Presentation from the training "Management Psychology. Practical approach to the situational leadership". Vadim Nareyko. 2014
Contents:
- 4 types of leadership styles
- 4 types of individual style
- 3 meta-programs
- 4 levels of competence
- 3 types of service companies
2. Rules
▪ Everybody works
▪ There are no silly questions
▪ Respect to other opinions
▪ Meet maximum amount of people
▪ 3 questions per slide (more – to the question
board)
2
3. Vadim Nareyko
• Founder of
Management
Masters School
• Chief Innovation
Officer of Itransition
Group
• More than 14 years in
team management
and coaching
https://www.facebook.c
om/vadim.nareyko
3
4. Training goal
Increase the efficiency of communication using
different leadership styles and related people
behavior templates
5. What is in this training?
▪ 4 types of leadership styles
▪ 4 types of individual style
▪ 3 meta-programs
▪ 4 levels of competence
▪ 3 types of service companies
Let us check how to combine it
7. Leadership styles
High focus on people
Participating Selling
Low focus on process High focus on process
Telling
Delegating
Low focus on people
8. 1. Telling
▪ One-way communication
▪ Leader defines the roles
▪ Leader defines how to do the task
9. 2. Selling
▪ Two-way communication
▪ The individual or group being influenced to buy into
the process
▪ Leader is providing direction
10. 3. Participating
▪ The individual or group making decision about tasks
▪ Leader is maintaining relationship behavior
11. 4. Delegating
▪ High involvement and responsibility of the
individual or group
▪ Leader is monitoring the process
12. What’s optimal leadership style?
▪ No one style is considered optimal for all leaders to
use all the time
▪ Leaders need to be flexible and adaptive
15. What’s Psycholinguistics?
Psycholinguistics is the study of the
psychological and neurobiological
factors that enable humans to acquire,
use, comprehend and produce
language
16. 3 Presuppositions
1. People have different Experience
2. Experience forms Mind
3. Mind and Language are connected
20. External/Other-referencing
▪ Evaluate things on the basis of what other think
▪ Look to others for guidance, information,
motivation, and decisions
▪ Need feedback and information from others to
make decisions
23. Frame of reference: Questions
▪ How do you know that you have done a good job?
▪ How do you know that you have chosen the right bank?
▪ When it comes to decision making, how do you
generally go about it?
▪ What kind of information do you want in making
decisions?
▪ What is the right process to make decision in the
company?
26. Why (Origins)
▪ Tend to sort for the philosophical past
▪ Value understanding origin and source
▪ Problem focus
▪ Philosophical
27. How (Solution Process)
▪ Tend to sort for the use and purpose of things
▪ Care more about “so what?”
▪ Solution focus
▪ Practical
28. Why/How - Language
Why
▪ Reasons
▪ Choices
▪ Origins
▪ Sources
How
▪ Facts
▪ Procedures
▪ Use
▪ “How to”
29. Why/How - Questions
▪ What are your steps to resolve important issue?
▪ Why did you choose your car?
▪ When you receive new tools during training, what is
more important to know: why it works or how to
use it?
▪ When do you think about a subject, do you first
think about origins/causation, or do you think about
use/function?
36. Unconscious incompetence
▪ The individual does not understand or know how to
do something and does not necessarily recognize
the deficit
▪ The individual must recognize their own
incompetence, and the value of the new skill,
before moving on to the next stage
▪ The length of time an individual spends in this stage
depends on the strength of the stimulus to learn
38. Conscious incompetence
▪ Though the individual does not understand or know
how to do something, he or she does recognize the
deficit, as well as the value of a new skill in
addressing the deficit
▪ The making of mistakes can be integral to the
learning process at this stage
40. Conscious competence
▪ The individual understands or knows how to do
something. However, demonstrating the skill or
knowledge requires concentration
▪ It may be broken down into steps, and there is
heavy conscious involvement in executing the new
skill
42. Unconscious competence
▪ The individual has had so much refining practice
with a skill that he or she does not really need to
think about what to do
▪ The individual has become so comfortable with the
skill she/he will often be able to teach it to others
43. How to develop competence?
▪ Define the stage
▪ Show the current stage
▪ Discuss how to move to the net stage
45. How can we motivate already?
1. Use defined frame of reference
2. Use right philosophical direction
3. Help to develop competence
4. Find people with right motivation
48. Away from (Avoidance)
▪ Move away from what they disvalue
▪ Focus on what they want to avoid
▪ Have more difficulty with goals and managing their
priorities
49. Toward (Approach)
▪ Move toward their desired outcomes
▪ Feel motivated to achieve
▪ Have more difficulty in recognizing what they
should avoid
50. Away from/Toward - Language
Away from
▪ Avoidances
▪ Disvalues
▪ Exclude words (stay clear of,
get rid of, stay away from,
avoid, don’t need)
Toward
▪ Goals
▪ Specific wants
▪ Include words (gain, have, get,
attain, achieve)
51. Away from/Toward - Questions
▪ What do you want in good relationship?
▪ What do you want from job?
▪ When you get peace, what does that mean to you?
53. Choosing the right style for
organization
Situational leadership in consultancy
54. 3 types of service companies
1. Procedural
2. Brain
3. Grey hair
David H. Maister «Managing the Professional Service
Firm»
55. Procedural
▪ Work for which the solution/approach is well
known, can be delegated to less experienced staff
and to some extent the range of answers can even
be ‘prescribed’
▪ The key to selling this work is its efficiency
56. Brain
▪ Work that requires a lot of creativity
▪ Calling for professional expertise and for which little
can be specified in advance
57. Gray hair
▪ Equally unique and difficult to proceduralise
▪ The delivery of the solution is based on the
experience and breadth of the professional
58. Procedural – Leadership style?
▪ Big percentage of unexperienced staff
▪ Formal procedures
▪ Repetitive tasks
▪ We focus on process
1. Telling
2. Selling (if we need to increase commitment)
59. Brain – Leadership style?
▪ Big percentage of really experienced people
▪ Informal procedures
▪ Creative tasks
▪ We have motivated and experienced people
1. Delegating
2. Participating (if we need to increase commitment)
60. Gray hair – leadership style?
▪ Amount of juniors – between Procedural and Brain
▪ Experienced but not so creative people
▪ We focus on motivation:
1. Participating
2. Selling (if we need to improve processes)
61. References
Books
▪ P. Hersey, K.H. Blanchard, D.E.
Johnson, Management of
Organizational Behavior
▪ M.L. Hall, Figuring Out People:
Reading People using Meta-
Programs
▪ D.H. Maister, Managing the
Professional Service Firm
Wikipedia
▪ Situational leadership theory
▪ Four stage of competence