BNB

CONSULTING
PLC
TRANSFORMATIONAL
& STRATEGIC
LEADERSHIP

TRAINING FOR SUCCESSFUL

IMPLEMENTATION OF THE
September, 2020 STRATEGIC PLAN
Addis Ababa (2012-2016 E.C.)
“Each of us contains the capacity to be a leader.”
(Warren Bennis)

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LEADERSHIP FOUNDATION
“A leader is one who knows the way, goes the
way, and shows the way.”

John C. Maxwell
 THE ANALOGY OF LEADERSHIP

Car Component

The Car itself Organization/Country

The driver The leader

Passengers Employee/people

Driver competency Leadership

Engine of the car Organizational system

Fuel of the car Resources

Wheel of the car Values

Obstacle in the journey Corruption and other unethical deeds

The path of the car Policy option

The destination of the car Vision of the organization

SUCCESSFUL LEADERSHIP: WHY IMPORTANT?

 Companies rated in the 20 percent of leadership skills and

development outperform their industry’s average return to
shareholders by 22 percentage points. (Lombardo &
Eichinger, The Leadership Machine)
 Companies with above-average leadership-team strength
enjoyed above-average revenue growth, relative to their
industries (Holden, Corporate Leadership Council)
 Dr. John Kotter, Harvard leadership expert, maintains that
successful organizational transformations are 70 to 90
percent attributable to leadership ability. Holden, Corporate
Leadership Council)
INTRODUCTION
 A good leader is the lifeblood of any organization.
 To be a successful leader in today’s organizations, employees( leaders) have

12/03/2022
to do more than just “lead.”
 Leaders have to be creative, innovative and passionate in order to inspire
teams to pull together, solve problems creatively and achieve amazing
increases in productivity.
 Each leader has the potential to become his/her “better”, “more successful”
self.
 This requires the leader to be committed to development and improvement
and be aware of them.
 He/she needs to know what should be changed and how the change is to be
implemented and need to be going ahead on the road.
 The Leadership Excellence training is an all-around package that addresses
every component for a strong leader and will give the skills necessary to
establish work environments where inspiration, creativity and people
flourish.
 As a result this leadership training package is designed to develop the6
capability of leaders to consistently outperform and contribute in new and
profitable ways to improve company’s bottom line.
INTRODUCTION…
Who will benefit from this training?

12/03/2022
 Directors

 Managers

 Supervisors

 Team leaders
 Aspiring and soon-to-be promoted leaders
 Anyone in a leadership role who wants to gain
confidence and improve their leadership skills
7
GENERAL OBJECTIVE
To help leaders (BEAEKA’s managers) tap into their natural
abilities to lead others and achieve results. It is for managers
who want to learn how to create a shared vision for a better
future and mobilize individuals, teams, and entire organizations
to make a difference.
The training differs from traditional leadership programs
because; it does not simply introduce leadership theories, values
and behaviors in a course setting. It offers a process for teams to
use the learning to achieve measurable results that contribute to
the success of individuals, teams and organizations.
SPECIFIC OBJECTIVES (knowledge and skill development)

After completing this training, participants will be able to:

 Describe the importance of leadership for BEAEKA

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 Differentiate between the different theories of leadership.
 Recognize individual leadership styles and personalities
 Relate leadership styles and personalities to the achievement of
organizational goals and personal development.
 Understand and explain the pillars of organizational leadership:
culture, behavior, structure, etc.
 Properly explain the strategic leadership process in the context of
BEAEKA and its business/work units.
 Develop the skill to synthesize the role of leadership in the
development of human capabilities in achieving organizational
goals.
9
SPECIFIC OBJECTIVES…
 Develop the skills in identifying leadership issues, problem-
solving, decision-making, conflict-resolution and change.

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 Synthesize the transformational leadership concepts in an
organizational setting.
 Identify opportunities for learning and become proactive
transformational agents contributing to personal and
organizational change.
 Develop the skills in identifying effective tools for team
leadership such as motivation, communication, etc.
 Develop the skills for organizational leadership such as
organizational learning/development and organizational
transformation.
 Develop the skills for strategic leadership tools such as strategic
thinking, planning acting, and learning.. 10
EXPECTED OUTCOMES (attitude changes on the participants )

The participants are expected to demonstrate the following

leadership developments when they go back to their work units.
 Develop leader’s confidence to command groups (large or

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small).
 Discover the right leadership style and how best use it to the
group’s advantage.
 Consistently demonstrate the key personal leadership
competencies (skills & behaviours: goal setting, time
efficiency, emotional intelligence, change, etc.
 Effectively lead their teams by applying the key team
leadership tools: team development, communication,
motivation, conflict management, etc.

11
EXPECTED OUTCOMES…
 Properly analyze the organizational environment of BEAEKA
and contribute to its transformation through organizational
learning/development and organizational transformation

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 Play their leadership roles for the effective implementation and
evaluation of BEAEKA’s strategic plan in the coming 5 years (as
of 2012 E.C.)
 Remove the barriers to creative leadership thinking and problem
solving.
 Generally, understand and properly apply the techniques and

strategies that will make you a successful and effective leader.

12
TRAINING SCOPE AND CONTENTS

The training package consists the following

major areas to make leaders excellent.

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 Leadership Foundation
 Strategic thinking
 Delegation
 Communication
 Team building
 Coaching and mentoring
 Feed back
 Motivation
 Managing change
 Managing conflict 13
 SESSION 1

12/03/2022
LEADERSHIP
14 FOUNDATION
“Each of us contains the capacity to be a
leader.”
(Warren Bennis)
LEADERSHIP

15
LEADERSHIP

16
LEADERSHIP VS ADMINISTRATION

The difference
A group of workers and their ‘leaders’ are set a task of
clearing a road through a dense jungle on a remote island to
get to the coast where an estuary provides a perfect site for a
port. The ‘leaders’ organize the labor into efficient units and
monitor the distribution and use of capital assets – progress is
excellent. The ‘leaders’ continue to monitor and evaluate
progress, making adjustments along the way to ensure the
progress is maintained and efficiency increased wherever
possible. Then, one day amidst all the hustle and bustle and
activity, one person climbs up a nearby tree. The person
surveys the scene from the top of the tree and shouts down to
the assembled group below…
Wrong way!
 MEANING & FEATURES
Leadership: the process of influencing people and providing
an environment for them to achieve team or organisational
objectives.

Leadership is the process of influencing others to facilitate

the attainment of organisationally relevant goals

Warren Bennis:
all leaders of effective groups share four characteristics in
common: 
 They provide direction and meaning to people they are
leading.
 They generate trust.
 They favour action and risk taking.
 They are purveyors of hope.
 THE NEED FOR LEADERSHIP
The importance of the leadership function in an organization are:
 Leadership initiates actions by giving directives and guidance
to employees.
 Leadership integrates employees’ effort by coordinating
actions of the members and leading toward the objectives.
 Leadership attempts to get the maximum output of individuals
by providing ways to fully utilize the potentials and
capabilities of employees.
 Leading facilitates changes by incorporating (adopting)
environmental and internal changes into the organization
 Leading provides stability by balancing the different parts of
the organization so that it exists for a long period and its parts
work in a harmonious ways.
 Leading enables subordinates to contribute their best to attain
the goal of the organization.
12/03/2022 19
HOW LEADERS INFLUENCE OTHERS

Power is the capacity to affect the behavior of

others, in other words, power is the ability of

individuals or groups to induce or influence the
beliefs or actions of other persons or groups.

Leaders in organizations typically rely on some or

all of five major types of power: legitimate, reward,

coercive, expert and referent.
12/03/2022 20
SOURCE OF POWER
 This power corresponds to the term authority. It exists when
Legitimate an influence acknowledge that the influencer is lawfully
power entitled to exert influence. In this the influence has an
obligation to accept this power.

Reward  This power is based on the influencer having the ability to

power reward the influence for carrying out orders.

 It is based on the influencer's ability to punish the influence

Coercive
power for not carrying out orders or for not meeting requirements.

 It is based on the influencer's, desire to identify with or

Referent imitate the influence. For example – a leader will have
power referent power over the followers if they are motivated to
emulate his work habits.
 This power is based on belief that the influencer has some
Expert power relevant expertise or special knowledge that the influence
does not have. For example a doctor has expert power on his
patients.
21
DIFFERENCE BETWEEN POWER AND AUTHORITY
Factor Authority Power
FORMATION Authority is the right to Power is the ability or power
command. to command.
BASIS Authority usually resides in Power is exercised by the
the position in the organization person.
NATURE Always positional and Power is not institutional,
legitimate and is conferred on rather it is personal.
the position.
SETUP Increases as soon as one goes Need not necessary be
up in the organizational accompanied by more power.
hierarchy.
EMPHPSIS Authority is a downward Power flows in all directions.
flowing concept.
SCOPE Narrow Broad
DELEGATION Authority can be delegated to Power can not be delegated.
the lower levels in the
organization.
22
LEADERSHIP THEORIES

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 TRAIT THEORY
 This theory is similar to the Great Man theory.
 In the 1920's and 1930's, leadership research focused on trying to
identify the traits that differentiated leaders from non-leaders.
 These early leadership theories were content theories, focusing on
"what" an effective leader is, not on 'how' to effectively lead.
 This assumes that certain physical, social, and personal
characteristics are inherent in leaders.
TRAIT THEORY …
 Who is a Successful Leader?

Napoleon I

“A leader is a dealer in
hope.”
 Who is a Successful Leader?

John F. Kennedy

“Leadership and
learning are
indispensable to
each other.”
 trait theory…

12/03/2022 28
 trait theory…
Leadership Traits and Skills
Traits
 Adaptable to situations Skills
 Alert to social environment • Clever (intelligent)
 Ambitious and achievement • Conceptually skilled
orientated • Creative
 Assertive • Diplomatic and tactful
 Cooperative • Fluent in speaking
 Decisive • Knowledgeable about group task
 Dependable • Organised (administrative ability)
 Dominant (desire to influence others) • Persuasive
 Energetic (high activity level) • Socially skilled
 Persistent Stogdill, 1974
 Self-confident
 Tolerant of stress
 Willing to assume responsibility
Leaders will also use:
• Integrity, Honesty, Compassion,
Humility
 TRAIT THEORY…

Limitations / Short coming of Trait theory

All the leaders may not possess all the traits & many of

non leaders may possess most or all of them.

The trait approach gives no guidance as to how much of

any trait a person should have.

It doesn’t indicate the best style of leadership.

It ignores situational factors.

behavioral theory

31
 BEHAVIORAL THEORY …
 The results of the trait studies were inconclusive.

 Traits, amongst other things, were hard to measure.

 How, for example, do we measure traits such as honesty, integrity, loyalty,

or diligence?
Another approach in the study of leadership had to be found.
 Behavioral theory focuses on what an effective leader “does.”

 Leadership is not something you are born with, nor do you need a set of

commonly accepted traits.

 However, effective leadership is dependent on the right behavior.
BEHAVIORAL THEORY …
Different researches have been conducted about behavioral
studies. Some of them are:
Ohio State Studies

Michigan studies

Theory X& Y

Managerial /leadership/ Grid

Let’s discuss these points one by one.
BEHAVIORAL THEORIES- OHIO STATE
 Most comprehensive and replicated studies of behavioral theories began at Ohio

State University in the late 1940s.

 Research focused on identifying independent dimensions of leader behavior, which

eventually were narrowed in to two:

 Initiating structure: the extent to which a leader is likely to define and structure
their role and those of employees in the search for goal attainment.
This includes behavior that attempts to
 organize work,
 Create clear work relationships, and
 Set goals
BEHAVIORAL THEORIES- OHIO STATE

Consideration: The extent to which a person is likely to

have job relationships characterized by :
 mutual trust,

 respect for employees’ ideas, and

 regard for their feelings.

This type of leader shows concern for his followers’ comfort,

well-being, status, and satisfaction
satisfaction
BEHAVIORAL THEORY – MICHIGAN STATE
Studies at Michigan at the same time as the Ohio State studies

have similar research objectives. They also came up with two

dimensions:
Employee-oriented: leaders emphasized interpersonal
relations; take a personal interest in the needs of their
employees and the individual differences of employees.
Production-oriented: emphasize the technical or task
aspects of their job and emphasize accomplishing the
group’s tasks.
 behavioral theory – theory X &theory Y
Theory X Theory Y
 People are lazy.  People are energetic.
 People lack ambition and
 People are ambitious and seek
dislike responsibility.
 People are self-centered. responsibility.

 People resist change.  People can be selfless.

 People are gullible and not
 People want to contribute to
very bright.
business growth and change.

 People are intelligent.

BEHAVIORAL THEORY - MANAGERIAL GRID

38
 contingency theory
 Situational leadership theory grows out of an attempt to explain the
inconsistent findings about traits and styles /behaviors.

 Situational theory proposes that the effectiveness of a particular style of

leader behavior depends on the situation.

 As situations change, different styles become appropriate.

 This directly changes the idea of one best style of leadership.

 In other words, the contingency/situational theory holds that appropriate

leader traits or behaviors are contingent or dependent on relevant situational
characteristics.

12/03/2022 39
 Contingency…
 More specifically, the contingency leadership theory states that, leadership is
the result of the interaction of:
 Leaders: behavior and competence

 Followers: behavior and competence

 Situations: situational variables such as job characteristics,

organizational policies, leaders member relations (the extent to which a
leader has the support of group members), position power (the amount
of power that the organization gives the leader to accomplish necessary
tasks).

12/03/2022 40
LEADERSHIP STYLES
The focus on finding leadership style (behavior patterns of
leaders) is on the relationship between leaders’ action and the
reaction of subordinates emotionally and behaviorally.
 A manager’s leadership style is composed of three parts:

i. How the leader chooses to motivate subordinates

Motivation approach
Positive Negative
Responsibility Threats
Recognition Coercion
Praise Fines
Security Suspensions
Monetary Rewards Termination
ii. His/her decision-making style: the degree of decision-making authority the
leader grants to subordinates.
iii. His/her areas of emphasis (orientation) in the work environment: Task
orientation, employee orientation
41
leadership styles…

12/03/2022 42
leadership styles…

43
leadership styles…

44
leadership styles…

45
leadership styles…

12/03/2022 46
LEADERSHIP STYLES

47
 Transformational
 Assumptions
 People will follow a person who inspires
them.
 A person with vision and passion can
achieve great things.
 The way to get things done is by injecting
enthusiasm and energy.
 
 They put passion and energy into 
everything. They care about followers and
want them to succeed.
 Builds on the need for meaning
 Pre-occupied with purposes, values, morals 
and ethics
 Transcends daily affairs
 Oriented towards long-term goals without 
compromising human values and principles
 Separates causes and symptoms and works 
at prevention
Transactional
 Assumptions
 People are motivated by reward and
punishment.
 Social systems work best with a clear chain of
command.
 When people have agreed to do a job, a part of
the deal is that they cede all authority to their
manager.
 The prime purpose of a subordinate is to do
what their manager tells them to.
Works through creating clear structures
whereby it is clear what is required of their
subordinates, and the rewards that they get for
following orders.
 Builds on need to get the job done and make a
living
Pre-occupied with power and position, politics
and perks
 Swamped in daily affairs
Oriented to short-term goals and hard data
Confuses causes and symptoms and is
concerned with treatment
Transformational Transactional
 Focuses more on missions and strategies for  Focuses on tactical issues

achieving them
 Makes full use of available resources  Relies on human relations to oil Human

(human) interactions
 Designs and re-designs jobs to make them  Follows and fulfils role expectations by

meaningful and challenging; realizes human striving to work effectively within current

potential systems
 Aligns internal structures and systems to  Supports structures and systems that

reinforce over-arching values and goals reinforce the bottom line

 It has a selling style  It has a telling style

 Some of the personal characteristics include:  Some of the personal characteristic include:
 Self Confident  Directive
 Assertive  Dominating
 Seizes Opportunities  Action-Oriented
What do you understand from this picture?
 SESSION 2

12/03/2022
TRANSFORMATIONAL
LEADERSHIP
“A bad system will beat a good person every
time.”

Edwards Deming
TRANSFORMATIONAL LEADERSHIP
DEFINED

 Transformational
leadership inspires
people to achieve
unexpected or
remarkable results. It
gives workers autonomy
over specific jobs, as
well as the authority to
make decisions once
they have been trained.
TRANSFORMATIONAL LEADERSHIP…
 Some of the basic characteristics of transformational
leadership are inspirational, in that the leader can
inspire workers to find better ways of achieving a goal;
mobilization, because leadership can mobilize people
into groups that can get work done, and morale, in that
transformational leaders raise the well-being and
motivation level of a group through excellent rapport.
They are also good at conflict resolution.
 All
of these traits make transformational leadership a
good fit for many types of business.
BERNARD BASS:
TRANSFORMATIONAL LEADERSHIP
(1980S/1990S)
 Proposed a four-factor definition of TL:
Idealized Influence (serves as a role model)
Inspirational Motivation (provides meaning and
challenge to followers; vision/goals)
Intellectual Stimulation (solicits and encourages
ideas, challenges assumptions)
Individualized Consideration (coach and mentor
followers; personnel growth and development)
 LEITHWOOD’S 1996 SIX FACTOR MODEL
OF TRANSFORMATIONAL LEADERSHIP

• Provides Vision
• Models Behavior
• Fosters Commitment
• Provides Individual Support
• Provides Intellectual Stimulation
• Holds High Performance Expectations
LEITHWOOD’S 2006 MODEL OF LEADERSHIP

 Four
Primary functions of Leadership
Setting Direction
Developing People
Redesigning the Organization
Managing the Program
1. SETTING DIRECTION

 The transformational leader’s critical practices:

 Building a shared vision (Provides Vision)
 Fostering the acceptance of group goals (Fosters
Commitment)
 Conveying high performance expectations (Holds High
Expectations)

(Leithwood et al., 2006) (Original 6 factors in

yellow)
2. DEVELOPING PEOPLE

 The transformational leader’s critical practices:

 Providing individualized support/consideration (Provides
Individualized Support)
 Providing intellectual stimulation (Provides Intellectual
Stimulation)
 Providing an appropriate model (Models Behavior)

(Leithwood et al., 2006) (Original 6 factors in

yellow)
3. REDESIGNING THE ORGANIZATION

 Thetransformational leader’s critical

practices:
Building collaborative cultures
Restructuring the organization’s management
structures
Building productive relationships with customers
and communities
Connecting the organization to its wider
environment.
(Leithwood et al., 2006)
4. MANAGING THE
PROGRAMS

 Thetransformational leader’s critical

practices:
Staffingthe programs
Providing resource support
Managing organization activity
Buffering staff from distractions to their work

(Leithwood et al., 2006)

 HOW TO BECOME A
TRANSFORMATIONAL LEADER
 Be a strong Role model!
 Demonstrate your integrity
– Build trust!
 Put the needs of others
above your own
 Listen more than you talk-
active listening
 Encourage creativity and
ingenuity
 Sell your vision (without
being too pushy)
SELLING YOUR VISION…

 Ask for input in developing the vision for those in

the organization
 Together, develop a plan for achieving the vision

 Explain where you are limited by accreditation

standards or institutional guidelines
 Be willing to consider alternative visions… this is
potentially, the most difficult task…
FOSTERING POSITIVE RELATIONSHIPS

 Allrelationships require
nurturing

 Allrelationships have
room for improvement

 When conflicts do arise,

resolutions are easier to
achieve
 STRATEGIES FOR FOSTERING POSITIVE
RELATIONSHIPS WITH ORGANIZATIONAL
MEMBERS
 Integrationof operational
staff with support staff
 Decision-making input
 Involvement with their
activities
 Seek win-win solutions
 Positive reinforcement
 Are you their biggest fan?
DECISION-MAKING INPUT

 designs & work plans  Hiring decisions

 work orders  Equipment purchases

 sales plans & schedules  work assignments

 site visit preparation  Staff evaluations

 guideline revisions
OFF-SITE INVOLVEMENT

Occasional coverage
Special events
Community involvement
POSITIVE REINFORCEMENT

 Catch the worker doing well and say

“THANK YOU”
 Summarize evaluations and focus on
positives- but do not ignore the negative
 Thanks for-
Equipment use
Resource management
Facility use efficiency
SAYING THANK YOU…

 Thank you letters/e-mails

 Holiday cards

 Providing awards/incentives in company events

 Recognition in company newsletters and/or on

website
 Letters to the “Boss”
ADDITIONAL PERKS

 Fee waivers
 Additional income earning opportunities

 Parking pass

 Staff ID

 Tickets to games/events

 Invitations to events at your house (for owners),

social club gatherings
 Company t-shirts
BE THEIR BIGGEST FAN!

 Tell everyone how wonderful your practicum/internship

sites are to-
 Other sites
 Faculty
 STUDENTS!!!
 Current & Prospective
 Administrators
 Community
 SESSION 3

72

Personal Leadership Development

(key personal leadership skills)
PERSONAL EFFECTIVENESS
“Success is not the result of spontaneous combustion. You have to set yourself on fire.”
— Michael Chase, Co-founder of Chase Morgan Stanley Bank

Personal Effectiveness: Meaning

73
 It entails improving ourselves in a way such that we are recognized to
be a person of courage, high spirits and good determination and also a
good and balanced person.

 In the workplace, it is that character which helps us towards success. To

be the best performer, we don’t need the highest grades or gold medals.
Rather what we need is self improvement.
PERSONAL EFFECTIVENESS…
• What should be done to improve our personal effectiveness in the
workplace?
• Develop the ability to
think clearly and logically
• Present ideas in a way
that is easily understood
• Be confident in
conducting oneself and in
presenting ideas
• Time management
• Dissolve conflict
• Good planning
• Remain composed
• Prioritize
 Be a good listener
 Be understanding
74
 Reduce stress
 Be proactive
 Motivate others
Be optimistic

 Be a continuous learner
 Be professional
Build good relationships

 Be flexible
 Be mature
PERSONAL EFFECTIVENESS…
• Personal Effectiveness: Importance
INDIVIDUAL BENEFITS OF PERSONAL
EFFECTIVENESS
 Personal Responsibility
 Personal Security
 Personal Serenity
 Personal Self-Esteem
 Personal Relationship
Support
 Personal Achievement
 Personal Significance
ORGANIZATIONAL BENEFITS OF
PERSONAL EFFECTIVENESS
 Empowered Culture &
75
Environment
 Improved Recruitment
Practices
 Greater Productivity
 Effective Team Work
 Increased Retention
 Enhanced Company
Morale
PERSONAL EFFECTIVENESS…
• Measuring Personal Effectiveness & Identifying Gaps

Myths of Personal Effectiveness

76
• Personal effectiveness comes with age and experience.
• We know ourselves.
• Growth opportunities lie solely in our weaknesses.
• It’s not me, it’s them!
• The best managers are hyper-organized and workaholics.
 
 ACTIVITY 1 - GROUP REFLECTION (20 MINUTES)
 Look at the picture below. Write and briefly present the room with your views
and experiences on:

12/03/2022
 How conflict at work place affects personal effectiveness.
 How you resolve conflict at work on your own.

___________________________________________________________
___________________________________________________________
___________________________________________________________

77
Measuring Personal Effectiveness & Identifying Gaps…
REQUIRED DEVELOPING PERSONAL PERSONAL
BEHAVIOR & RELEVANT SKILLS STRENGTHS WEAKNESSES
CHARACTERS

1. Attitude Key Work Skills  working  Rigidity or demanding of

2. Wisdom • Management Skills unsupervised self or others
• Active • Analytical Skills  openness to  Inability to deal patiently
involvement • Financial Skills feedback, with difficult people

78
• Collaboration • Manual/Technical  working with  Inconsistency of behavior
• Resourcefulnes Skills others to try to  cannot be relied upon to
• Reflection • Clerical Skills resolve the be courteous and
1. Integrity • Public Relations Skills problem professional
• Customer  flexibility and  being workaholic, unable
2. Civility
service/Selling Skills willingness to to care or talk about
adapt anything except work
Key Pers. Skills  strong work ethic  being dismissive or
• ability to network & self-discipline defensive when offered
• playing an instrument  co-operation feedback
• arts and crafts  creativity  inability to meet
• playing a sport; for  multi-tasking; deadlines
example, hurling, innovative and  inability to prioritize
football, etc. resourceful  frequently making
• learning to drive a car  interest in excuses and not taking
lifelong learning responsibility
 ACTIVITY 2 - INDIVIDUAL REFLECTION (15
MINUTES)

 Ask yourself the following questions. Where do your answers put you in the

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social circles and work life? Discuss your answers with the other participants
and try to share experiences from them.
 Am I honest and do I keep any confidential information behind closed doors.
 Do I share knowledge and expertise and not withhold information?
 Do I respect the opinions and positions of others on the team, even if the person
has an opposing view or different opinion?
 Do I talk loudly on my mobile phone?
 Do I share too much information with colleagues?
 Do I pull my own weight?
 Do I partake in group discussions?
 Do I alienate myself?
____________________________________________________________
________________________________________________________
79
 DEF.
THE 12 HABITS OF EXCEPTIONAL LEADERS TRAVIS
BRADBERRY (PHD)
1. Courage
 “Courage is the first virtue that makes all other virtues possible.” —
Aristotle
2. Effective Communication
 “The more elaborate our means of communication, the less we

80
communicate.” —Joseph Priestley
3. Generosity
 “A good leader is a person who takes a little more than his share of the blame
and a little less than his share of the credit.” —J. Maxwell
4. Humility
 “Humility is not thinking less of yourself, it’s thinking of yourself less.” –
C.S. Lewis
5. Self-Awareness
 “It is absurd that a man should rule others, who cannot rule himself.” —Latin
Proverb
6. Adherence to the Golden Rule +1
 “The way you see people is the way you treat them, and the way you
treat them is what they become.” –Goethe
 2.3 THE 12 HABITS OF EXCEPTIONAL LEADERS…

7. Passion
 “Ifyou just work on stuff that you like and are passionate
about, you don’t have to have a master plan with how things
will play out.”

81
– Mark Zuckerberg
8. Infectiousness
 “The very essence of leadership is that you have to have a
vision. It’s got to be a vision you articulate clearly and
forcefully on every occasion. You can’t blow an uncertain
trumpet.” —Reverend Theodore Hesburgh
9. Authenticity
 “Just be who you are and speak from your guts and heart –
it’s all a man has.” – Hubert Humphrey
 THE 12 HABITS OF EXCEPTIONAL LEADERS…

10. Approachability
 “Management is like holding a dove in your hand. Squeeze
too hard and you kill it, not hard enough and it flies away.” –
Tommy Lasorda

82
11. Accountability
 “The ancient Romans had a tradition: Whenever one of their
engineers constructed an arch, as the capstone was hoisted
into place, the engineer assumed accountability for his work
in the most profound way possible: He stood under the arch.”
– Michael Armstrong
12. Sense Of Purpose
 “You don’t lead by pointing and telling people some place to go.
You lead by going to that place and making a case.” – Ken Kesey
7+ HABITS OF HIGHLY EFFECTIVE PEOPLE
- STEPHEN R. COVEY

 Habit #1: Be Proactive

83
 Habit #2: Begin with the End in Mind

 Habit #3: Put First Things First

 Habit #4: Think Win/Win

 Habit #5: Seek First to Understand, Then to Be Understood

 Habit #6: Synergize

 Habit #7: Sharpen the Saw

Decision Making and Creativity 

84
Definition
 Decision making is a process of specifying the nature of a
particular problem and selecting among available alternatives
in order to solve it.
 Ability to make decisions is one common characteristic of
effective leaders and effective work groups.
 It determines how organization resources are acquired and
used.
Major influences on the decision processes
 Characteristics of the decision maker: knowledge of the problem, ability to
analyze and solve the problem, and motivation to solve it .
 Characteristics of the problem itself: familiarity problem to the managers, the
ambiguity and complexity of the problem, and the extent to which the problem is
stable or volatile.
 The decision episode: the environment in which the decision is made- the degree to
which the decision is irreversible, its significance or importance, who is accountable
for the decision and its consequences, and any time or money constraints involved in
the decision process
 Types of Decision
Programmed Non-programmed
 It represents a standardized  It occurs in response to
response to a simple or routine problems that are either poorly
problem. defined or novel.
 The nature of the problem is well  It is characterized by novel
defined and clearly understood by strategic decisions, ill-defined
the decision maker; as is the array goals, ambiguous information
of possible solutions. alternatives and uncertainty.
 High levels of certainty for both  Decisions must be made by
the problem formulation and the mangers using available
problem solution phases, information and their own
 Rules and procedures typically judgment.
spell out exactly how one is to
respond.
 Decisions are usually made
through structured bureaucratic
techniques (such as standard
operating procedures)
Individual Vs Group Decision Making

1. Individual Decision Making models

i. The rational/classic model;
ii. The administrative model, or bounded rationality model;
iii. The retrospective decision making model.
 The Rational/Classic Model (economic man model by Simon)
Assumptions Steps
 people are economically rational i. Continually monitor the decision
environment.
 people attempt to maximize ii. Identify any problems as they
outcomes in an orderly and
emerge.
sequential process.
iii. Diagnose each problem to
Simon’s notes discover its underlying
characteristics.
 Rationality requires a complete
knowledge and anticipation of the iv. Develop alternative solutions to
consequences that will follow on the problem.
each choice. v. Consider the consequences of each
 Since these consequences lie in the alternative as well as the
future, imagination must supply likelihood of success of each.
the lack of experienced feeling in vi. Choose the best alternative by
attaching value to them. comparing the consequences of
 Rationality requires a choice each alternative with the decision
among all possible alternative
objectives.
behaviors.
vii. Implement the chosen alternative.
 The Bounded Rationality Model (administrative man model)
Mechanisms
i. Using sequential i.
attention to alternative
solutions
• people examine possible
solutions and selecting the
best (as suggested in the
rational model), people
identify and evaluate various
alternatives individually.   iv. If no feasible alternative is identified (4a), lower the
i. The use of heuristics
• A heuristic is a rule that
guides the search for
alternatives into areas that
have a high probability for
yielding satisfactory solutions.
i. The concept of
Satisficing
• Whereas the rational model
focused on the decision maker
as an optimizer, this model
sees him or her as a satisficer.
Steps
Set the goal to be pursued, or define the problem to be
solved.
ii. Establish an appropriate level of aspiration or criterion
level (that is, when do you know that a solution is
sufficiently positive to be acceptable, even if it is not
perfect?)
iii. Employ heuristics to narrow problem space to a single
promising alternative.
aspiration level, and (4b) begin the search for a new
alternative solution (repeats steps 2 and 3).
v. After identifying a feasible alternative (5a), evaluate it
to determine its acceptability (5b).
vi. If the individual alternative is unacceptable, initiate
search for a new alternative solution (repeat steps 3-5).
vii. If the identified alternative is acceptable (7a),
implement the solution (7b).
viii. evaluate the ease with which the goal was (or was not)
attained (8a), and raise or lower the level of aspiration
accordingly on future decisions of this type (8b). This
model is descriptive; that is, it describes how decision
makers actually arrive at the identification of solutions
to organizational problems.
The Bounded Rationality Model (administrative man model)
 The Retrospective Decision Model
• It deals primarily with non-programmed decisions and focuses on how decision
makers attempt to rationalize their choices on retrospective basis.

• It has been variously referred to as to as the retrospective decision model or the

implicit favourite model.
 Group Decision Making
Assets and Liabilities of Group Decision Making

Assets
 Groups can accumulate more knowledge
and facts.
 Groups have a broader perspective and
consider more alternative solutions.
 Individuals who participate in decisions are
more satisfied with the decisions and are
more likely to support it.
 Group decision processes serve an
important communication function, as well
as a useful political function.
Liabilities
 Groups often work more slowly than individuals.
 Group decisions involve considerable
compromise that may lead to less than optimal
decisions.
 Groups are often dominated by one individual or
a small clique, negating many of the virtues of
group processes.
 Over reliance on group decision-making can
inhibit management’s ability to act quickly and
decisively when necessary.

Going one-step further:

• In establishing objectives, groups are typically superior to individuals
• In identifying alternatives, individuals efforts are important
• In evaluating alternatives, group judgment is superior to individual judgment.
• In choosing alternatives, involving group members often lead to greater acceptance of the
final outcome.
• In implementing the choice, individual responsibility is generally superior to group
responsibility.
 Problems In Group Decision Making
Problems Symptoms
 Illusion of invulnerability
 Illusion of morality
 Illusion of unanimity
 Self-censorship
Groupthink  Peer pressure for conformity
 Stereotyping opponents
 Rationalization
 Mind-guards
Consequences of Groupthink:
• Limited search for information
• Limited analysis of alternatives
• Rejection of expert opinions
• Few, if, any contingency plans
• Decision of poor quality
• Poor group performance
• Wasted resources
• Lost opportunities
 Overcoming Groupthink
Responsibility Guidelines
 Escalate several independent groups to examine the
same problem.
For the company  Train managers in groupthink prevention
techniques
 Assign everyone the role of critical evaluator.
 Use outside experts to challenge the group.
 Assign the devil’s advocate role to one member of
For the leader the group.
 Try to be impartial and refrain from stating your
own views.
 Try to retain your objectivity and be a critical
thinker.
For Group members  Discuss group deliberations with a trusted outsider,
and report back to the group
 At times, break the group into subgroups to discuss
the problem.
 Take time to study what other companies or groups
For the deliberation process have done in similar situations.
 Schedule “second chance” meetings to provide an
opportunity to rethink the issues before making a
final decision.
Strategies for Improving Decision Making

 Improving Problem Formulation  

 It involves identifying the causes for unsatisfactory behavior and

performance or the emergencies of new opportunities and challenges.
 This process is often inhibited by the failure of group members to
look beyond the familiar.
Strategies for Improving Decision Making
 Improving Problem Formulation Three related techniques
 -

 Devil’s Advocate - This is where one member of the group is assigned the role of
disagreeing with the group and taking an opposing position.
 Multiple Advocacy - Presenting more than one opposing views. Each group
involved in a decision is assigned the responsibility to represent the opinions of its
constituents.
 Dialectical Inquiry - Here a group or individual is assigned the role of questioning
the underlying assumptions associated with problem formulations. Next, an
individual is asked to develop an alternative problem that is credible but rests on
different assumptions. By doing so, the accuracy or generalizability of the original
assumptions is examined, and possibly, altered.
Strategies for Improving Decision Making…
 Improving Problem Solution  

 Brainstorming
 A group comes together and is given a specific problem. It is told to
propose any idea that comes to mind that may represent a solution to the
problem. In such sessions—at least at the early stages – criticism is
minimized so as not to inhibit expression. Once all the ideas are on the
table, the group turns its attention to considering the positive and negative
aspects of each proposal. Through a process of continual refinement, the
best possible solution under the circumstances should emerge.
Improving Problem Solution…  

 Nominal Group Technique (NGT)

 Individual members meet by sitting silently and independently generating their ideas on a
problem in writing.
 Round- robin - in which each group member presents an idea to the group. No discussion of
the idea is allowed at this time.
 Each idea is discussed for the purpose of clarification and evaluation.
 the group members conclude the meeting by silently and independently recording their rank-
ordering of the various ideas or solutions to the problem.
 Delphi Technique.
 In contrast to NGT, the Delphic technique never allows decision participants to meet face-to-
face.
 Instead, a problem is identified, and members are asked through a series of carefully designed
questionnaires to provide potential solutions. These questionnaires are completed
independently. .
COACHING AND MENTORING

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UNIT FOUR : COACHING AND MENTORING
Coaching & Mentoring
COACHING AND MENTORING
Responsibilities of Mentors and Coaches
 First, we must realize that when we accept

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positions of leadership, people will be looking up
to us.

 We have a responsibility to listen to them, pay

attention to them, and to attempt to understand
what it is they want and need.

 You know that Listening is a key leadership skill.

 Honest listening is at the heart of building a 102

trusting relationship that can be beneficial to both
parties.
 Coaching & Mentoring
Listen Pay
Attention Unique
Needs
COACHING
Coach- Someone who develops skills and
capabilities in another person or in a group of
people (a team)

Forms of coaching:

• Discussion

• Lecture

• Critique

• Guided practice
 What Coaches Do
• Provide task direction and vision
• Provide skill instruction

• Build team and individual capabilities

• Provide resources

• Facilitate external relationships for individuals and teams

• Transfer responsibility for success to the team
• Support the growth and progress of individuals in the program
COACHING

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 Provide task direction and vision What to do
Educate
 Provide skill instruction How to do it
Demonstrate
 Build team and individual capabilities Train & Test
Guide
 Provide resources Equipment &
Playbooks Educate
 Facilitate external relationships for individuals and teams
Build the team Guide
 Transfer responsibility for success to the team and…
Support individuals’ growth and progress Enable
106
 Tips: Good Coach
• LISTEN!!!!!
• Supply energy
• Provide focus
• Provide information
• Influence, don’t control
• Recognize team and individual success
• Recognize what’s right versus what’s wrong
• Value differences
• Evolve and grow with the team’s life cycle
MENTORING
Mentor - A trusted guide and advisor
 A mentor is an experienced Scout or leader who becomes
a trusted guide and advisor to a mentee.

 This trusting and caring relationship normally extends

beyond Scouting skills into values, beliefs and feelings.

 How does someone normally become a Mentor?

 A mentor may be “assigned” but often occurs naturally

and grows between the individuals of its own accord.
 What Mentors Do
• Advise, support, provide guidance

• Help develop an understanding of “culture” and life in

the unit/ organization
• Instill attitudes and values

• Aid in retention in the program/ unit/ organization

• Provide opportunity to help a person grow through

discovery
MENTORING

What is the role of a MENTOR?

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 Advise, support, and/or provide guidance on subjects that a
person may find difficult to discuss with other leaders or
peers.
 A good mentor must also value the culture, diversity and
history of the unit/ organization .
 Help others develop an understanding of the working
environment and “culture” and the practicalities of life in the
unit/organization.
 A mentor will always strive to instill Scouting’s values
 A mentor ultimately Provide opportunity to help a person
grow through discovery and broaden the perspective on
Scouting and personal issues.
110
 Tips: Good Mentor
• LISTEN!!!!!!
• Provide a safe environment
• Keep confidences
• Build trust early
• Share through personal experiences
• Offer suggestions
UNIT FOUR : MENTORING

What must every MENTOR, do????

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 Listening – the first and important step

 Provide a safe, non threatening environment in which a person can ask

difficult or sensitive questions. Keep confidences.

 Where does mentoring occur? [ Strive for anywhere and everywhere.]

 Share personal experiences that address the issues a mentored person is

facing.

 Make suggestions on specific Scouting problems. Make suggestions on

what it takes to get things accomplished.
112
 Coaching & Mentoring
Coaching Mentoring
Goals •Correct inappropriate Support & guide the personal
behavior growth
•Improve performance
•Impart skills
Initiativ Coach directs the Mentee is in charge of
e learning & instruction. learning.
Focus Immediate problems & Long-term personal
learning opportunities development
Roles Heavy on telling with Heavy on listening, providing
appropriate feedback a role model, & making
suggestions and connections
DELEGATION

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DELEGATION OF AUTHORITY
 Delegation is defined as assigning to
others specific tasks and the authority
(power) to complete those tasks, with
mutually agreed-upon methods for
evaluating the completed work.
 Delegation is about devolution of
authority on subordinates to make them
to perform the assigned duties or tasks.
 In other words, Delegation is trusting
another person to do a job for which
you are responsible.
 It is that part of the process of
organization by which leaders make it
possible for others to share the work of
accomplishing organizational objectives.
115
DELEGATION

12/03/2022
116
DELEGATION - PROCESS
Assignment of tasks
 Specific tasks or duties that are to be undertaken are identified by the

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leader for assignment to the subordinate.

Delegation of authority
 In order for the subordinate to complete the duties or tasks, the authority
necessary to do them should be delegated by the leader to the subordinate.

Acceptance of responsibility
 Responsibility is the obligation to carryout one’s assigned duties to the
best of one’s ability

Creation of accountability
 The last step in delegation is concerned to render an account of the
results achieved through the use of delegated authority. 117
ELEMENTS OF DELEGATION
 The elements of delegation of authority
involve three steps:

 Authority: The superior grants authority to

the subordinate to carry out the assigned task
or duty. This may include right to use
resources, spend money, engage people, etc.
 Responsibility: The superior entrusts some
responsibility or duty to a subordinate.
 Accountability: The last step in delegation is
concerned with creating an obligation to carry
out duty or responsibility and render an
account of the results achieved through the
use of delegated authority.
  118
FACTORS DETERMINING DELEGATION

The history and culture of the

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organization:
The nature of the decision:

 Availability and ability of leaders (Lower

level managers):
Management philosophy:

Size and character of the organization:

Factors Geographic dispersion of operations:


Environmental uncertainty:

119
PROBLEMS IN EFFECTIVE DELEGATION

Reluctance to delegate/Problems from Leaders

There are a number of reasons that managers commonly offer to explain why they do not

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delegate. Some are:

Fear of loss of power -.

“I can do it better myself” fallacy:
Lack of confidence in subordinates:
Fear of being exposed:
Difficulty in briefing:

120
ELEMENTS OF ORGANIZING- DELEGATION

Reluctance to Accept Delegation/problems from subordinates

 Fear of failure and criticism

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 Subordinate may believe that the delegation increases the risk of
making mistakes but doesn’t provide adequate rewards for
assuming greater responsibility
 Lack of adequate information and resources
 If subordinates are already overworked
 Lack of self-confidence
 Believing / Thinking that decision-making is the boss’s job.

121
OVERCOMING THE BARRIERS IN EFFECTIVE DELEGATION

 The most basic prerequisite to effective delegation is the willingness of

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leaders to give their subordinates real freedom to accomplish delegated
tasks.

 Improved communication between managers and subordinates will

increase mutual understanding and thus help to make delegation more
effective.

 Managers who know the abilities of their subordinates can more

realistically decide which tasks can be delegated to whom.

 Subordinates who are encouraged to use their abilities and who feel their
122

managers will “back them up” will in turn be more accepting of

GUIDELINES FOR DELEGATION
1. Explain the task clearly.
2. Check their understanding of what you have said.

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3. Be reasonable in what you expect them to do.
4. Be available to explain things.
5. Let them work by themselves to build their self-
confidence. (Don't stand over them.)
6. Let them know that you trust their intelligence and
judgment.
7. Don't accept poor work.
8. Recognize and reward good work.
9. Don't take over, let them do it.
10. Don't expect perfection.
11. Make sure that their time is occupied with useful work.
12. Make sure that all subordinates have enough tasks to
123
challenge their capabilities.
 CHANGE
MANAGEMENT

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MANAGING PLANNED CHANGE

Change
Making things different

Planned Change Goals of Planned Change

Activities that are
intentional and goal
oriented
Change Agents
Persons who act as catalysts
and assume the responsibility
for managing change activities
Improving the ability of the
organization to adapt to
changes in its environment
Changing the behavior of
individuals and groups in the
organization
 FORCES FOR CHANGE
Force Examples
Nature of the workforce More cultural diversity, Aging population, Many new entrants with
inadequate skills

Technology Faster, cheaper, & more mobile computers, on-line sharing,

Deciphering of the human genetic code

Economic shocks Rise and fall of dot-com stocks 2000–02 stock market collapse
Record low interest rates

Competition Global competitors, Mergers and consolidations, Growth of e-

commerce
Social trends Internet chat rooms, Retirement of Baby Boomers
Rise in discount and “big box” retailers

World politics Iraq–U.S. war, Opening of markets in China, War on terrorism

following 9/11/01
RESISTANCE TO CHANGE

Forms of Resistance to Change

 Overt and immediate
 Voicing complaints, engaging in job actions
 Implicit and deferred
 Loss of employee loyalty and motivation, increased
errors or mistakes, increased absenteeism
SOURCES OF INDIVIDUAL RESISTANCE TO CHANGE
SOURCES OF ORGANIZATIONAL
RESISTANCE TO CHANGE
OVERCOMING RESISTANCE TO
CHANGE

Tactics for dealing with resistance to change:

• Education and communication
• Participation
• Facilitation and support
• Negotiation
• Manipulation and cooptation
• Selecting people who accept change
• Coercion
THE POLITICS OF CHANGE

 Impetus for change is likely to come from outside change

agents.
 Internal change agents are most threatened by their loss of
status in the organization.
 Long-time power holders tend to implement only
incremental change.
 The outcomes of power struggles in the organization will
determine the speed and quality of change.
LEWIN’S THREE-STEP CHANGE MODEL

Unfreezing Refreezing
Change efforts to Stabilizing a change
overcome the pressures of intervention by balancing
both individual resistance driving and restraining
and group conformity forces

Driving Forces Restraining Forces

Forces that direct Forces that hinder
behavior away from the movement from the existing
status quo equilibrium
LEWIN’S THREE-STEP CHANGE
MODEL
UNFREEZING THE STATUS QUO
 KOTTER’S EIGHT-STEP PLAN FOR
IMPLEMENTING CHANGE
1. Establish a sense of urgency by creating a compelling reason for
why change is needed.
2. Form a coalition with enough power to lead the change.
3. Create a new vision to direct the change and strategies for achieving
the vision.
4. Communicate the vision throughout the organization.
5. Empower others to act on the vision by removing barriers to change
and encouraging risk taking and creative problem solving.
6. Plan for, create, and reward short-term “wins” that move the
organization toward the new vision.
7. Consolidate improvements, reassess changes, and make necessary
adjustments in the new programs.
8. Reinforce the changes by demonstrating the relationship between
new behaviors and organizational success.
EVALUATION & FEED BACK

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 SESSION 4

137

Team Leadership Development

(key team leadership skills)
TEAM BUILDING - CASE
W/ro Tersit has just taken Yohannes, a recent school-leaver, into her team of
people handling a particular operation in her factory. On Yohannes’s first
day, W/ro Tersit introduced him briefly to the other members of the team,
ran through details of start and finish times, meal breaks, how his salary
would be paid and the basic emergency procedures, following the company’s
induction checklist.
After a week, the problems started to arise. Other members of the team
complained that ‘the new boy’ was much too slow at his job and continually
interrupted them to ask for help. His clothes were too casual to meet the
company standards and he was not responding to callers in the proper way.
W/ro Tersit took Yohannes aside for a short chat to point out what he was
doing wrong. After a further week, Yohannes came to tell W/ro Tersit that he
was leaving. He asserted that ‘it was an awful job, nobody talked to him or
helped him, he had been stupid to take it in the first place.’ W/ro Tersit
accepted his resignation.

Q: What would you have done differently if you are in Tersit’s place?
INTRODUCTION
 Leaders currently are looking for that positive synergy that
will allow their organizations to increase performance.
 The extensive use of teams creates the ‘potential’ for an
organization to generate greater outputs with no increase in
inputs.
 The evidence suggests that teams typically outperform
individuals when the tasks being done require multiple skills,
judgment and experience.
 THE CONCEPT OF GROUPS AND TEAMS
 Group - two or more interdependent individuals who
interact and influence each other in collective pursuit of
common goal.
 Team - a small number of people with complementary
skills who are committed to a common mission,
performance goals, and approach for which they hold
themselves mutually accountable.

Contrast
 Groups emphasize individual leadership, individual
accountability, and individual work products.
 Teams emphasize shared leadership, mutual accountability, and
collective work procedure.
CHARACTERISTICS OF EFFECTIVE TEAM

1. Task performance—the degree to which the team’s

output (product or service) meets the needs and
expectations of those who use it;

2. Group process—the degree to which members

interact or relate in ways that allow the team to work
increasingly well together over time; and

3. Individual satisfaction—the degree to which the

group experience, on balance, is more satisfying
than frustrating to team members.
IMPORTANCE OF TEAMWORK

Motivation

Accelerated Learning
Improved Efficiency
Better Interpersonal Skills
Create new synergy
TYPES OF TEAMS

problem-solving teams,
self-managed work teams,
cross-functional teams, and
virtual teams.
 TYPES OF TEAMS

Problem-Solving Teams
Groups of 5 to 12 employees from the same
department who meet for a few hours each week
to discuss ways of improving quality, efficiency,
and the work environment.

Self-Managed Work Teams

Groups of 10 to 15 people who take
on the responsibilities of their former
supervisors.
TYPES OF TEAMS (CONT’D)

Cross-Functional Teams
Employees from about the same hierarchical level,
but from different work areas, who come together
to accomplish a task.

• Task forces
• Committees
TYPES OF TEAMS (CONT’D)

Virtual Teams
Teams that use computer
technology to tie together
physically dispersed
members in order to
achieve a common goal.
TEAM BUILDING – STAGES
 Team members must resolve several issues and pass
through several stages of development before emerging as
an effective work unit.

 Research suggests that five distinct phases of team

development are important in the life of any team.
 
 Copyright ©2010 Pearson Education, Inc. Publishing as Prentice Hall
• Adjourning: 5
• For temporary groups: breaking up
• Performing 4
• Group fully functional and working toward goals
• Norming 3
• Group is cohesive with strong group identity
• Storming 2
• Intragroup conflict as members resist constraints
• Forming 1
• Uncertainty about purpose, structure, and leadership
Model
Team Development – Five Stage
 TEAM BUILDING –STAGES
Stage 1. Forming - involves the initial entry of individual members in to a
team; a period of testing and orientation in which members learn about each
other and evaluate the benefits and costs of the membership.

Stage 2. Storming - is marked by interpersonal conflict as members

compete for leadership and other roles in the team. Members accept the
existence of the team, but resist the constraints the team imposes on
individuality.

Stage 3: Norming - is the stage in which close relationship develop and the
team demonstrates cohesiveness as roles are established and consensus
forms around team objectives.
Stage 4: Performing - is the stage of total integration in which team
 

members are able to deal in creative ways with both complex tasks and
conflicts. Teams are more mature, organized and well functioning.

Stage 5. Adjourning stage - Most work teams and informal groups

eventually end. Task forces disband when their project is completed
 Team Building – stages
Mentor

Coach
 TEAM BUILDING –STAGES
Stage 1. Forming
 Forming stage involves the initial entry of individual members
in to a team.
 This stage is a period of testing and orientation in which
members learn about each other and evaluate the benefits and
costs of the membership.
 In their initial contacts individuals ask a number of questions:
 What can/does the team offer me?
 What will I be asked to contribute?

 Can my needs be met while I serve the task needs of the

team members?
 Members experience a form of socialization as they try to find
out what is expected of them and how they will fit in to the
group.
 This stage is complete when members have begun to think of as
part of a team.
TEAM BUILDING –STAGE…

Stage 2. Storming
 This stage is marked by interpersonal conflict as members
compete for leadership and other roles in the team.
 Members accept the existence of the team, but resist the
constraints the team imposes on individuality.
 Further there is a conflict on who will control the team.

 Disagreements may also arise over priorities, goals, or

methods.

 Coalitions or sub-groups may emerge within the team.

TEAM BUILDING- STAGE…
Stage 3: Norming
 Norming is the third stage in which close relationship
develop and the team demonstrates cohesiveness as roles are
established and consensus forms around team objectives.

 In this stage members have developed relatively similar

mental models, so they have a common set of expectations
and assumptions about how the team’s goals should be
accomplished.

 This common understanding allows groups members to

interact more effectively, so they can move in to the next
stage, performing.
 TEAM BUILDING- STAGE S…
Stage 4: Performing
 

 Teams in the performing stage are more mature, organized and

well functioning.
 This is the stage of total integration in which team members are
able to deal in creative ways with both complex tasks and
conflicts.
 In other words, the team becomes more tasks oriented in the
performing stage because it shifts from establishing and
maintaining relations to accomplishing its objectives.  
 Team energy/efforts have moved from getting to know and
understand each other to perform the task at hand.
 For permanent work teams, performing is the last stage in their
development.
 However for temporary committees, teams, task forces, and
similar groups that have a limited task to perform, there is an
adjourning stage.
TEAM BUILDING- STAGES …

Stage 5. Adjourning stage

 

 Most work teams and informal groups eventually

end.

 Task forces disband when their project is completed.

 Informal work groups may reach this stage when

several members leave the organization or are
reassigned elsewhere.

 Some teams adjourn as a result of layoffs or plant

shutdowns.
TEAM BUILDING- STAGES …
 Many interpreters of the five-stage model assumed a team
becomes more effective as it progresses through the first four
stages.
 While this assumption may be generally true, what makes a
team effective is more complex than this model
acknowledges.
 Under some conditions, high levels of conflict are conductive
to high group performance.
 So we might expect to find situation where teams in stage II
outperform those in stage III or IV.
 Similarly, groups do not always proceed clearly from one
stage to the next.
 Sometimes, several stages go on simultaneously at the same
time.
CREATING EFFECTIVE TEAMS

 The key components making up effective

teams can be subsumed in to four generated
categories.
 First is the resources and other contextual
influences that make team effective.
 The second relates to the team’s composition.
 The third category is work design.
 Finally, process variables reflect those things that go
on in the team that influences effectiveness.

157
 BUILDING EFFECTIVE TEAMS
Context Work design
Adequate resources Autonomy
Leadership and structure Skill variety
Climate of trust Task identify
Performance evolution and Task significance
reward systems

Team effectiveness

Composition Process
Abilities of members
Common purpose
Personally
Team efficacy
Allocating roles
Conflict level
Diversity
Social loafing
Size of teams
Member flexibility
Member presences

Figure: Team Effectiveness Model

TURNING INDIVIDUALS INTO TEAM PLAYERS

Shaping Team Players

Selection

Training on a more optimistic role

Rewards

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THE ROLE OF THE LEADER FOR CREATING
EFFECTIVE TEAMS
 Emphasize group recognition and rewards.
 Identify and build on the team’s strengths.

 Develop trust and a norm of teamwork.

 Develop the team’s capabilities to anticipate and deal

with change effectively.
 Empower teams to accomplish their work with minimal
interference.
 Inspire and motivate teams toward higher levels of
performance.
 Recognize individual and team needs and attend to them
in a timely fashion.
 Encourage and support team decisions.

 Provide teams with challenging and motivating work.

 MOTIVATION

161
MOTIVATION
MOTIVATION
COMMUNICATION

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 CONFLICT
MANAGEMENT

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 SESSION 6

12/03/2022
STRATEGIC LEADERSHIP
“Our current problems cannot be solved with
the same level of thinking which created
them.”

Albert Einstein
STRATEGIC LEADERSHIP -
DEFINITION

 It is a process of providing the direction and inspiration

necessary to create and implement a firm‘s vision, mission,
and strategies to achieve organizational objectives.

168
 It is a leader‘s ability to anticipate, envision, maintain
flexibility, think strategically, and work with others to initiate
changes that will create a viable future for the organization.

 Individuals and teams enact strategic leadership when they

think, act, and influence in ways that promote the sustainable
competitive advantage of the organization.
COMMON PROBLEMS WE HEAR

169
STRATEGIC LEADERSHIP

170
171
STRATEGIC TIME USE

172
Strategic Leadership Styles in Perspective

1. Vision
2. Passion and self-sacrifice
3. Confidence, determination, and persistence
4. Image building
5. Role modelling
6. External representation
7. Expectations of and confidence in followers
8. Selective motive arousal
9. Frame alignment
10.Inspirational communication
LEADING TOWARDS STRATEGIC ACHIEVEMENT

 Team building
 Motivation
 Communication
 Coaching and mentoring
 Delegation
 Change management
 Conflict handling
 Evaluation and feedback
 12/03/2022
THE END

175

THANK YOU!