standard.
• 2. Communication is a basis of information to the
organizational members for the decision-making process
as it facilitates naming and reviewing the alternative
course of action.
• 3. Communication also plays a vital role in changing an
individual’s attitudes, like a well-informed individual will
have a better attitude than a less-informed individual.
• 4. Communication also assists in socializing. In today’s
life, the only existence of another individual foster’s
communication. It is also said that one cannot stay alive
without communication.
• 5. Communication also helps in controlling the process. It
aids in controlling organizational member’s behavior
diversely. There are different levels of hierarchy and
certain principles and guidelines that employees must
pursue in an organization.
• An effective and efficient communication system needs
managerial expertise in delivering and receiving
messages. A manager must ascertain various obstacles
to communication, analyze the reasons for their
happening, and take preventive steps to avoid those
obstacles.
 Communication Process
• Communication is a process. A requirement of
communication is a message. This message must be
expressed using some medium to the receiver. This
message must be understood by the receiver in similar
terms as planned by the sender. He must reply within a
time. Thus, communication is a two-way process and is
incomplete, lacking feedback from the receiver to the
sender on how well he understands the message.
 The major components of the
communication process are as follows:
• 1. Context- communication is affected by the context in which it takes
place. This context may be physical, social, chronological, or cultural.
Every communication progresses with context.
• The sender picks the message to communicate within a context.
• 2. Sender/ Encoder- is a person who sends the message. A sender uses
the symbol (like words or graphic or visual aids) to express the message
and generate the necessary reaction.
• 3. Message- is a key thought that the sender desire to communicate. It is
an indication that extracts the response of the receiver. The
communication process starts with choices regarding the message to be
transmitted. It must be made certain that the central purpose of the
message is understandable.
• 4. Medium- is a way used to exchange /transmit the message. The
sender must select a suitable medium for passing on the message;
otherwise, the message may not be conveyed to the preferred receiver.
• 5. Recipient/decoder- is a person for whom the message is
intended/aimed/targeted. The level to which the decoder comprehends
the message relies on various factors like knowledge of the receiver,
their sensitivity to the message, and the trust of the encoder or
decoder.
• 6. Feedback- is the chief element of the communication process as it
allows the sender to examine the worth of the message. It helps the
sender in authenticating the accurate interpretation of the message by
the decoder. Feedback may be verbal through words or non-verbal like
smiles, sighs, and other forms.
 Communication Flows in an Organization
• Communication within a business can involve different
types of employees and different functional parts of an
organization. These communication patterns are called
flows, and they are commonly classified according to the
direction of interaction: downward, upward, horizontal,
diagonal, external.
 1. Downward or Top-down communication
• When leaders and managers share information with lower-level
employees, in other words, communication from superiors to
subordinates in a chain of command is downward communication. The
managers use this communication flow to transmit work-related
information to the employees at lower levels. Ensuring effective
downward communication is not always easy. Differences in
experience, knowledge, levels of authority, and status make it possible
that the sender and recipient do not share the same assumptions or
understanding of context, resulting in messages being misunderstood
or misinterpreted. Creating worded, clear communications and
maintaining a respectful tone can facilitate effective downward
communication.
 2. Upward communication
• It is the transmission of information from lower levels of an organization
to higher ones; the most common situation is employees are
communicating with managers. Managers who encourage upward
communication foster cooperation, gain support and reduce frustration
among their employees. The content of such communication can
include requests, estimations, proposals, complaints, appeals, reports,
and any other information directed from subordinates to superiors.
Upward communication is often made in response to downward
communication, for instance, when employees answer a question from
their manager. In this respect, upward communication is a good
measure of whether a company’s downward communication is
effective.
 3. Horizontal communication
• This is also called lateral communication, involves the flow of
messages between individuals and groups on the same level of
an organization instead of up or down. Sharing information,
solving problems, and collaborating horizontally is often more
timely, direct, and efficient than up or down communication since it
occurs directly between people working in the same environment.
Communication within a team is an example of horizontal
communication; members coordinate tasks, work together, and
resolve conflicts. Horizontal communication occurs formally in
meetings, presentations, and formal electronic communication
and informally in other, more casual exchanges within the office.
 4. Diagonal communication
• It is the sharing of information among different structural levels
within a business. This kind of communication flow is increasingly
the norm in organizations (in the same way that cross-functional
teams are becoming more common) since it can maximize the
efficiency of information exchange. The shortest distance between
two points is a straight line. Diagonal communication routes are
the straight lines that speed communications directly to their
recipients. At the moment, communication is necessary.
Communications that zigzag along horizontal and vertical routes,
on the other hand, are vulnerable to the schedules and availability
of the individuals who reside at each level.
 H. External Communication
• When an organization communicates with people or
organizations outside the business, recipients of external
communication include customers, lawmakers, suppliers,
and other community stakeholders. External
communication is often handled by marketing and sales.
Annual reports, press releases, product promotions,
financial reports are all examples of external
communication.
 Seven C’s of Effective Communication
• Awareness of these 7 C’s of communication makes you
an effective communicator.

• There are 7 C’s of effective communication, which apply

to both written and oral communication.

• These are as follows:

• 1. Completeness
• The communication must be complete. It should convey
all facts required by the audience. The sender of the
message must take into consideration the receiver’s
mindset and convey the message accordingly. A complete
communication has the following features:
• Complete communication develops and enhances the
reputation of an organization.
• Moreover, they are cost-saving as no crucial information
is missing, and no additional cost is incurred in conveying
an extra message if the communication is complete.
• Complete communication always gives additional
information wherever required. It leaves no questions in
the mind of the receiver.
• Complete communication helps in better decision-making
by the audience/readers/receivers of the message as they
get all desired and crucial information.
• It persuades the audience.
• 2. Conciseness
• Conciseness means wordiness, i.e., communicating what you want
to convey in the least possible words without forgoing the other C’s
of communication. Conciseness is a necessity for effective
communication. Concise communication has the following features:
• It is both timesaving as well as cost-saving.
• It underlines and highlights the main message as it avoids using
excessive and needless words.
• Concise communication provides a short and essential message in
limited words to the audience.
• A concise message is more appealing and comprehensible to the
audience.
• A concise message is non-repetitive.
• 3. Consideration
• Consideration implies “stepping into the shoes of others.”
Effective communication must consider the audience, i.e., the
audience’s viewpoints, background, mindset, education level, etc.
Try to envisage your audience, their requirements, emotions as
well as problems. Ensure that the self-respect of the audience is
maintained, and their emotions are not at harm. Modify your
words in the message to suit the audience’s needs while making
your message complete. Features of considerate communication
are as follows:
Emphasize on “you” approach.
Empathize with the audience and exhibit interest in the
audience. This will stimulate a positive reaction from the
audience.
Show optimism towards your audience. Emphasize “what
is possible” rather than “what is impossible.” Lay stress on
positive words such as jovial, committed, thanks, warm,
healthy, help, etc.
• 4. Clarity
• Clarity implies emphasizing a specific message or goal at
a time rather than trying to achieve too much at once. The
clarity in communication has the following features:
• a. It makes understanding easier.
• b. Complete clarity of thoughts and ideas enhances the
meaning of the message.
• c. A clear message makes use of exact, appropriate, and
concrete words.
• 5. Concreteness
• Concrete communication implies being and clear rather
than fuzzy and general. Concreteness strengthens
confidence. A concrete message has the following
features:
• a. It is supported with specific facts and figures.
• b. It makes use of words that are clear and that build the
reputation.
• c. Concrete messages are not misinterpreted.
• 6. Courtesy
• Courtesy in message implies the message should show the sender’s
expression and respect the receiver. The sender of the message
should be sincerely polite, judicious, reflective, and enthusiastic. The
courteous message has the following features:
a. Courtesy implies taking into consideration both viewpoints as well as
feelings of the receiver of the message.
b. The courteous message is positive and focused on the audience.
c. It makes use of terms showing respect for the receiver of the
message.
• d. It is not at all biased.
• 7. Correctness
• Correctness in communication implies that there are no
grammatical errors in communication. Correct communication
has the following features:
• a. The message is exact, correct, and well-timed.
• b. If the communication is correct, it boosts the confidence
level.
• c. A correct message has a greater impact on the
audience/readers.
• d. It checks for the precision and accurateness of facts and
figures used in the message.
• e. It makes use of appropriate and correct language in the
message.
 Management of Change and Diversity
• In the coming years, organizations that understand how to
manage diversity in the workplace effectively will hold a
distinct advantage in recruiting and hiring talent. This post
outlines how organizations can best approach and
manage diversity in the workplace with actionable tips
and advice.
 What is Diversity in the Workplace?
• For an organization looking to cultivate a more diverse and
inclusive workplace, it is important to understand what
constitutes workplace diversity.
• Workplace diversity refers to the variety of differences between
individuals in an organization. Diversity not only includes how
individuals identify themselves but also how others perceive
them. Diversity within a workplace encompasses race, gender,
ethnic groups, age, religion, sexual orientation, citizenship
status, military service, mental and physical conditions, and
other distinct differences.
 What are the Benefits of Diversity in the
Workplace?
• There are many benefits to having a diverse workplace. For
starters, organizations that commit to recruiting a diverse
workforce have a larger pool of applicants to choose from, which
can lead to finding more qualified candidates and reducing the
time it takes to fill vacant positions.
• Employees from diverse backgrounds imbue organizations with
creative new ideas and perspectives informed by their cultural
experiences.
• A diverse workplace will help organizations better understand
target demographics and what moves them.
• A diverse workplace can better align an organization’s
culture with the demographic make-up of America.
• Increased customer satisfaction by improving how
employees interact with a more diverse clientele and
public.
How to Manage Diversity in the Workplace
• Managing diversity in the workplace presents a set of unique
challenges for HR professionals. These challenges can be
mitigated if an organization makes a concerted effort to encourage
a more heterogeneous environment through promoting a culture of
tolerance, open communication, and creating conflict management
strategies to address issues that may arise.
• For leadership to effectively manage diversity in the workplace,
they need to understand their backgrounds and how their behavior
and beliefs can affect their decision-making within a diverse
environment.
 Tips for managing workplace diversity:
1. PRIORITIZE COMMUNICATION
• To manage a diverse workplace, organizations need to ensure that
they effectively communicate with employees. Policies, procedures,
safety rules, and other important information should be designed to
overcome language and cultural barriers by translating materials and
using pictures and symbols whenever applicable.
2. TREAT EACH EMPLOYEE AS AN INDIVIDUAL
• Avoid making assumptions about employees from different
backgrounds. Instead, look at each employee as an individual and
judge successes and failures on their merit rather than attributing
actions to their background.
• 3. ENCOURAGE EMPLOYEES TO WORK IN DIVERSE
GROUPS
• Diverse work teams let employees know and value one another
individually and help break down preconceived notions and
cultural misunderstandings.
• 4. BASE STANDARDS ON OBJECTIVE CRITERIA
• Set one standard of rules for all groups of employees regardless
of background. Ensure that all employment actions, including
discipline, follow these standardized criteria to ensure each
employee is treated the same.
• 5. BE OPEN-MINDED
• Recognize, and encourage employees to recognize that one’s own
experience, background, and culture are not the only ones with
value to the organization. Look for ways to incorporate a diverse
range of perspectives and talents into efforts to achieve
organizational goals.
• 6. HIRING
• To build a diverse workplace, it is crucial to recruit and hire talent
from various backgrounds. This requires leadership and others who
make hiring decisions to overcome bias in interviewing and
assessing talent. If organizations can break through bias and hire
the most qualified people, those with the right education, credentials,
experience, and skillsets, a diverse workplace should be the natural
result.
 How to Cope with Change and Diversity in
the Workplace
• 1. Communicate with employees. Inform your team of changes in the
company—whether personnel, product, or protocol. Keep every person in
the loop because change is uncomfortable for people who do not know
what is going on. Call meetings, send out memos, and maintain a general
openness with your staff.
• 2. Set goals with your team. Promote productivity and establish within
your employees an interest in the company’s future by meeting with your
team, setting goals, and brainstorming ways to achieve those goals.
• 3. Call your team to action. Encourage your team to improve their
performance so they can continue to be part of the changes in the
business. Avoid scaring them but establish a sense of urgency for them to
perform well.
 Coping with Diversity in Workplace
• 1. Plan an office retreat, whether a camping trip, mountain
getaway, or weekend at a local hotel. Facilitate activities that
encourage everyone to get to know each other. Diversity's biggest
obstacle is the refusal to get to know someone with a different
background, ethnicity, or belief system.
• 2. Research different cultures. Develop a working knowledge
about coworkers of different ethnicities, sexes, religious
affiliations, and backgrounds. Pursuing knowledge about
someone else displays respect and will result in a more peaceful
work environment and shed some light on others and improve the
way you view others.
• 3. Appoint a diversity facilitator. Use company money to
send this person to diversity in the workplace training. Put
him in charge of diversity meetings and staff education
and advocate for the minority groups in the workplace.
• 4. Open your eyes to injustice and discrimination in the
workplace and speak up. Neglecting to speak up on a
coworker’s behalf reinforces the words and actions of the
instigators and slows the process of positive change.
THANK YOU!