Becoming an Effective Leader - Session 1
Lesduur is: 360 minOnderdelen in deze les
ILM Level 5 Certificate in Leadership & Management
Introduce Yourself!
Who are YOU?
What is your role?
What do you hope to get out of the course?
Verbal Contract
Fun
Confidentiality
Mutual Respect
Trust
Listen to what others have to say
Opportunity to learn from others
No questions are silly
Non-judgemental
Housekeeping
2 assignments make up the qualification (See handout)
Deadlines are strict for both yours and my benefit
Entitled to resubmit work
Plagiarism (See handout)
Questions?
Command Words – What do these mean?
Describe
Explain
Assess
Evaluate
Command Words
Describe – say what you see
Explain – how and why
Assess – to what extent, pros and cons, overall judgement
Evaluate – considers impact, considers alternative options, provides recommendations
Becoming an Effective Leader
ILM L5 Award
Unit Overview
Learning Outcome 1
Leadership Styles
Emotional Intelligence
Learning Outcome 2
Leadership Direction and Communication
Motivation, delegation, empowerment
Personal Development Plan (PDP)
Starter
What is the difference between a leader and a manager?
5 minutes in pairs or groups
Feedback to the class
What is the difference between a leader and a manager?
Leaders and Managers
Leaders and Managers
Kent (2005) sees the difference as 3 main factors
Managers do things right; leaders do the right things
Manging is an authority relationship; leadership is an influence relationship
Managing creates stability; leadership creates change
How much to you agree with Kent?
Leadership
Radcliffe (2010) maintains it absolutely doesn’t matter where you are in an organisation, there are only 3 aspects to leading: Future, Engage, Deliver
Leading always starts in the Future
If you want the help of others to create that Future, you need to Engage them
Deliver, you make things happen
How much do you agree with Radcliffe?
Leadership
Mintzberg (2009) doesn’t accept that there is a difference between the manager and the leader, nor what any distinction means in the everyday life of organisations.
How would you like to be managed by someone who doesn’t lead?
How would you like to be led by someone who doesn’t manage?
Moorcroft (2005) maintains there is little real difference between the two but suggests that people like the idea of being a ‘leader’
How much do you agree with Mintzberg and Moorcroft?
Leadership
President Dwight Eisenhower defined leadership as ‘Getting someone to want to do what you want them to do’
Adrian Gilpin of the Institute of Human Development states that leadership is ‘the impact you have on yourself and the impact you have on people around you’
Leadership is as much about the individual as it is about influencing others. Effective leadership can depend very much on the personal qualities, characteristics and behaviours of the leader
Action Centred Leadership
John Adair’s (1984) functional approach to leadership concentrates on what leaders actually do, and the effectiveness of the leader is not down to their personal traits but their ability to meet 3 areas of need
Task – define tasks, organise responsibilities, control performance to achieve objectives
Team Maintenance – morale, standards, training, communication
Individual – meet needs, address conflict, give praise
Kotter in 1990 built on this work by Adair and believed leadership can be taught. Do you agree? Are leaders born or made?
Leadership Styles (1)
Lewin, Lippit and White
Leadership Styles
Lewin, Lippit, and White (1939) created a broad framework for leadership styles within a simplified, 3-fold heading
Authoritarian (Autocratic) style
Demographic style
Laissez-faire style
Authoritarian Style
The focus of power is with the manager and interactions within the group move towards the manager. The manager alone exercises decision-making and authority for
Determining policy
Procedures for achieving goals
Work tasks and relationships
Control of rewards
Control of punishments
Democratic Style
The focus of power is more with the group as a whole and leadership functions are shared with greater interaction within the group, the
manageris more part of the teamGroup members have a much greater say in decision making, determination of policy, implementation of systems and procedures
This can lead to more buy in and engagement from the team, which can in turn lead to greater productivity, even in the absence of the manager
Laissez-faire Style
If the team or group are working well on their own, the manager makes a conscious decision to pass the focus of power to members, allowing them the freedom of action to do as they think best
The manager is always available to help or support if needed, and should not be confused with the manager that doesn’t care or who deliberately avoids getting involved
Such non-style leadership, where members are left facing decisions that rightly belong to the manager can also be called abdication. This is not Laissez-faire
Leadership Styles (2)
Tannenbaum and Schmidt
One of the best-known works on leadership style is by Tannenbaum and Schmidt (1973), who created a continuum of possible leadership behaviour, or styles, available to the manager
Managers do not have to have one style, instead they can change their style between tell, sell, consult, joins
Simplified Model
Detailed Model
Tannenbaum and Schmidt - Tell
The Leader takes the decision and announces it.
The leader considers the options, decides what course of action the team will follow and informs the team of the decision.
In ‘telling’ the team what action is to be taken, the leader chooses not to involve the team in the decision-making process. This may be perceived by the team as a task-based decision, taking no account of their views.
Tannenbaum and Schmidt - Sell
The Leader takes the decision and 'sells' it to the team.
Once again, the leader makes the decision, however, the leader will also explain to the team the rationale for, and the positive benefits of, the decision.
The team is likely to perceive the leader more positively because the importance of the team has been recognised by the leader.
Tannenbaum and Schmidt - Consult
The Leader presents the decision, background information and invites questions.
In this scenario, the leader presents the decision and invites questions from the team, encouraging discussion and enabling the team to consider the rationale behind the decision.
This more consultative approach enables the team to more fully appreciate all the issues and the implications of all the options.
This approach is likely to be perceived by the team as more motivating.
Tannenbaum and Schmidt - Consult
The Leader proposes a decision and invites discussion about it. More consultative than the previous approach, the leader proposes a decision to the team for discussion.
Armed with the views of the team, the leader can change the decision if they wish: the final decision, however, still rests with them.
This approach acknowledges that the team has something to contribute to the decision-making process and is perceived as highly motivating by the team because they have a degree of influence over the final decision.
Tannenbaum and Schmidt - Consult
The Leader presents the issue, invites solutions and then decides. The last level of ‘consultative’ decision-making: the leader outlines the issue and possible options to the team.
There is free-ranging discussion about the issue, any proposed solutions, including those put forward by the team. The leader then decides which option to take.
At this level of decision-making, team members, who may have a more detailed knowledge or experience of the issue than the leader, are positively encouraged to influence the decision.
Tannenbaum and Schmidt - Join
The Leader explains the issue, defines the parameters and asks the team to decide. The manager becomes a member of the team.
In this scenario, the leader gives significant responsibility to the team for arriving at the best decision. While the leader remains accountable for the decision, the parameters set for the team enable the leader to retain appropriate control of the decision.
In other words, the leader can mitigate, for example, some of the risk arising from a poor decision by requiring the team to present their solution to the leader before implementation of their preferred solution.
Tannenbaum and Schmidt - Join
The Leader allows the team the freedom to identify the problem, develop the options, and decide on the action. The team is constrained only by the level of responsibility delegated by the leader
This is the ultimate level of freedom for the team. The team is given full responsibility for identifying and analysing the issue, developing, assessing and evaluating options, before deciding on and implementing their preferred course of action.
The leader supports both the decision of the team and implementation of the solution and is accountable for the outcome. Highly motivating for the team, Tannenbaum and Schmidt saw this level of freedom extending only to the most competent and capable of teams.
Leadership Styles (3)
Hersey and Blanchard
Hershey and Blanchard (1993) argued a major variable in the style of leadership adopted by leaders is the nature of the subordinate staff
This situational leadership is based on the readiness of the subordinate the leader is trying to influence
Readiness is the subordinate's ability and willingness to complete a specific task
Readiness to complete a task
Hersey and Blanchard ranked readiness into 4 levels
R1 – Low: unable and unwilling, lack commitment and motivation, insecure
R2 – Low to moderate: unable but willing, lack ability but are motivated and confident
R3 – Moderate to high: able but can be unwilling, have ability but won’t always apply it, or are insecure / lack confidence
R4 – High: willing and able, have ability, confidence and commitment to perform
Situational Leadership
Hersey and Blanchard draw attention to the importance of developing the ability, confidence and commitment of the subordinated in the team
They argue that the leadership style adopted depends on the readiness of the subordinate or follower, and that the leadership style should change depending on the readiness (R) rating
The four styles are telling, selling, participating, delegating
Situational Leadership – Hersey and Blanchard
Situational Leadership - Telling
Telling emphasises high amounts of guidance but limited supportive behaviour, appropriate for low follower readiness (R1)
Leadership behaviour is based on detailed instructions and close supervision
Situational Leadership - Selling
Selling emphasises high amounts of both directive and relationship behaviours, and it is most appropriate for low to moderate followers (R2)
Leadership behaviour is based on explanation and discussion of decision
Situational Leadership - Participating
Participating emphasises high amounts of two-way communication and supportive relationship behaviour but low amounts of guidance (task behaviour)
Most appropriate for moderate follower readiness (R3)
Leadership behaviour based on support, sharing ideas and facilitating decision-making
Situational Leadership - Delegating
Delegating emphasises little direction or support with low levels of both task and relationship behaviour
Most appropriate for high follower readiness (R4)
Leadership behaviour is based on delegation of responsibility for making decisions
GLOBE Handout
Leadership Effectiveness
The most effective leaders use a collection of distinct leadership styles, each in the right measure, at just the right time
There is no one best form of leadership that will result in the maintenance of morale among group members and high work performance
Also, different types of leadership may also be most appropriate at different stages in the development of a business organisation
Leadership can also vary between public and private sectors as well as the size of the organisation
ACAS Framework for Effective Leadership
Know your stuff – the nuts and bolts of working life, everything from employment law to disciplinary policies and procedures
Refine your skills – focuses on communicating, listening, telling, motivating and liaising . In other words engage people
ACAS Framework for Effective Leadership
Be aware of organisational responsibilities – the hardest part of leadership is balancing individual and group concerns , and encouraging the right behavioural norms
Strive for those essential characteristics – the best leaders have a personal style that is reflective, emotionally intelligent and openly accommodates both strength and vulnerability
Variables that impact leadership effectiveness
Characteristics of the leader; personality, attitudes, abilities, value system, and personal credibility
Type of power and basis of the leadership relationship
Characteristics of the followers; diversity, needs and expectations, attitudes, knowledge, confidence an experience, and motivation and commitment
Type the nature of the organisation, organisational culture on structure
Variables that impact leadership effectiveness
Nature of the tasks to be achieved and time scales
Technology, systems of communication and methods of work organisation
Informal organisation, and the psychological contract
Nature and influence of the external environment and national culture
Emotional Intelligence (EI)
Emotional intelligence encapsulates a range of skills and attributes that enable us to lead people effectively. It enables us to identify, understand, and manage emotions positively to;
Relieve stress
Communicate effectively
Empathise with others
Overcome challenges
Defuse conflict
Emotional Intelligence (EI)
Being self-aware and understanding the impact you have on others is a crucial element of leadership
EI is what gives us the ability to separate out what happens from how we react
In other words, it provides a basis for providing effective responses to people and change
Question…
If you go into work tomorrow, open your emails and you have an email from the boss that says, ‘I want to see you straight away!’
Hands up if your initial reaction is, ‘what have I done?’
Daniel Goleman - EI
Daniel Goleman agreed that the classical view of intelligence was too narrow , and felt that emotional qualities of individuals should be considered
In 1996 Goleman identified key characteristics of emotional intelligence as;
Self-awareness
Self-regulation
Social skills
Empathy
Motivation
Goleman’s 5 Components of EI
Emotional Intelligence Competence Model
Goleman and the Hay Group later developed the Emotional Intelligence Competence Model which defines emotional intelligence as
‘the capacity for recognising our own feelings and those of others, for motivating ourselves and for managing emotions within ourselves and with others’
Emotional Intelligence Competence Model
Emotional Intelligence Competence Model
Self-awareness. Recognising your own emotions and how they affect your thoughts and behaviour, knowing your strengths and weaknesses.
Self-management. The ability to control impulsive feelings and behaviours, to manage your emotions in healthy ways, to take the initiative, to follow through on commitments, and to adapt to change.
Social awareness. Understanding the emotions, needs, and concerns of other people, picking up on emotional cues, and feeling comfortable socially.
Relationship management. Knowing how to develop and maintain good relationships, communicating clearly, inspiring and influencing others, working well in a team, and managing conflict.
Handout
Goleman Emotional Intelligence Activity
Mayer & Salovey – Ability Model
The Ability Model (PUUM) sees EI as a set of related mental abilities to do with emotions and the processing of emotional information
Perceive or identify emotions in yourself and others
Use emotions constructively for thoughts or actions
Understand emotions, causes, how and why they change
Manage emotions to better yourself and others
Emotional Intelligence at work
People capable of controlling their own emotions , who can relate meaningfully to the emotions of others and are comfortable in social situations are likely to be successful in the work situation
Landale (2007) refers to emotional intelligence as the glue that holds people and teams together
With flatter work structures there is increasing proximity for us to build the relationships we need - fast, so it should really be no surprise to find emotional intelligence in so much demand
Emotional Intelligence at work
Empathy is important in emotional intelligence as this involves how a person self-manages and addresses how to engage with the emotions of others
Managers and leaders who have trained in emotional intelligence have far more initiative in dealing with organisational life
Stress will always exist at work, but emotional intelligence gives people the tools and ways of thinking to manage it to their advantage (compartmentalisation)
Emotional Intelligence at work
Becoming highly self-aware allows an individual to recognise inner conflict, and develop more proactive self-management
Developing greater social awareness allows the fostering of productive relationships and a greater degree of engagement between employees and management
The manager with high emotional intelligence benefits both the organisation and the individual
Emotional intelligence is identified as one of the key softer skills emphasised frequently as important for success in leadership
Emotional Intelligence at work
Research does show the negative use, and dark side, of emotional intelligence, when people start to use it to manipulate others in order to further their own careers
these people scrutinise the emotions of others but are skilled controlling their own emotional displays
Managers may use emotional intelligence to focus on employees' emotions for cynical purposes, but employees may look to manipulate a manager for their own gain, regardless of the detrimental impact to the team
End of Session 1
Learning objective
Learning Outcome 2
Setting Direction and Communicating to the team
Motivation, delegation, empowerment
Personal Development Plan (PDP)
Setting direction
Senior management set the vision / mission of an organisation which typically defines its purpose
Its prime function is internal – to define the key measure or measures of the organisation's success
It is important that all subsequent levels of management understand this, and understand their role, and the role of their team, in achieving the overall organisational success
Setting direction using Objectives
Managers are then able to set objectives for their own teams
Objectives are at the core of any management action as it provides direction to the team
The effectiveness of any objective depends upon…
The quality of information inputs
How closely it is related to and reflective of the teams' capabilities and competences
Objectives must be SMART
Locke’s Goal Setting Theory
For a lot of people goal setting is a powerful motivator
Setting goals is a relatively simple process to follow and manage
Peter Drucker (Management by Objectives) found managers can attain the best possible results from the resources available by focusing on achievable goals
Drucker further proposes that by aligning goals and subordinate objectives throughout the organisation, organisational performance would be improved
The potential downside of Goal Setting Theory is the assumption that all employees will be motivated by goals and objectives
Communication
If you ask 6 different people in your work what your organisation’s purpose is, would the answers be
Consistent and clear
Inconsistent and unclear
If the answer is B, then your organisation needs to consider improving communication at all levels
Communication - NASA
President Nixon visited NASA and saw a man walking down in the corridor with a brush in his hand. The president asked him what he was doing, and the man (the cleaner) replied ‘I'm helping to put a man on the moon’
Everyone in NASA knew they were working to one strategic goal: to put a man on the moon
Methods of Communication
How to you communicate with your team?
Is it the most effective method?
Do you use a range of methods?
Do you keep a record?
Learning Outcome 2.1
Use Locke’s goal theory to set goals for the team that contribute to the wider organisational success
Ensure the goals are SMART
Communicate it to the team using the 7C’s model of effective communication
Consider the message and the most appropriate method of communication
Learning Outcome 2.2
Draw on assignments one and two for your evidence in this section
2.3 – Personal Development Plan
So far on your L5 ILM course we have covered delegation, empowerment, motivation theory, trait theory, leadership styles, situational leadership, effective leadership, emotional intelligence, goal setting and communication…
Effective leaders are self-aware and able to self-reflect, and it is a skill that can be learned
A personal development plan is a structured process than helps facilitate self-reflection for the purpose of self-improvement
Self-improvement and continuous learning
Continuous learning requires commitment to expanding your ability to learn by regularly upgrading your skills and knowledge
Continuous learning in the workplace involves viewing your experiences as potential learning, and using the opportunity to hone your skills
As leaders, you should be encouraging the same approach in others
Personal Development Plan
See handout
