ns2 leadershipc3

CHAPTER 3LEADERSHIP SKILLS

CHAPTER 3LEADERSHIP SKILLS

FoodFood

WaterWater

AirAir

• Higher needs are felt only after basic needs are satisfied.

• Higher needs are felt only after basic needs are satisfied.

• Survival is the most basic human need.• Survival is the most basic human need.

People behave in ways that will bestsatisfy their needs.People behave in ways that will bestsatisfy their needs.

• The satisfaction of higher needs brings a sense of well-being and pride.• The satisfaction of higher needs brings a sense of well-being and pride.

• Food and safety seldom bring happiness or sense of accomplishment.

• Food and safety seldom bring happiness or sense of accomplishment.

Survival needs aresimilar for all people.

Higher needs varygreatly mainly becauseof the environment inwhich the individual has grown up.

Survival needs aresimilar for all people.

Higher needs varygreatly mainly becauseof the environment inwhich the individual has grown up.

Knowledge of human nature, andwhat makes people behave asthey do, is important for a leader.

Knowledge of human nature, andwhat makes people behave asthey do, is important for a leader.

This chapter covers those thingsthat influence the behavior of people.This chapter covers those thingsthat influence the behavior of people.

Everyone understandsthe basic needs for food,water, and shelter.

Everyone understandsthe basic needs for food,water, and shelter.

Once basic needs are satisfied,desire for job approval, recognition,and achievement will quickly take over.

Once basic needs are satisfied,desire for job approval, recognition,and achievement will quickly take over.

Higher needs may never be completelysatisfied. That is probably good for itmight stop new ideas and initiatives.

Higher needs may never be completelysatisfied. That is probably good for itmight stop new ideas and initiatives.

Abraham Maslowwas one of theforemost writerson people’sneeds as motivators.

Abraham Maslowwas one of theforemost writerson people’sneeds as motivators.

His theory was that needs are arranged from lowest (physiological) to highest (self-fulfillment) in a hierarchy of needs order.

His theory was that needs are arranged from lowest (physiological) to highest (self-fulfillment) in a hierarchy of needs order.

Individuals will try to satisfy all or nearly all of the lowest level needs before they are motivated to try those at higher levels.

Individuals will try to satisfy all or nearly all of the lowest level needs before they are motivated to try those at higher levels.

The psychological feature thatarouses an individual to actiontoward a desired goal

The reason for the action

That which gives purpose anddirection to behavior

The psychological feature thatarouses an individual to actiontoward a desired goal

The reason for the action

That which gives purpose anddirection to behavior

MotivationMotivation

Two of Napoleon’smany quotesaddressed theconcept long before Maslow’stheory.

Two of Napoleon’smany quotesaddressed theconcept long before Maslow’stheory.

“An army marches on its stomach.” “An army marches on its stomach.”

“A soldier will fight long and hard for a bit of colored ribbon.”“A soldier will fight long and hard for a bit of colored ribbon.”

A leader must be sure that the basicneeds of subordinates are satisfied,then try to satisfy their higher needs.

A leader must be sure that the basicneeds of subordinates are satisfied,then try to satisfy their higher needs.

Leaders can satisfy higher needs by:Leaders can satisfy higher needs by:

• ensuring subordinates’ work gives them the rewards of ~ belonging ~ status ~ advancement

• assigning jobs in a way that each person does their part well and all work toward the unit’s goal

• ensuring subordinates’ work gives them the rewards of ~ belonging ~ status ~ advancement

• assigning jobs in a way that each person does their part well and all work toward the unit’s goal

Most people seek growth in theirwork. They want:

• job responsibilities that use their technical knowledge and ability

• to become skilled in their trade

Most people seek growth in theirwork. They want:

• job responsibilities that use their technical knowledge and ability

• to become skilled in their trade

Mastery of a job adds to a sense ofachievement.

Doing a “good job” in itself must bepersonally rewarding.

Mastery of a job adds to a sense ofachievement.

Doing a “good job” in itself must bepersonally rewarding.

People also desire proper recognitionfor doing a job well.

This increases the drive to succeed.

People also desire proper recognitionfor doing a job well.

This increases the drive to succeed.

Calling attention to mistakes isnecessary, but recognition of mistakesalone will decrease the desire to achieve.

Calling attention to mistakes isnecessary, but recognition of mistakesalone will decrease the desire to achieve.

After inspecting a job, give deservedcompliments first, then follow withconstructive criticism, if needed.

After inspecting a job, give deservedcompliments first, then follow withconstructive criticism, if needed.

The process of offering valid andwell-reasoned opinions about thework of others, usually involvingboth positive and negativecomments, in a friendly mannerrather than an oppositional one

Criticism or advice that is useful and intended to help or improvesomething, often with an offer ofpossible solutions

The process of offering valid andwell-reasoned opinions about thework of others, usually involvingboth positive and negativecomments, in a friendly mannerrather than an oppositional one

Criticism or advice that is useful and intended to help or improvesomething, often with an offer ofpossible solutions

Constructive CriticismConstructive Criticism

Most people want to contribute to the success of the unit and organization, but they generally need a boost or reward for doing a good job.

Leaders must remember this human nature factor.

Most people want to contribute to the success of the unit and organization, but they generally need a boost or reward for doing a good job.

Leaders must remember this human nature factor.

Sometimes a leader needs to imposediscipline when necessary to improveattitude or performance:

~ additional physical training

~ verbal reprimand

~ written report

~ withhold advancement recommendation

Sometimes a leader needs to imposediscipline when necessary to improveattitude or performance:

~ additional physical training

~ verbal reprimand

~ written report

~ withhold advancement recommendation

However, punishment alone cannotmotivate. Motivation is an inner force.

The motivated person is self-startingand self-controlled.

However, punishment alone cannotmotivate. Motivation is an inner force.

The motivated person is self-startingand self-controlled.

What makes people want to do a better job?What makes people want to do a better job?

In the civilian world, people doing abetter job directly affect production,relationships with unions, and profits.

In the civilian world, people doing abetter job directly affect production,relationships with unions, and profits.

In the Navy, these things directly affect morale, readiness, and reenlistments.In the Navy, these things directly affect morale, readiness, and reenlistments.

Surveys indicate there are nine main factors motivating people to do a better job. In order of importance:

1. Feeling that one’s work is important2. Opportunity to do interesting work3. Opportunity for self-development and improvement4. Good pay5. Chance for advancement6. Respect as an individual7. Chance to produce work of high quality8. Knowing what is going on in the organization9. High degree of freedom on the job

Surveys indicate there are nine main factors motivating people to do a better job. In order of importance:

1. Feeling that one’s work is important2. Opportunity to do interesting work3. Opportunity for self-development and improvement4. Good pay5. Chance for advancement6. Respect as an individual7. Chance to produce work of high quality8. Knowing what is going on in the organization9. High degree of freedom on the job

1. Feeling that one’s work is important1. Feeling that one’s work is important

Motivating People To Do A Better JobMotivating People To Do A Better Job

Motivating People To Do A Better JobMotivating People To Do A Better Job

2. Opportunity to do interesting work2. Opportunity to do interesting work

Motivating People To Do A Better JobMotivating People To Do A Better Job

3. Opportunity for self-development and improvement3. Opportunity for self-development and improvement

Motivating People To Do A Better JobMotivating People To Do A Better Job

4. Good pay4. Good pay

Motivating People To Do A Better JobMotivating People To Do A Better Job

5. Chance for advancement5. Chance for advancement

Motivating People To Do A Better JobMotivating People To Do A Better Job

6. Respect as an individual6. Respect as an individual

Motivating People To Do A Better JobMotivating People To Do A Better Job

7. Chance to produce work of high quality7. Chance to produce work of high quality

Motivating People To Do A Better JobMotivating People To Do A Better Job

8. Knowing what is going on in the organization8. Knowing what is going on in the organization

9. High degree of freedom on the job9. High degree of freedom on the job

Motivating People To Do A Better JobMotivating People To Do A Better Job

Items most often put at the bottom ofany such “motivations” listing are:

• the threat of disciplinary action

• not having to work too hard

• working under close supervision

Note that these three factors arenegative, whereas the previous ninefactors were all positive.

Items most often put at the bottom ofany such “motivations” listing are:

• the threat of disciplinary action

• not having to work too hard

• working under close supervision

Note that these three factors arenegative, whereas the previous ninefactors were all positive.

Motivating People To Do A Better JobMotivating People To Do A Better Job

Management by overseeing theperformance or operation of aperson or group

Management by overseeing theperformance or operation of aperson or group

SupervisionSupervision

To help motivate,a leader must:

• give each the chance to develop abilities and talents

• allow initiative and judgment within constraints

To help motivate,a leader must:

• give each the chance to develop abilities and talents

• allow initiative and judgment within constraints

A marked innate ability, asfor artistic accomplishment

Natural endowment or abilityof a superior quality

A marked innate ability, asfor artistic accomplishment

Natural endowment or abilityof a superior quality

TalentTalent

High morale is the result of effectiveleadership.High morale is the result of effectiveleadership.

High MoraleHigh Morale

No direction of human activity is possible without it.

No failure is final until morale isdestroyed.

No direction of human activity is possible without it.

No failure is final until morale isdestroyed.

Morale is based on the belief of theleader in the follower.Morale is based on the belief of theleader in the follower.

Morale is based on the belief of theleader in the follower, of the followerin the leader.

Morale is based on the belief of theleader in the follower, of the followerin the leader.

Morale is based on the belief of theleader in the follower, of the followerin the leader, of each in themselves.

Morale is based on the belief of theleader in the follower, of the followerin the leader, of each in themselves.

Morale is based on the belief of theleader in the follower, of the followerin the leader, of each in themselves,and both in the cause.

Morale is based on the belief of theleader in the follower, of the followerin the leader, of each in themselves,and both in the cause.

MoraleMoraleThe state of mind of an individualaffected by:

~ living conditions

~ food

~ quarters

~ pay

~ duties

~ how important a person feels within the group

The state of mind of an individualaffected by:

~ living conditions

~ food

~ quarters

~ pay

~ duties

~ how important a person feels within the group

Everything that makes a person feelwell and satisfied builds up morale.Everything that makes a person feelwell and satisfied builds up morale.

Everything that bothers aperson lowers morale.Everything that bothers aperson lowers morale.

To have high morale, an individualmust first have standards and goalsthat make daily life meaningful.

To have high morale, an individualmust first have standards and goalsthat make daily life meaningful.

Second, they need to know what mustbe completed or solved in order toreach those goals.

Second, they need to know what mustbe completed or solved in order toreach those goals.

Third, a person’s basic goals must bein line with other members of the groupwho provide support in times of stress.

Third, a person’s basic goals must bein line with other members of the groupwho provide support in times of stress.

The leader must realize that highmorale is present only in groupsthat are disciplined and efficient.

The leader must realize that highmorale is present only in groupsthat are disciplined and efficient.

Morale can be measured by inspectionsof personnel and their equipment.Morale can be measured by inspectionsof personnel and their equipment.

Interviews can help determine if unitmorale is high or low.Interviews can help determine if unitmorale is high or low.

Remember, nothing will destroy moraleso surely as inactivity and boredom.

A leader must plan a mix of work andplay to build and maintain high morale.

Remember, nothing will destroy moraleso surely as inactivity and boredom.

A leader must plan a mix of work andplay to build and maintain high morale.

Following are some general rules forbuilding high morale in a unit. Theleader should:

1. Make people confident in his or her ability.2. Stay in touch with individuals’ problems and wishes.3. Be consistent and fair in assigning duties and in giving rewards and punishments.4. Show people that he or she respects them and is proud to be with them.

Following are some general rules forbuilding high morale in a unit. Theleader should:

1. Make people confident in his or her ability.2. Stay in touch with individuals’ problems and wishes.3. Be consistent and fair in assigning duties and in giving rewards and punishments.4. Show people that he or she respects them and is proud to be with them.

Following are some general rules forbuilding high morale in a unit. Theleader should:

5. Keep well informed of attitudes.6. Be accessible.7. Participate in planning and carrying out unit activities.8. Actively supervise lower-ranking leaders to be sure that they do their jobs with the unit’s welfare in mind.9. See that people have plenty of opportunity for further education.

Following are some general rules forbuilding high morale in a unit. Theleader should:

5. Keep well informed of attitudes.6. Be accessible.7. Participate in planning and carrying out unit activities.8. Actively supervise lower-ranking leaders to be sure that they do their jobs with the unit’s welfare in mind.9. See that people have plenty of opportunity for further education.

Following are some general rules forbuilding high morale in a unit. Theleader should:

10. Always be friendly, courteous and tactful.11. Know each individual by name.

Following are some general rules forbuilding high morale in a unit. Theleader should:

10. Always be friendly, courteous and tactful.11. Know each individual by name.

It is “good business” for leaders to stayin touch with each of their subordinates.

It is one of the most effective ways ofletting people know they are important.

It is “good business” for leaders to stayin touch with each of their subordinates.

It is one of the most effective ways ofletting people know they are important.

A leader must believe that each personhas something of value to say and mayknow something the leader does not.

A leader must believe that each personhas something of value to say and mayknow something the leader does not.

Starting a ConversationStarting a Conversation

A leader should begin a conversationwith a subject of interest to thesubordinate.

“Break the ice” about unit activity, school athletics, clubs, etc., not about health, finances, family, or hobbies.

A leader should begin a conversationwith a subject of interest to thesubordinate.

“Break the ice” about unit activity, school athletics, clubs, etc., not about health, finances, family, or hobbies.

Starting a ConversationStarting a ConversationA leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

A leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

Starting a ConversationStarting a ConversationA leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

• Many people like to talk about themselves to someone they can trust.

A leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

• Many people like to talk about themselves to someone they can trust.

Starting a ConversationStarting a ConversationA leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

• Many people like to talk about themselves to someone they can trust.

• The key to getting acquainted is a sincere and unselfish interest in the people being approached.

A leader should remember three thingswhen starting a conversation:

• No one wants their private affairs pried into.

• Many people like to talk about themselves to someone they can trust.

• The key to getting acquainted is a sincere and unselfish interest in the people being approached.

Starting aConversation

Starting aConversation

Probably thebest openingsubject issomethingabout theirwork, which will be ofinterest to both.

Probably thebest openingsubject issomethingabout theirwork, which will be ofinterest to both.

Starting a ConversationStarting a Conversation

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

Starting a ConversationStarting a Conversation

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

• A comment on their skill or speed in doing the work

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

• A comment on their skill or speed in doing the work

Starting a ConversationStarting a Conversation

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

• A comment on their skill or speed in doing the work

• A suggestion for improvement, if this seems needed

The following are some conversationstarters that may be helpful:

• A question about what they are doing or planning to do

• A comment on their skill or speed in doing the work

• A suggestion for improvement, if this seems needed

Starting a ConversationStarting a ConversationThe following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

The following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

Starting a ConversationStarting a ConversationThe following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

The following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

Starting a ConversationStarting a ConversationThe following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

• A remark regarding similar activities

The following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

• A remark regarding similar activities

Starting a ConversationStarting a ConversationThe following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

• A remark regarding similar activities

• A question about their earlier experience with similar work

The following are some conversationstarters that may be helpful:

• An explanation of the importance of the work

• A question about how the activity can be improved

• A remark regarding similar activities

• A question about their earlier experience with similar work

Starting a ConversationStarting a Conversation

Any of these conversation starters canlead into other topics, if the leader issincerely interested and will listen well.

Any of these conversation starters canlead into other topics, if the leader issincerely interested and will listen well.

Listening is a skill the effective leadermust have.Listening is a skill the effective leadermust have.

ListeningListening

ListeningListening

Few things make a person feel soimportant or so good about themselvesas really being listened to bysomeone they admire or respect.

Few things make a person feel soimportant or so good about themselvesas really being listened to bysomeone they admire or respect.

ListeningListening

It simply is not possible to listen to a person while thinking about something else and fool the speaker.

Despite trying to follow with smiles, frowns or other signs, thinking about other things is bound to show through.

It simply is not possible to listen to a person while thinking about something else and fool the speaker.

Despite trying to follow with smiles, frowns or other signs, thinking about other things is bound to show through.

ListeningListening

To become a good listener:• Stop working when someone is talking to you.

To become a good listener:• Stop working when someone is talking to you.

ListeningListening

To become a good listener:• Accept the speaker as a fellow human being with an interesting personality.

To become a good listener:• Accept the speaker as a fellow human being with an interesting personality.

ListeningListening

To become a good listener:• Do not interrupt continually with insignificant corrections or arguments.

To become a good listener:• Do not interrupt continually with insignificant corrections or arguments.

ListeningListening

To become a good listener:• Do not belittle the speaker’s experiences, plans, accomplishments, or possessions with greater ones of your own.

To become a good listener:• Do not belittle the speaker’s experiences, plans, accomplishments, or possessions with greater ones of your own.

ListeningListening

To become a good listener:• Probably the worst thing a listener can do is to tell the other people what they mean, or to anticipate the point of their story when they have scarcely begun. It is discourteous and may interrupt vital facts. Give the speaker a chance.

To become a good listener:• Probably the worst thing a listener can do is to tell the other people what they mean, or to anticipate the point of their story when they have scarcely begun. It is discourteous and may interrupt vital facts. Give the speaker a chance.

Ending a ConversationEnding a Conversation

Thoughtfully ending a conversation is almost as important as starting orkeeping one going.

Thoughtfully ending a conversation is almost as important as starting orkeeping one going.

Ending a ConversationEnding a Conversation

The leader should not abruptly end aconversation he or she started.

Ending a conversation withoutdamaging the pride or feelings of othersis an art every leader should develop.

The leader should not abruptly end aconversation he or she started.

Ending a conversation withoutdamaging the pride or feelings of othersis an art every leader should develop.

Ending a ConversationEnding a Conversation

Consideration and good listeningare the keys to this art.Consideration and good listeningare the keys to this art.

Ending a ConversationEnding a Conversation

Once a leader becomes known forbeing willing to listen:

• the person who may be inclined to talk too much will shorten his or her chatter

• others will respect the leader’s time, make their pitch, and depart

Once a leader becomes known forbeing willing to listen:

• the person who may be inclined to talk too much will shorten his or her chatter

• others will respect the leader’s time, make their pitch, and depart

Ending a ConversationEnding a Conversation

Attentive, patient, open-minded listeningis one of the biggest skills in leadership.Attentive, patient, open-minded listeningis one of the biggest skills in leadership.

PlanPlanCounselCounselListenListenKnow ResourcesKnow Resources

Know Human BehaviorKnow Human BehaviorKnow NeedsKnow Needs

Set ExampleSet ExampleDedicated and ResponsibleDedicated and Responsible

Manage-Administer-SuperviseManage-Administer-Supervise

Understand-Guide-TeachUnderstand-Guide-Teach

A Leader Must Be And Do Many Things.A Leader Must Be And Do Many Things.

SummarySummary

To be a leader, one must:• understand, guide, and teachTo be a leader, one must:• understand, guide, and teach

SummarySummary

To be a leader, one must:• manage, administer, and superviseTo be a leader, one must:• manage, administer, and supervise

SummarySummary

To be a leader, one must:• have a dedication and sense of responsibility that inspires others

To be a leader, one must:• have a dedication and sense of responsibility that inspires others

SummarySummary

To be a leader, one must:• set a good example at all timesTo be a leader, one must:• set a good example at all times

SummarySummary

To be a leader, one must:• know people’s needs and understand how these needs affect human behavior

To be a leader, one must:• know people’s needs and understand how these needs affect human behavior

SummarySummary

To be a leader, one must:• know how to deal with people and how best to use resources

To be a leader, one must:• know how to deal with people and how best to use resources

SummarySummary

To be a leader, one must:• listen effectively and give counsel wisely

To be a leader, one must:• listen effectively and give counsel wisely

SummarySummary

To be a leader, one must:• plan aheadTo be a leader, one must:• plan ahead

SummarySummary

This sounds like a monumental taskfor anyone, but leadership (like anyother skill) is learned with patient study and practice.

This sounds like a monumental taskfor anyone, but leadership (like anyother skill) is learned with patient study and practice.

SummarySummary

The NJROTC cadet leader must keepin mind that promotion depends a lotupon the effort and preparation putinto each task assigned.

The NJROTC cadet leader must keepin mind that promotion depends a lotupon the effort and preparation putinto each task assigned.

Q.1. After the basic human needs are satisfied, what higher needs will influence human behavior?

Q.1. After the basic human needs are satisfied, what higher needs will influence human behavior?

A.1. The person’s job and desire for approval, recognition, and

achievement will take over quickly.

A.1. The person’s job and desire for approval, recognition, and

achievement will take over quickly.

Q.1. After the basic human needs are satisfied, what higher needs will influence human behavior?

Q.1. After the basic human needs are satisfied, what higher needs will influence human behavior?

Q.2. What are the basic needs of man?

Q.2. What are the basic needs of man?

A.2. a. Food b. Water c. Air

A.2. a. Food b. Water c. Air

Q.2. What are the basic needs of man?

Q.2. What are the basic needs of man?

Q.3. Name three higher needs of man.

Q.3. Name three higher needs of man.

A.3. a. Approval b. Recognition c. Achievement

A.3. a. Approval b. Recognition c. Achievement

Q.3. Name three higher needs of man.

Q.3. Name three higher needs of man.

Q.4. What is a good "rule of thumb" when making an inspection of a job?

Q.4. What is a good "rule of thumb" when making an inspection of a job?

A.4. To give the deserved compliments then follow with constructive criticism, if needed.

A.4. To give the deserved compliments then follow with constructive criticism, if needed.

Q.4. What is a good "rule of thumb" when making an inspection of a job?

Q.4. What is a good "rule of thumb" when making an inspection of a job?

Q.5. Who was Dr. Abraham Maslow?Q.5. Who was Dr. Abraham Maslow?

A.5. He was one of the foremost writers on the topic of people’s needs as motivators.

A.5. He was one of the foremost writers on the topic of people’s needs as motivators.

Q.5. Who was Dr. Abraham Maslow?Q.5. Who was Dr. Abraham Maslow?

Q.6. What elements make up Maslow's hierarchy, starting with the basic needs?

Q.6. What elements make up Maslow's hierarchy, starting with the basic needs?

A.6. a. Physiological needs b. Safety needs c. Belonging and love needs d. Esteem needs e. Cognitive needs f. Aesthetic needs g. Self-actualization

A.6. a. Physiological needs b. Safety needs c. Belonging and love needs d. Esteem needs e. Cognitive needs f. Aesthetic needs g. Self-actualization

Q.6. What elements make up Maslow's hierarchy, starting with the basic needs?

Q.6. What elements make up Maslow's hierarchy, starting with the basic needs?

Q.7. What must the leader do to motivate followers?

Q.7. What must the leader do to motivate followers?

A.7. Give each one the chance to develop his or her abilities and talents.

A.7. Give each one the chance to develop his or her abilities and talents.

Q.7. What must the leader do to motivate followers?

Q.7. What must the leader do to motivate followers?

Q.8. What things are sure to destroy good morale?

Q.8. What things are sure to destroy good morale?

A.8. Inactivity and boredomA.8. Inactivity and boredom

Q.8. What things are sure to destroy good morale?

Q.8. What things are sure to destroy good morale?

Q.9. What are three helpful rules to consider when starting a conversation?

Q.9. What are three helpful rules to consider when starting a conversation?

A.9. 1. No one wants their private affairs pried into. 2. Many people like to talk about themselves to someone they can trust, who will listen and understand.

A.9. 1. No one wants their private affairs pried into. 2. Many people like to talk about themselves to someone they can trust, who will listen and understand.

Q.9. What are three helpful rules to consider when starting a conversation?

Q.9. What are three helpful rules to consider when starting a conversation?

A.9. 3. The key to getting acquainted is a sincere and unselfish interest in the people being approached.

A.9. 3. The key to getting acquainted is a sincere and unselfish interest in the people being approached.

Q.9. What are three helpful rules to consider when starting a conversation?

Q.9. What are three helpful rules to consider when starting a conversation?

Q.10. Why is listening an essential skill for an effective leader?

Q.10. Why is listening an essential skill for an effective leader?

A.10. Few things make a person feel so important or so good about themselves as really being listened to by someone they admire or respect.

A.10. Few things make a person feel so important or so good about themselves as really being listened to by someone they admire or respect.

Q.10. Why is listening an essential skill for an effective leader?

Q.10. Why is listening an essential skill for an effective leader?

Q.11. What is morale?Q.11. What is morale?

A.11. It refers to the state of mind of an individual or groupA.11. It refers to the state of mind of an individual or group

Q.11. What is morale?Q.11. What is morale?

Q.12. TRUE or FALSE. Leaders show their subordinates that they are important to the total organization through work-related conversations.

Q.12. TRUE or FALSE. Leaders show their subordinates that they are important to the total organization through work-related conversations.

A.12. TRUE.A.12. TRUE.

Q.12. TRUE or FALSE. Leaders show their subordinates that they are important to the total organization through work-related conversations.

Q.12. TRUE or FALSE. Leaders show their subordinates that they are important to the total organization through work-related conversations.

Q.13. What are some negative factors that can affect morale?

Q.13. What are some negative factors that can affect morale?

A.13. a. Threats of disciplinary action b. Not having to work too hard c. Working under close

supervision

A.13. a. Threats of disciplinary action b. Not having to work too hard c. Working under close

supervision

Q.13. What are some negative factors that can affect morale?

Q.13. What are some negative factors that can affect morale?

Q.14. TRUE or FALSE. Leadership can affect morale.

Q.14. TRUE or FALSE. Leadership can affect morale.

A.14. TRUE.A.14. TRUE.

Q.14. TRUE or FALSE. Leadership can affect morale.

Q.14. TRUE or FALSE. Leadership can affect morale.

Q.15. To have high morale, an individual must first have what?

Q.15. To have high morale, an individual must first have what?

A.15. a. Positive standards and goals b. A sense of what goals need to be accomplished c. Convictions and aims that are in agreement with those of other members of the group

A.15. a. Positive standards and goals b. A sense of what goals need to be accomplished c. Convictions and aims that are in agreement with those of other members of the group

Q.15. To have high morale, an individual must first have what?

Q.15. To have high morale, an individual must first have what?