management&leadership_ltdc_oct2016_short
TRANSCRIPT
1
Management & LeadershipLesotho Tourism Development Corporation24-26 Oct 2016, Maseru
Facilitated by: André [email protected]
2
The only real training for leadership is leadership.
- Anthony Jay
3 Definition of Leadership
What is a leader? “A person who can influence others to engage in the work necessary to reach
organisational goals” What is leadership?
“The capacity to inspire confidence in the rightness of one’s purposes, courage in their collective execution, and obedience in the face of any threat to resist”
Are leaders born or can leadership be developed?
4 Linking Leadership & Management
PLANNING:setting goals and deciding
how how best to achieve them
PLANNING:setting goals and deciding
how how best to achieve them
CONTROLLING:regulating activities
to reach goals
CONTROLLING:regulating activities
to reach goals
ORGANISING:allocating and
arranging resources
ORGANISING:allocating and
arranging resources
LEADING:influencing others to work towards goals
LEADING:influencing others to work towards goals
The Leadership Formula
L= f(l.gm.s) l = Leader
Traits Style Behaviour
gm = Group Members Roles Norms Individual characteristics
s = Situation External Internal Organisational culture and climate
Leader characteristics
& traits
Leader behaviour &
style
Group member characteristics
Internal & external
environment
6 Blockages to Effective Leadership
Low self confidence Inequity Conflicting goals/priorities Low initiative Work overload Mistrust Inadequate rewards Risk avoidance Inadequate time Resistance to change
7 Managerial Roles
Interpersonal Figurehead Leader Liaison
Informational Monitor Disseminator Spokesperson
Decisional Entrepreneur Disturbance handler Resource allocator Negotiator
8 Intention (functions)of Communication Control Fosters motivation Emotional expression Provides information
9 The Communication Process
Encoding
Noise and Interference
Feedback
Communicator Channel Receiver
Decoding
Message
10 Communication Fundamentals
Verbal Communication Register Semantic approach
Non-Verbal Communication Vocal communication
The pitch of your voice The pace of your speech The pauses you insert How you project your voice
Visual communication
11 Choosing Communication Channels
The richness of a channel depends on the ability to: Handle multiple cues simultaneously Facilitate rapid feedback How personal it is
Leanest
Non-routine, ambiguous
Routine, clear
Richest
Channel Richness
Type of Message Information
Medium
Flyers, bulletins, general reports
Telephone
Electronic mail
Memos, letters
Face-to-face talk
12 Barriers to Effective Communication
13 Bridging Communication Barriers
Following-up Repetition Regulating information flow Utilising feedback Encouraging mutual trust Effective timing Simplifying language Effective listening
14 Diagnosing a Communication Breakdown Transmitter:
Adequately prepared? Message:
Was it clear? Receiver:
Understand the message? Medium:
Was it suitable? Feedback:
Adequate opportunity provided? Noise/Interference:
Location, internal and external factors?
15 Communication in Organisations
Internal Communication Vertical communication Lateral communication Diagonal communication
External Communication persuade customers to abide by requirements convey information to customers and the press persuade customers to use a service maintain public interest in a service attend to customers’ requests and complaints
16 Communication Skills
The Art of Listening Concentrate to understand the full message Encourage the person to speak Listen with an open mind
17 Becoming an Effective Listener
Be motivated Make eye contact Show interest Avoid distracting actions Empathy Take in the whole picture Ask questions Paraphrase Don’t interrupt Integrate what’s being said Don’t over-talk Confront your biases Smooth transitions Be natural
18 Feedback to employees
You give feedback to: motivate someone to stop behaviour that makes him/her less
effective motivate someone to continue with behaviour that makes him/her
more effective
19 Types of feedback
Implicit - given through gestures, expressions, tone of voice and non-verbal signals
Explicit Descriptive Qualitative - entails looking in detail at a particular aspect of a person's
behaviour and providing an analysis of it in depth Evaluative
20 Communicating inclusively
Address people the way they want to be addressed. Keep an open mind. Listen actively. Check understanding. Do research. Avoid slang. Use as many different styles of communication as possible Do not talk too fast.
21 Managing Diversity
Diversity management is understanding, valuing, and using the differences in every person.
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Diversity Filter
Layers of Diversity
23 Layers of Diversity (Cont)
Personality: Unique to each individual and gives our own particular style. The core layer that affects all other layers.
Internal Dimensions: Little or no control over it. Either inborn or part of socialization process.
External Factors: We acquire, discard and modify these factors throughout our lives.
Organisational Factors: Determines role and function in organisations.
24 Increase Your Diversity Consciousness Recognise the existence of barriers. Develop and maintain pride in yourself. Develop and maintain pride in your culture. When encountering discrimination, directed to you or others, speak out if at all
possible. When you experience prejudice based on your looks or behaviour, try to be as
patient and understanding as possible. Resist the urge to use your diversity as a scapegoat. Focus on the offensive behaviour rather than the person. Treat people as individuals. Combat the prejudices, stereotypes and ignorance that exist within each of us.
25 Increase your diversity consciousness
26 Managing Conflict
Conflict is the struggle that results when two parties perceived a difference in their interests, values or goals.
Regardless of the definitions, conflict has several components: First: two or more persons are involved Second: There is a perceived incompatibility between ideas, actions,
beliefs or goals Third: the opposing sides see each other as some type of threat.
27 Principles for managing conflict
Manage conflict in the early stages Take enough time to get your emotions under control and gather your
thoughts Listen actively Watch your body language Be open-minded Respect each person Criticise ideas/behaviour, not people Ask questions rather than assume Try to put yourself in the other person’s place Be willing to change
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CollaboratingAccommodating
Compromising
Avoiding Competing
Importance of Goal
Importance of Relationship
Conflict handling styles
29 Approach to Conflict Management
1. Establish goals2. Separate the people from the problem3. Focus on interests, not positions4. Invent options for mutual gains5. Use objective criteria6. Define success in terms of gains, not losses
30 Mediating conflict between two people Acknowledge that conflict exists and treat it as serious and important. Help create a process for problem-solving by identifying the issues to be
discussed. Do not take sides - remain neutral at all cost. Focus the discussion on the impact of the conflict on work performance. Keep the interaction focused on problems rather than on personalities. Make certain that neither party dominates the conversation. Help the parties generate multiple alternatives. Help the parties find areas (common ground) on which they agree.
31 Mediating conflict between two people To help you do that, here are some steps to follow:
The two people in conflict sit facing each other Ask one person to explain from his point of view what the conflict is
about and how he is feeling In the second round This process of stating, listening and paraphrasing is continued When consensus is reached and both agree to a solution, the process
is complete
32 Managing performance
Dual purpose of managing performance: arranging situations (environment) so that employees can do their
best and developing the employees by educating, enlightening, and
appreciating them
33 Important concepts Abilities
general human capacities related to the performance of tasks.
develop over time through: interaction of heredity and experience, and are long lasting
Arousal how much capacity you have available to work Performance Zone:
totally involved in the work process a desire to succeed clear vision of what the task can provide sense of being in control of the task environment more intrinsically motivated (self-directed)
34 Important concepts
Attitude people, issues, objects, etc. along a dimension ranging from positive to
negative desire to perform four main methods used for changing attitudes
Exposure effect Reinforcement Persuasive communication Changing viewpoints
35 Important concepts
Competencies being adequately or well qualified to perform a
task gains competence through:
education, training, experience, or natural abilities
distinguish between superior and other performers
Knowledge
SkillsAttitudes
36 Important concepts Emotional Intelligence
being able to motivate one-self and persist in the face of frustrations
control impulse and delay gratification regulate one's moods and keep distress from
swamping the ability to think empathise and hope
Engagement engaged employees utilise their natural talents four levels of engagement
Physical energy - engaging the body Emotional energy - engaging the heart Mental energy - engaging the mind Spiritual energy - engaging the spirit
37 Important concepts
Intention person's aspiration to his or her goals purposeful activities that our visions create
Motivation combination of a person's desire and energy directed at achieving a goal It is the cause of action Motivation can be:
intrinsic - satisfaction, feelings of achievement; or extrinsic - rewards, punishment, or goal obtainment
all people are not motivated by the same thing over time their motivations might changes
38 Strategies for Effective Performance Management Systems Principles
an employee's performance should be judged on the basis of a work-plan covering very specific responsibilities and objectives;
performance assessment should identify future training and development needs;
exceptional performance and skills should be rewarded; poor performance should be improved through interventions such as career
counselling or coaching; and an employee should be given a copy of the assessment and be given the
opportunity to comment on it
39 Effective Performance Management Systems Are tailor-made to fit the particular needs and circumstances of the organisation; Support the achievement of high performance standards; Support the achievement of the organisation’s mission and the realisation of its
values; Define the critical success factors; Clarify the principal accountabilities of managers and staff; Enable systematic review of performance against agreed criteria; Develop systems that provide incentives and rewards as motivators for improved
performance; Provide an integrated approach to increasing motivation and commitment.
PM ProcessPhase 1:
Planning - Achieving clarity
about the job to be done & Setting
goals
Phase 2: Performance
appraisal- Reviewing
performance in the job
Phase 3: Performance
feedback- Preparing for performance discussion &
providing feedback
Phase 4: Performance development
- Training & development to
improve performance
41 Performance Counselling Steps for counselling:
1. Identify the problem2. Analyse the forces influencing the behaviour3. Plan, coordinate, and organise the session4. Conduct the session using sincerity, compassion, and
kindness5. determine what the worker believes causes the
counterproductive behaviour and what will be required to change it
6. Using all the facts, make a decision and/or a plan of action to correct the problem.
7. Monitor the worker's progress to ensure the problem has been solved.
42 Hints for counselling sessions
Address behaviour that is undesirable and not the person Let the person know that you care, but expect more Don’t punish employees who are unable to perform a task Take corrective actions in private, soon after the undesirable behaviour –
don’t humiliate a person in front of others Ensure that the employee understands exactly what behaviour led to
the corrective action Do not hold a grudge. When a punishment is over ... it is over
