leadership and management, yerevan

Dr. Dimitrios P. Kamsaris

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Graduate School of Corporate Management, Armenia “Management and Leadership"

Dr. Dimitrios P. KamsarisProfessor of Organizational Behavior

Monarch University, Switzerland


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Elevator Speech You have

3 minutes to prepare and 3 minutes to conduct a

presentation:

Present your self:

Personal data Education and training received

Working experience Training targets

What is Management?What is Leadership

Activity learning contract

Activity learning contract


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Learning outcomes:

By the end of this training the participants will be able to understand:

What Management is, Aspect of communication, Leadership and differences from

Management, Leader and conflict management, Team building, How leaders delegate Learn: Strategies, Techniques and Tools

Training targets


4Dr. Dimitrios P. Kamsaris 4

tell me – I will forget

show me – I may remember

let me get involved – I will understand


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Effective manager Effective manager

Dr. Dimitrios P. Kamsaris 66

How to manage different people in order to:

achieve the organisational goals?

utilize their outcome?

Knowledge needed to: Interpret and Prognoses The employee behavior at work

Manager dilemma Manager Manager dilemma dilemma


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Videohttp://www.youtube.com/watch?NR=1&v=ggFaIAWZL-E

Video:“Lumberjack”


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Result: the systems function well in relation to effective management

Systems operationsSystems operations Effective management

Effective management

Result Result

Management result

a relation of:


What are the results of a behavior? Feeling & reactions to the below behaviors: Smiles and looks happy Gives without asking a return Thanks Helps Listens without judging Accepts responsibility Gives credit Receives bad behaviors with tolerance and

understanding

Result on: long-term relationships, trust, fame, cooperation.

Activity “Positive attitude”Long term results


The employees accept the power when they:

Understand the orders

Feel orders are compatible with the organisational goals

The orders do not conflict their personal beliefs

Are able to execute the task in the way it was assigned to them

Chester Barnard



Human factorHuman factor

Most problems does not concern practical issues

but issues related to

HUMANS.



The result through people and systems.

Sets goals and agreement Clarifies roles Plans tasks for execution Organizes resources Communicates priorities Sets timetable Follows a method of result evaluation Controls and Monitors if task is correctly done Delegate task Discipline Credit to employees

Manager



Priority: Relationship

High

Low

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Priority: Task

1 9

(1.9)(1.9) (9.9)(9.9)

(1.1)(1.1) (9.1)(9.1)

Team

Army

Club

High

Manager stance



One way communication.

The manager says to the team: What How

Where When

Has to be done for the particular task

Manager behaviour:

Task


1515

Two way communication Provides Socio – Emotional support Mutual trust, respect, dialogue,

listening, encouragementManager behavior:

Relationship

Manager Member


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Says BRAVO!

Asks for ideas and propositions

Encourages and ensures the member that he can do the job

Listens to the members’ problems and helps them to find a solution

If a member does well he lets everyone know

Manager behaviour:

RelationshipThe manager:


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As the member’s readiness increases, the manager’s task behavior is decreasing and the relationship behavior increases.

Management SkillsTechnical: knowledge and proficiency in work (competencies in field, analytical ability, ability to use appropriate tools and techniques. Human: knowledge and ability to work with people. Assist to achieve a task. Conceptual: ability to work with ideas. To be comfortable at seeing the bigger picture and translate this understanding into words everyone understands.

Effective manager


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Giving many responsibilities, simultaneously in short period of time

Increase in the relationship behavior, without a simultaneous desired result.

Possible problems

ΤΕΡΜΑ

Dr. Dimitrios P. Kamsaris 3232Dr. Dimitrios P. Kamsaris


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Management styleManagement style


Middle manager

Successful carrier

Effective manager

32%

28% 44%

20% 11% 26%

19% 48% 11%

13% 19%

29%

Effective manager

Traditional: Make decisions, plans, controls

Communication administrator: Manages information

Personnel: Encourages, conflict man., hires, trains

Public Relations: Builds social relations, external factors


Hum

ane

Hum

ane V

ision -

strategiesV

ision -

strategies

Technical

Technical

Required skills

General manager

Managers

Supervisors


Understand of myself

Selection of capable employees

Effective management

Conflict management

Team and people development

Human skills


Provides directives and monitors closely

Words used:– Says – Supervises – Monitors – Directs – Manages

Manager: – Makes decisions

Subordinate: – Helpless, unwilling, unskilled

Style 1: high task

low relationship


The manager explains the decision and provides the chance for clarification

Words used:– Explain – Clarify – Persuades – Teaches – Trains

Manager: – Dialogue and explanation

Subordinate : – Weak, helpless, willing, ενθουσιώδης

Style 2 high task

high relationship


The manager shares ideas and assists in the decision making process.

Words used:– Participates – Cooperates – Encourages – Supports

Decision making:– the supervisor and subordinate– Subordinate encouraged by supervisor

Subordinate : capable, sure, insecure

Style 3 low task

high relationship


The manager gives away the decision and implementation responsibilities.

Words used:– Delegates – Gives away – Monitors – Gives room

Decision making:– subordinate

Subordinate :– capable, willing, secure

Στυλ4low task

low relationship


Place the animals below in line. Lion, dog, parrot, elephant.

lion dog parrot elephant

I want others to see me as:

Other see me as:

In the future I want others to see me as:

I really want to be:

Activity ”Self-perception through others”


lion dog parrot elephant

authorityfearless independent decisionpro-acts leader subjectivefocussed

protect reliable trusting capable loving friend faithfulSupport

ActiveJoyful free spirit social openPopular attractive passion spontaneous

passive tolerant passivecooperate respectStrong controlled CalmSacredWise

Activity ”Self-perception through others”


• Has time to listen to others

• Respects others and sees their human side, not only results

• Has an interest on others on a personal basis and helps other solve the problems

• Good role model

• Strengthens and encourages others to believe in themselves

• Does not pretend to be the ‘boss’.

• Shares info with others.

• Give credit for good results.

• Give info when results are not expected.

Directives for managers


Once upon a time there was a frog race. The aim was to get on the top of a tower. A lot gathered to support them. That race started… . In reality, everyone

thought that it was an inevitable task. Everyone was shouting: “what a waste, they

will never make it to the top” The frogs begun having doubts of themselvesOne after the other admitted that they could

not make it. All but one! At the end and after a tremendous effort he made it.

Then the rest asked him how did he made it, when they realized the winner frog was deaf !!!

Conclusion: always pretend to be deaf when other tells you that you will not make it.

The frog


Break



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Concept of Concept of Leadership behaviours Leadership behaviours

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Autocratic style of leadership– leader centralizes authority, – dictates work methods, – makes unilateral decisions, and – limits employee participation

Democratic style of leadership– involves employees in decision making, – delegates authority, – encourages participation in deciding work

methods and goals, – uses feedback to coach employees– listens to concerns and issues of employees– allows employees to have a say in what’s

decided

Leadership behavior and style

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Continuum of Leader Behavior

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• Transactional Leadership Behavior– actions focus on accomplishing the tasks – maintain good working relationships by

exchanging promises of rewards for performance.

• Transformational Leadership Behavior– actions involve influencing changes in the

attitudes and assumptions of organization members and

– building commitment for the organization’s mission, objectives, and strategies.

Transactional vs. Transformational

Leadership Behavior

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Personal modesty• Demonstrates a compelling modesty, shunning public adulation,

never boastful.• Acts with quiet, calm determination; relies principally on inspired

standards, not inspiring charisma, to motivate.• Channels ambition into the company not the self; sets up successors

for even more greatness in the next generation.• Looks in the mirror, not out the window, to apportion responsibility

for poor results, never blaming other people, external factors, or bad luck.

Professional Will• Creates superb results, a clear catalyst in the transition from good to

great.• Demonstrates an unwavering resolve to do whatever must be done to

produce the best long-term results, no matter how difficult.• Sets the standard of building an enduring great company; will settle

for nothing less.• Looks out the window, not in the mirror, to apportion credit for the

success of the company—to other people, external factors, and good luck.

Behaviors of Leaders

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Effective Leadership Style /Situation

Source: Adapted and reprinted by permission of the Harvard Business Review. “How the Style of Effective Leadership Varies with the Situation” from “Engineer the Job to Fit the Manager” by Fred E. Fiedler, September–October 1965. Copyright © 1965 by the President and Fellows of Harvard College; all rights reserved.

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Situational Leadership Model

Source: Jerald Greenberg, Managing Behaviour in Organizations: Science in Service (Upper Saddle River, NJ: Prentice-Hall, 1996). Reprinted by permission.

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Applying the Situational Leadership Model

Source: Adapted from Paul Hersey, Situational Selling (Escondido, CA: Center for Leadership Studies, 1985), p. 19..

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Charismatic leadership Followers make attributions of extraordinary

leadership abilities when they observe certain behaviors

People are motivated to exert extra work effort and express greater satisfaction, because they like and respect their leaders,

Charisma leadership is appropriate when the environment involves a high degree of stress and uncertainty

Charismatic Leadership

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• Think as a leader– Identify what is happening– Explain why it is happening– Decide what you are going to do about it.

• Use appropriate leadership style– Leaders fit their style to the situation. – Different leadership styles are appropriate to

different situations.

• Pick the situation fit your favoured style.

• Build power base increasing authority.

• Exercise better judgment and willpower .

• Improve Leadership– Exhibit self-confidence.– Display honesty and integrity.– Increase knowledge.

Improve Leadership Skills

Great Leaders live with integrity, lead by example develop a winning strategy or “big idea” build a great management team inspire employees create a flexible, responsive organization use reinforcing management systems love to talk about idea have high energy have clarity of thinking communicate to diverse audience work through people

In Search of Leadership

(article by Reingold)

LEADERS: innovate focus on people inspire trust have a long-range

view ask what and why have eyes on

horizon originate challenge status

quo do the right thing

MANAGERS: administrate focus on systems and

structures rely on control have a short-range

view ask how and when have eyes on bottom

line initiate accept status quo do things right

Leaders vs. Managers

Coercive: Impact on climate-Negative

The style: “Do what I tell you.”

Works best: In a crisis, to kick start, problem employ

Authoritative: impact on climate- Strongly positive

The style “Come with me.”

Works best: clear direction is needed

Democratic: impact on climate-Positive

The style : “What do you think?”

Works best: get input from valuable employees

Affiliative: impact on climate:-Positive

The style : “People come first.”

Works best: motivate people during stress circumstances

Pacesetting: Negative. Sets high standard of performance

The style : “Do as I do, now.”

Works best: results by motivated &competent team

Coaching: Positive Develops people for the future.

The style : “Try this.”

Works best: To help employee improve performance

Leadership Style Leaders must be

flexible and change their

styles according to the situation and the people.

Situational leadership

Heroic (Old)Important people, others work

and deliver services.

At the “top,” is the company.

Chief strategy, rest implements.

Chief change, others resist it.

To manage is to make decisions and allocate resources.

Rewards for increased performance go to the leadership.

What matters is measured

Leadership is force upon those who thrust their will on others.

Engaging (New)Important if they help other

people who develop.

A company is an interacting network.

People solve little problems that grow into big plan.

Employees must resist bad changes imposed from.

Manage is to bring out the positive energy that exists naturally within people..

Human values matter, few of which can be measured.

Leadership is a trust earned from the respect of others.

Old Style vs. New Style

Mintzberg H (2004). Managers Not MBAs..

San Francisco: Berrett-Koehler

Publishers.

Quality of a leader that makes many people want to follow. Charismatic leadership involves the use of power.

Ability to influence people to do things.

Coercive: based on punishment

Reward : Based on rewards

Legitimate: Based on a role

Expert: Based on needed knowledge

Referent: based on charisma

Charisma

Power

Types of power

Charisma combines power with task Socialized Charisma

– Power for social good

Personalized charisma– Power for personal benefit

Office holder Charisma– Combines legitimate power with task

needs

Personal charisma– Use referent power to lead

Use of power by leaders

Combines what the leader does (behavior) with what the leader is (characteristics)

Focus on the relationship between the leader and the followers.

Characteristics Charismatic leaders high in :

Dominance Self confidence Need for influence Belief in own values

Charismatic Leadership

Goal Articulation: inspires a movementPersonal Image Building: create impression of competence/success Prove his competence to the followersLeader role modeling of value system:

Gandhi models self sacrificing behavior of non violence

Leader motive stimulation behavior:Message inspires needs in the followers

that are needed to complete the task. Leader communication of high performance

expectations of, and confidence in, followers

Charismatic Leadership Behaviors

Encourage behaviors in the followers Trust, loyalty, unquestioning acceptance,

obedience to the leader Follow leader’s value system Acceptance of challenging goals Improved self esteem and performance

expectations

Follower Behaviors

Effective follower performance if the behavior is appropriate to the task being accomplished

The Result

Classical management Focus on the leader and the follower Transaction

– Work for pay– Work for psychological benefits (status,

recognition or esteem) Requires appropriate role behavior Requires clear goals and appropriate

instructions Transactional leadership focuses on the

task.

Transactional Leadership

Puts leaders and followers on opposite sides.

Ebb and flow of power and reward depending on follower performance.– High task performance=power and

rewards to the follower.– Low task performance=Leader exercises

legitimate and coercive power. Promotes “game-playing”

Transactional Leadership

Transforms the environment and the people in it Focuses on building an appropriate context and

on enhancing the relationships of people within the system

FollowerFollowerLeaderLeader

The environment

Transformational Leadership

People can be trusted Everyone has a contribution to make Complex problems should be handled at

the lowest level Norms are flexible adapting to changing

environment Superiors are coaches, mentors, models

Transforming the culture

Transforming the leader’s

behavior

Identifying and articulating vision: leader identify new opportunities and develop, articulate, and inspire others with vision of the future.

Providing appropriate model: leader sets an example for employees to follow and is consistent with the values the leader adopts.

Promoting acceptance of group goals: leader promoting cooperation among employees and getting them to work together toward a common goal.

High performance expectations: expectations for excellence, quality, or high performance on the part of followers.

Providing individualized support: leader respects followers and is concerned about their personal feelings and needs.

Intellectual stimulation: leader challenges followers to reexamine some of their assumptions about their work and rethink how it can be performed.

Transforming the leader’s

behavior


7272Dr. Dimitrios P. Kamsaris

Managing Conflicts Managing Conflicts


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A situation at which two or more sides consider (correctly or not) that their goals are opposite and each side is trying to prevent the other from accomplishing their goals.

The perception of threat, or actual conflict, is necessary for the initiation of conflict prevention or management measures, and hence it is essential to address the concept of conflict before exploring how to prevent and manage such occurrences.

Conflict

7474

Misunderstandings

To be negative

Emotions

Colliding interests

Different beliefs, values, expectations,

priorities

Different personalities

Scarce resources


Conflict reasons

7575

A result of:

Mistakes,

Mismanagement,

Is originated from trouble makers.

Damages the organization

It is inevitable but sometimes, useful, when it is

required to be effective and creative.


Conflict


7676

D

isorients the attention

N

on productive situation

B

ad behaviors

S

tress

Conflict resultsDisadvantages:


7777

Encourages the change

Activates the innovation

Give to a problem a new perspective

Reveals hidden issues

Promotes accumulated emotions expression

Increase the commitment and the interest

A chance for learning

Conflict resultsAdvantages:


7878

Anger Unwillingness to listen

No going back from the positions Blame the others Aggressiveness

Attacking


Conflict pre-messages


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Human reactions under pressure, stress, threat.

Resist

• increase voice volume

•Show with the pointer

•Blame others

•Look intensively

•Hit the table with the hand

Run

•Look elsewhere

•Go back

•Speak calmly

•Change subject

•Agree fast

resist or

run


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Conflict managementThe limitation, easing and control of a conflict without necessarily solving it. Change from destructive to constructive, in the mode of interaction.

Conflict resolutionSolve of incompatibilities and mutual acceptance of each party’s existence, Aim: resolving or terminating conflicts or increase cooperation and deepen their relationship.



Effective communication


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Reflect on job you’ve been involved in.

These are the stakeholders: …

Describe the job.

What were the most successful features?

What went wrong?

What was the outcome?

Activity


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Statistics show that 74% of projects are unsuccessful.

One of the factors that contribute to the corporate failure is poor or insufficient communication.

Facts


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message, source,

encoding, channel, decoding, receiver, feedback,

noise, context and

shared meaning.

Interaction: Primary point of effective communication

Communication process

components


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Verbal Communication Oral: face-to-face or group meetings,

telephone. voice, body language, attitude and nuances.

Written: Memos, Letters, Minutes, Reports, Documentation, Publication

Non-verbal: dress code, voice tone, stance.

Anecdote: NASA neg., hands under table.

Body language can improve the level of understanding.

Communication types


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Communication Issues

Downwards Communication (Man. to Staff) Directives through speeches and seminars Company internal newsletter Regular reports on performance Sharing details and Warns employees

Upwards Communication (Staff to Man.) Reports, Problems and difficulties, Suggestion boxes, open door policy, face-

to-face

Horizontal communication (Among depts.) co ordination and problem-solving.


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Process in which info is exchanged and understood with the intention of influencing behaviour.

Sender: person wishing to convey a message (idea or info), to others, by encoding the idea in symbols (words).

Receiver: person to whom the message is sent by decoding the symbols. During encoding and decoding errors arise.

Channel: message is conveyed through (note, memo, letter, report, telephone call or face-to-face meeting).

Noise: the distortion when translating symbols to meaning (experience, attitudes and knowledge affecting perception).

Feedback: two-way comm., the receiver to the sender in the form of a return message or reaction

Com

mun

icat

ion

proc

ess


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Impersonal, static: bulletins & general reports (does not permit feedback)

Personal, static (richer): Memos, letters. Interactive channels: phone and e-mail. Physical presence (richest): face-to-face. Factors influencing the richness: ability to handle multiple signals simultaneously degree allows rapid two-way comm. ability to permit comm. on personal basis. Selecting a channel: Message unusual and non-routine: rich channel, as

misunderstandings of new events can so easily arise (under pressure)

Routine messages: statistics or minutes of meetings, can be conveyed through a less rich channel.

Channel Richness: amount of info

that can be transmitted


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When a person communicates through actions and behaviour, messages of a nonverbal nature are transmitted.

Nonverbal: high proportion of messages sent and received. The understanding in a face-to-face discussion is achieved

through facial expressions, tone of voice, posture and gestures.

Research study:major factors in face-to-face: Verbal impact : 7 % Non- vocal impact: 38% Facial impact: 55 %

Effective Communication

Non-verbal


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Listening: managers must develop a skill for listening to stakeholders and their employees.

This skill enables one to receive and interpret, or decode, messages in terms of the facts and the feelings they convey.

It is then possible to provide effective feedback.

Effective Communication


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To what extent do you agree with this view?

“To convince others, first convince yourself.”

Link your response to a typical project you are familiar with, paying special attention to the issue of successful interaction.

Activity


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Humor: A joke relaxes a tense atmosphere. Examples: members can readily relate. Metaphors: good dully speeches Language: individuals feel as part of the interaction,

i.e. ‘Let us’ not ‘Let me’; ‘We are going to’ not ‘I am going to’; etc.

Dramatise issues or narrate short stories. Language: showing attention and cooperation i.e,.

“you are listening, judging by your contribution”. Make members achieving: “At this speed, we are

getting there”, or “The good ideas have taken us far”, Bad message: “This project is making our hair turn

grey”, or “We always tremble when we think about this monstrous project”, or “Colleagues, I think there is burnout on account of this project”

Ask referential questions while you are making the presentation.

Communication techniques


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How does citation of examples during presentation bring your message to life?

In what ways does good humour improve interactivity when the project manager is putting across ideas?

Suggest any two referential or open-ended questions that you can use to bring your message to life.

Why do you think such questions achieve the goal of enlivening your message?

Activity



Comment on:

– What it is said– How they feel– What are their personalities – What are their motives– What was the situation– What is the result

You have 1 minute per picture.

Hint: body language, gestures,…

Activity


98


99


100


103


107


Break



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Leadership and Leadership and Teams Teams

Aim:– creation of a corporate id – management via vision, values – understand forthcoming changes

People:– creation of winner culture– development of employees–competencies to operations

Procedures:– support to corporate goals– turn of knowledge to value

Operation:– measurement way and reward

Leader’s role

Group: collection of people who come together because they share something in common.

Team: group of people who share a common name, mission, history, set of goals or objectives and expectations.

Teambuilding: process needed to create, maintain, and enrich the development of a group of people into a cohesive unit.


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Group,Team, Teambuilding

Read statement. When agree + or disagree -. There are no right or wrong answers. Arrive at a consensus.

Teamwork strangle creativity and individuality. Members should attend meetings to set team goals and discuss team problems. Personal goals can be accomplished through teamwork. It is necessary to ignore the feelings of others in order to reach a team decision. In teamwork, conflict should be avoided. A silent member is not interested in working as a team. The person in the group with the highest status in the organization should always take

the leadership role. In teamwork, it is important and necessary to allow time for discussion and agreement

on operating procedures. Every member is contributing toward the group task. In teamwork, "majority rule" applies. Teamwork involves working toward a common goal. A good team member provides emotional support to all other members. Every team needs a leader/coordinator. Teamwork accomplishes a task more effectively and efficiently than individual

efforts. Every team member should contribute equally toward accomplishing the task. If a team fails to accomplish a task, it is the fault of the leader/coordinator. A primary concern of all team members should be to establish an atmosphere where

all feel free to express their opinions. Final power in teamwork always rests with the leader/ coordinator. There are often occasions when an individual who is part of the team should do what

he/she thinks is right, regardless of what the team has decided to do. All members must be committed to the team approach to accomplish the task.


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Activity

Cohesiveness: membership has value added.

Social: interpersonal attraction bond.

Task: way in which skills and abilities of members mix for optimal performance.

Roles & Norms: govern members behavior. Define roles to handle with the task requirements. Are discussed and accepted.

Communication: Norms will develop governing communication .

Goal Specification: common goals clarified.

Interdependence: how each member’s success is determined, at least in part, by the success of the other members.


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Teambuilding issues


115

Doubt & Potential

Doubt is a transmittable form of interference.

It can be paralyzing to a team and can quickly evolve into panic.

Potential is transmittable.

It allow a team to add up to more than the sum of its individual parts as unique talents are exploited and complemented.


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Lack of trust in other team membersCompetition between members, rivalryFear of looking ridiculous or

uninformedNeed for attentionHidden agendasLack of understanding of goalsAbsence of process and ground rules

Team Interference


117

Approaches to programming Continuing professional development Administrative support New staff orientation, number within a team, turnover Understanding , commitment to a teamwork philosophy Personalities and attitudes of agents Climate of openness and communication Procedural guidelines for staff functioning Degree of familiarity with alternative approaches for

effectively working and programming together Perceptions of roles /responsibilities /functions among

team members Time available as a resource


118

Variables Influencing Teamwork

Efforts

Staff meetings (agenda and time to discuss) Job descriptions with annual review Know others' job descriptions and responsibilities Common criteria for personnel evaluation Openness and willingness to communicate Trust, Loyalty, Respect for privacy Politeness and Respect for others in spite of differences Respect regardless of sex, age, race Recognizing talents of the others Giving credit, Recognizing a job well done Pride in work of total staff Understand and support others' programs. Agreed upon priorities Coffee-making shared by all, Shared coffee breaks Circulation of pertinent information Willingness to talk over problems Adequate facilities and supplies Cooperation, Constructive criticism


119

Factors That Promote Working

Relationships

No understanding of others' jobs and responsibilities, No job descriptions, No staff meetings, Poor job attitudes, Uneven work loads, Limited understanding of program

No concern of staff efforts, Ignore others’ feelings Unwillingness to compromise, Poor communication Competition among staff for individual recognition Destructive criticism, Prejudice, racism, sexism No involvement in administrative decisions No leadership, Over- sensitivity, no privacy, Gossip,

rumors Disregard for talents of others, Lack of confidence in

fellow workers Putting off decision making Inequities in facilities and supplies Lack of trust, Negative and sarcastic remarks Lack of common goals and philosophy Disloyalty to staff and organization No evaluation and/or feedback from supervisors


120

Factors That obstruct Working

Relationships

Members are committed to the value of working together. Team size: 2-5 ideal, 5-10 workable, 10-15 difficult. Members know org . objectives, roles & responsibilities. Members establish and clarify guidelines and procedures

for a working relationship. Members define and agree meaningful and measurable

objectives that meet both group and personal needs. Someone assumes leadership to coordinate effort. Members do well in many roles (initiating, informing,

summarizing, mediating, encouraging) and know when. Members know others‘ resources, skills and expertise. The group allows time for teamwork effort. Work orientation first, but allows social interaction, too. Members listen attentively, encourage participation and

sharing of ideas and expression of views. Confidence in others' abilities, support one another. Members use conflict productively.


121

Attributes of Ideal Teamwork

Relationships

Working together in a team effort? Team work - superior to individual work? Personal commitment to team effort? Know member and what they can offer? Individuals in roles, having skills? Member has different area of expertise? Expertise accepted by all members? Areas overlap with potential conflict? Team sets rules for the operation? Group agreed upon: goals, timetable, priorities, conflict

resolution meetings: length, location, resources allocation, leadership requirements

Team goes through stages of development? Enough time to operate as a team? Has the group designated a team leader?


122

Team Building and Working

in Groups

Members can participate or dominants power control the participation?

Identify interests of members that may cause conflict in reaching a decision?

Minority viewpoints treated with respect? Opinion difference or ignoring them?

Members separate an idea from the person? Members discuss areas of conflict? Group avoid a "wait until next meeting”

attitude toward decision and conflict? Effort to understand problem before

finding solutions? Team premature conclusions? Problem-solving procedures identified?


123

Decision-Making and Conflict Resolution

Team has a climate of trust and respect? Balance between task and member needs? Form alliances (rumors) affect productivity Group focus on mission not socializing? Do you assume a variety of roles?:

Initiating activity, seeking info., seeking opinion, giving info., giving opinion, elaborating, coordinating, summarizing.

Team Building Roles: Encouraging, standard setting, following and expressing group feelings.

Task and Team Building Roles: Evaluating, diagnosing, testing for consensus, mediating, and relieving tensionDr. Dimitrios P. Kamsaris

124

Maintaining the Team Effort

Forming: orientation period. – unsure about what it is supposed to do – do not know each other

Storming: members find place. – Feel comfortable giving opinion– start of intragroup conflicts.

Norming: use experiences to solve problem– Procedures: goals, conflicts, decisions.

Performing: achieve harmony, define tasks, work out relationships, produce results. – work together, manage conflict.

Dissolving or reorientatingDr. Dimitrios P. Kamsaris

125

Tuckman's model

Stage 1: Getting acquainted. Belief: everyone should “get along” and be

in agreement Preserve unstable balance, people pretend No-one is happy does not perform well.

Includes: polite surface dialogue, info-sharing, develop stereotypes to categorize others, emotions and feelings are in tight control, disagreement is avoided. unspoken agreement not to disagree there is a shared uncertainty about the

specific task to be undertaken by the team.Dr. Dimitrios P. Kamsaris

126

Team Development

Stage 1

Stage 2: Destination Individual disagreements will arise Pretend everything is OK Try to convert others to their point of view “Camps” can evolve in this stage Teams do not perform well

Includes: Question of goals, reasons for effort, Members express divergent opinions, Poor listening develops, no understanding. Uncertain timetable develops Overestimates member contribution


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Team Development

Stage 2

Stage 3: costs/benefits of effort

Includes: Will effort have value for me? Team help me achieve individual goals? Individual contribution big & benefit small I do work and team receive recognition? Nonproductive members get rewards Others make comparable contributions? All share the workload? Team benefit from such an effort? Members with similar needs and

viewpoints form private alliances.Dr. Dimitrios P. Kamsaris

128

Team Development

Stage 3

Stage 4: Skills Needed

Includes: Resources of team members are explored. Skills members contribute to the effort. Hidden talents undiscovered Surface level, stereotypes and labels If talents overlap, many experts on subject,

additional skills are necessary, Decision: add, drop, develop the skills of

members. When members are added or subtracted,

the team development cycle begins again.


129

Team Development

Stages

Team Development

Stages

Stage 5: Best Route

Includes: Goal is agreed upon, members neg. means. Need for structure, power and leadership. Result: competition develops. Individual agendas are made public. Emotion and alliances influence judgments Close-minded about others' opinions/ideas. Lack of team spirit. Members feel uncomfortable with fight. Some are silent and others dominate.

Commitment vary. Individual priorities block work . Dr. Dimitrios P. Kamsaris

130

Team Development

Stage 5

Team Development

Stage 5

Stage 6: Compromise and Work Together give up on positions, to team interests

Includes: Attitudes change - synergy. needs of team. Members share leadership responsibilities. Individuals disagree but ideas are heard. Members listen actively. Differences are dealt honestly and openly. Alliances built on ideas not personalities Logic for decision-making process. Conflict is viewed as a mutual problem. Trust , openness, creative ideas emerge,

and the team feels that progress is being made.


131

Team Development

Stage 6

Stage 7: We Are ...

The team is able to: Focus on task, Be creative, innovative Decisions easily made Team is aligned with goals, High trust

Includes: Morale, loyalty, empathy, trust, acceptance Members agree to settle conflicts, Work together on the basis of criteria

identified by the group. Team is effective and efficient in meeting

deadlines and accomplishing its objectives. Productive results are most evident.Dr. Dimitrios P. Kamsaris

132

Team Development

Stage 7

The right core team can make or break a project. Consider the elements:

Size: Good: 3-12, best: 5-7, facilitator : 7- Composition: mix of different abilities:

– technical expertise and skills, administrative skills (e.g. problem-solving and decision-making skills), interpersonal and communication skills.

– understand the project


133

Selecting the right team

Clearly stated goals, Role clarity Leadership is distributed and shared Define team norms, Workload sharing Team decision making -active participation Problem-solving, discussing team issues,

and assessing team effectiveness are encouraged by all team members.

Team leader interpersonal skills Performance monitoring and give feedback Team self-correction - adjustments. The social environment is open and

supportive with a focus on learning.


134

Sustain team effectiveness

Work load, no appropriate goals,

bad behavior model,

inadequate member recognition,

leader do not control,

not enough resources,

changes membership,

members resist responsibility.

No support from stakeholders,

not enough time planning,

don’t resolve interpersonal conflict,

No compatible levels of problem-solving,

no clear leadership,

inability to make decisionDr. Dimitrios P. Kamsaris

135

Teams’ failurebarriers

Teams’ failurebarriers


137

Leadership &Leadership &Time ManagementTime Management

Measure of units Equal opportunity—same amount Feels like it passes at varying speeds

Time Management: Chance to decide how to spend a valuable

resource Get the most out of the least Organize and learn how to spend


138

Time

Plan for the unplanned. Follow schedule, adapting to

changes. Get the important things done. Are productive. Can run several activities. Have short and long term goals

in mind. Keep daily, weekly and monthly

schedule.


139

Effective Time Managers

Every night write on a card the 6 most important tasks for tomorrow.

Number in the order of importance.

Morning look at the most important and work on it until finished.

Tackle item 2 the same way. Don’t be worried if you only

complete 2 items. You’ve completed the most important tasks.

Every night write a new card for the next day.


140

Time Management

Method

Write a daily to-do list the night before. Write everything you want to accomplish.

Label each task A, B, or C. A: most important: assignments due or jobs

needing completion. B: important, may become A’s not urgent. C: not immediate, small, easy jobs Schedule time for all A. The B and C can

be done in the day.

Avoid C fever—C tasks are usually easier than A tasks. Use your list to keep you on track.


141

Time Management

Method ABC daily to-do’s

Decide which task is most important and should be completed first. Yearly Planner

Place planner in an easy access position Write dates assignments are due Find duration required to complete task.

Allow plenty of time. Allow for extra workload. Set start dates for each task and write them. Draw lines back from the due dates to

‘start’ dates.


142

Plan and PrioritizePlan and Prioritize

P: Feeling anxious about workload that you freeze, put things off and don’t get done.

S: Set priorities, Get started. reduces anxiety.

P: Put off starting task because difficult.

S: Break up work into small achievable tasks.

P: Procrastination (time on irrelevant task)

S: If stressed of task, putting it off is worse.

P: Daydreaming. Check energy level and concentration.

S: break, exercise, open a window and walk.

P: can’t begin the result will not be perfect.

S: aim for reasonable results.


143

Time Thieves

Time ThievesTime Thieves


144

Don’t put off small tasks. Completing them encourages to begin tackling larger tasks.

Difficult tasks in parts. Approach a large task as a series of manageable parts.

Check if it is needed

Check if it is appropriate

Check if it is efficient

Time control


145

Draw your circle of activities diagram

Draw your priorities

Priority A: to be done Priority B: must be done Priority C: should be done

Activity:Circle of activities diagram

Activity


146

Find the targets

Determine the means and the resources

Determine who should do what and when

Determine the action plan

Starting dates

Ending dates

Assess the results

Programming


147

Our fault:– Lack of organization– Cannot refuse – Postpone – Lack of interest – Exhaustion – Not perfectionist

Environmental causes:– Visitors – Calls – Junk mail – Surfing – Useless meetings– Sudden problems – Waiting for someone– Conversations at work

Waste of time reasons


148

Re-negotiate Re-gain the lost time

Limit the goals Use more staff Replacements Alternatives

Give incentives Commitment

When thing go bad


149

Understand how you spend your time in correlation to the personal efficiency graph

Take advantage of the means of effectiveness increase

Set your priorities in short, medium and long term Prepare the perspective action plans Determine the control processes and corrective

actions List in hierarchical order the priorities weekly Daily, prepare a “must do” list Pay attaint ion to priority A Always wonder if you use your time correctly Read every document well ONCE Follow the advices Time should serve you not the opposite!

Piece of advisePiece of advise


151

Leadership&

Delegation Skills

152

Limit of jurisdictionLimit of jurisdictionTop manTop man

Middle manMiddle man

Lower manLower manCentralization Decentralization

Centralization: giving away limited jurisdiction in decision making.

Limit of jurisdictionLimit of jurisdiction


Centralization vs.

de Decentralization

Centralization vs.

de Decentralization


153

Transfer of power downwards, within an organization

Decentralized decision making:• Increases the productivity• Increases the employee moral • Decreases absenteeism • Enriches the job

Requirements:• Freedom to employees to deal with

their production• Taking into account their views• The power necessary to do their jobs

Decentralization


154

It depends on:

Magnitude and span of the activities Adaptability to changes Geographical expansion

Development of communication systems Lack of qualified personnel

DecentralizationDecentralization

Centralization Centralization

Centralized Decentralized organization

Centralized Decentralized organization


155

Centralization Centralization Decentralization Decentralization

Closer activity Closer activity controlcontrol

Rapid decision Rapid decision making making

Uniformity of Uniformity of policies, practices policies, practices and proceduresand procedures

Gains of experiencesGains of experiences

Higher central Higher central expert involvementexpert involvement

Decision in accordance to the local conditions

Advantages


156

Participation of all or part of the staff in the decision making process.

Power transfer from managers downwards, encouraging the participation

Management ParticipationManagement Participation


157

Trust

Commitment

Goals

Autonomy

Management Participation

Characteristics


158

…the situation in which

the employee is independent, has responsibilities, has the power on:

– the job and – the personal time.

Autonomy


159

High level of trust and mutual support

Feeling of responsibility and commitment

High effectiveness and quality

Better communication

Better moral and minimized absenteeism

Advantages of Management Participation


160

The implementation requires money and time

It is hard to change the management style

Evaluation is considered as a threat

Disadvantages of Management

Participation


161

The legitimate right of a manager to:• take decisions, • give orders and to • allocate the sources, in order to achieve the organizational goals.

It is given to:• positions, •not to persons not valid in the case that the employees refuse it

The power is run from top to bottom.

Power vs.

Authority

Power vs.

Authority


162

Responsibility:

• the other side of power. • the duty of an employee to execute a task.

Accountability:

• Connects the power to the responsibility.• The employees responsible for a task report to the employee who gave them the responsibility.

Responsibility vs.

Accountability


163

Goal Goal definitiondefinition

Power Power allocationallocation

Result Result EvaluationEvaluation

Result Result Model Model

DefinitionDefinition

Power allocation procedure


164

Delegate by giving directions. Explain the way delegation is aligned

with the organizational goals. Define mutually accepted assessment

models. Clarify the expected results Prepare for their questions Discuss repeated problems Discuss the ideas about the way a task

should be executed Point the positive aspects Support the subordinates Show that they are trusted Recognize their work Keep promises Never take back duties set

The “must” of delegation

The “must” of delegation


165

Threat the employees

Just give answers

Overreact to problems

Criticize employees at the presence of others

Over control

The “must not” of delegation

Never

Delegation involves passing responsibility for completion of work to other people.

Know how you work, take responsibility for jobs you do not have time to do.

Develop people to look after routine tasks that are not cost-effective to carry out

Transfer work to people whose skills are better than yours, saving time.

Transfer of responsibility develops staff, and can increase enjoyment of their jobs


166

Reasons for delegation

What: list things or activity log. Who: Good will do , bad. Not supervision. Complete jobs: more satisfying. Explain why, results: overall picture.

Result needed, importance, constraints, deadlines, reporting dates, let go!

Help when requested: support. Accept only finished work: Give credit when a job has been

successfully completed: Public recognition


167

How to delegateHow to delegate

Lack of time: invest time in training people to take over tasks. Jobs may take longer.

Perfectionism: let make mistakes, and help them to correct them.

Enjoying by myself: inefficient. Time cost. Surrender authority: adequate time to do

the job well. Becoming invisible: think and plan and

improve operations . Staff cannot do it: Good people will often

under-perform if they are bored.


168

Delegation failure

1. No delegation: “Do exactly what I say”.

2. Ask analysis but no recommendation. “Look this and tell me results. I'll decide”.

3. Asks recommendation but check thinking. “Give me pros, cons, recommendation. I'll let you know whether you can go ahead.”

4. Trusted to judge but needs approval. “let me know decision, but wait for my go”.

5. The other control. “Decide and let me know, then go ahead unless I say not to”.

6. “Decide, act, let me know what you did”.

7. “Decide and take action. You need not check back with me”


169

Seven delegation levels

Seven delegation levels

Manager decides and announces decision. Manager decides and sells decision The manager presents the decision with

background ideas and invites questions. The manager suggests a provisional

decision and invites discussion about it. The manager presents the situation, gets

suggestions, and then decides. The manager explains the situation, defines

the parameters and asks the team to decide. The manager allows the team to identify

the problem, develop the options, and decide on the action, within the manager's received limits.Dr. Dimitrios P. Kamsaris

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Levels of delegated freedom

Accountability: The state of being responsible or answerable.

Assignment: The distribution of work that each member is responsible for during a given work period.

Delegation: The transfer of responsibility for the performance of a task from one individual to another while retaining accountability for the outcome.

Supervision: The active process of directing, guiding and influencing the outcome of an individual’s performance of a task.


171

Definitions Definitions

Explain importance of job: understand role – How their success impact the team, – understanding will drive commitment.

Define results expected: to be achieved– avoid dictating “exact” steps to follow. – offer information and support. – sense of ownership to personDefine authority: remove barriers.– Provide authority to accomplishing task.

Agree on deadline: schedule and how. Ask for feedback: repeat understanding. Set up controls: Schedule times for updates

and feedback to prevent unexpected results and surprises.


172

Effective delegation


173

Effective delegation involves achieving the correct balance between effective control of work and letting people get on with jobs in their own way.

The related with the….. The control of team. Power of discipline enforcement Morale maintenance General control Discretion

Subordinate: think that as a weakness of manager (lack of knowledge, skills etc.)

Duties not allocated


174

Barriers to the one who allocates Barriers to the one who receives

Do it himself (nobody is better) Lack of experience and skills Avoid responsibility Relay on supervisor

Lack of trust towards the subordinates Not organized

Perfection leads to over control Overloaded

No established effective control and monitor Dealing with minors

Lack of experience in job or delegation Barriers in general

Insecurity One man policy

No will to develop subordinates No tolerance to mistake

Lack of organizational skills to balance a task Criticality of decisions (crisis management)

Do not know the duties Misunderstanding of power

Lack of staff


175

• Loss of control:Staff not utilized Waste of human resourcesRight task to the right staff

• Reverse delegation:Task goes from employee to manager

• Position Loss:The manager is not needed

DangerDanger

May 2, 2006 176

• What is leadership?• How does a leader exercise power?• What are leadership skills and traits?• Theories of leadership behavior• How to improve your leadership skills• Individual determinants of behavior• Need-based approaches to motivation• Process approaches to motivation• Behavioral approaches to motivation• Beyond motivation

Outline

May 2, 2006 177

Managers– Persons whose influence on others is limited

to the appointed managerial authority of their positions

Leaders– Persons with managerial and personal power

who can influence others to perform actions beyond those that could be dictated by those persons’ formal (position) authority alone

Managers vs. Leaders

“Not all leaders are managers, nor are all

managers leaders”

May 2, 2006 178

Legitimate Sources of Power:

– Position (formal authority)– Reward– Force or punish– Expertise– Referent power (charisma)– Control over information or access to

resources (gatekeeper)

Power and Leadership


182

Coaching Coaching


183

Individuals join organizations to realize some of their goals– Financial– Learning– Making a difference

Organizations hire individuals to help fulfill its mission and reach its goals– Strategic Mission/vision

Synergistic Relationship


184

LEADERSHIP

COACHINGMANAGEMENT

Overlapping Spheres of Influence


185

Leadership

Leadership is the element that is concerned with the future

Strategic planning Succession planning Vision Values


186

Management is the part that deals with current operations

Rules and legal obligations Finances Tactics Standards

ManagementManagement


187

Art of facilitating the performance, learning and development of others.

Process of helping others to: individual realize their inner potential, delivering fulfillment to:

– individual– organization.

Motivation Excellence Achievement Intrinsic learning Intense satisfaction

CoachingCoaching


188

Coaching is NOT… Leading

ManagingInstruction

Commanding Disciplinary

Giving adviceOffering opinions


189

To be rightTo be the expertTo know the “right” answerTo be in controlTo “fix” itTo heal it or make it better

A Coach Does Not Need…

A Coach Does Not Need…


190

A Coach Needs…

To remove any “interference” an individual might be experiencing

in order to

realize that individual’s own

extraordinary intrinsic abilities


191

InterferenceInterference is anything that distracts the

individual from being successful:

Fear Lack of concentration

Anger Boredom

Trying too hard Lack of self-confidence


192

Coaching is not mentoring.

A mentor is usually long-term,

while a coach is for immediate performance issues.

Mentoring vs. Coaching

Mentoring vs. Coaching

Analysis– Understand the present position

Definition– Agree on performance goal

Exploration– Explore available options

Learning and Development– Implement agreed actions

Action– Identify and commit to actions

Evaluation– Review experience and specify next

stepsDr. Dimitrios P. Kamsaris

193

Structured CoachingStructured Coaching


194

TOPIC:INITIAL

UNDERSTANDING

OPTIONS: WHAT IS POSSIBLE

WRAP-UPCLARITY,

COMMITMENT,SUPPORT

GOAL FOR SESSION

REALITY: WHO, WHAT,

WHEREHOW MUCH

GROW Model


195

Setting the boundaries for the discussion:

Scale Importance Emotional significance Understand specifically what the person

wants to talk aboutTopic


196

Establish the desired outcome of the conversation

Identify and agree to a number of achievable outcomes within the session

Goals


197

Get an accurate picture of the problem

Discuss and become more aware of all aspects of the topic

The goal for the coach is simply to understand, not to:– fix it, – offer guidance, – advice or – conclusions

Reality


198

Draw out a list of possibilities that address the goals

Encourage the person to think.

Do not think for them

Do not judge or evaluate the options

Like a brainstorming session

Options


199

Have the person being coached select the most appropriate option

Agree to the next steps

Check commitment

Wrap up


200

When to coach

Not to Coach

Performance Reviews Team setting (to generate buy-in for all

team members) Individually In conjunction with set tasks

When your task is to manage or lead, not coach

When the person is not willing to be coached


201

Coaching is Successful When…

There are both action and awareness:– Clear goals have been set– Understanding is achieved

“Interference” is gone

There is a balance between the skill level and the desired outcome


202

The individual or team they are coaching is successful at attaining a higher level of

performance.

It is not the coach who “wins”.

A Coach is successful when…

A Coach is successful when…


203

“When people are achieving their goals, when those goals have some meaning and when learning and developing is part of the process, enjoyment ensues. These three components, achievement, fulfillment and joy, are interlinked and the absence of any one will impact and erode the others. Learning without achievement quickly exhausts one’s energy. Achievement without learning soon becomes boring. The absence of joy erodes the human spirit.”

Myles Downey

Philosophy of Philosophy of CoachingCoaching


204

ValueValueResult

92% increase to bottom line 99% coaching delivers tangible benefits to

the organisation and individual 96% effective way to promote learning 93% key mechanism to transfer learning

from training courses

(CIPD research 2004)

58% better management skills 53% increased job motivation

(AC research 2004)


205

Value Value

689% ROI at Booz Allen

Coaching produced a 529% return on investment and significant intangible benefits to the business. Fortune 500 company

Executive coaching delivers a ROI of nearly 6 times the initial cost of coaching

Survey of 100 senior executives from Fortune 1000 companies by Manchester Consulting, July 2004

ROI examples

Building Skills: opportunities for new skills to be learned and practiced.

Progressing Projects: Oversee progress and monitor any problems.

Developing Careers: Prepare staff for promotion or show a clear career path.

Solving Problems: Help staff to identify problems and routes to a solution.

Brainstorming: Direct the creative input of the team to keep projects on track.

Overcoming Conflicts: Diffuse disagreements among team members.

Motivating Staff: Restore enthusiasm and commitment within the team.Dr. Dimitrios P. Kamsaris

206

Reason to Coach


Thank you very much for your attention!

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Education

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