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1. ORGANIZATIONAL BEHAVIOR
• By sujith Bhaskar R

2. COMMUNICATION

3. BARNARD’S CONTRIBUTION : 7 FACTORS
1. THE CHANNELS OF COMMUNICATION SHOULD BE
DEFINITELY KNOWN.
2. THERE SHOULD BE A DEFINITE FORMAL CHANNEL OF
COMMUNICATION TO EVERY MEMBER OF AN
ORGANIZATION.
3. THE LINE OF COMMUNICATION SHOULD BE AS
DIRECT AND SHORT AS POSSIBLE.
4. THE COMPLETE FORMAL LINE OF COMMUNICATION
SHOULD NORMALLY BE USED.
5. THE PERSONS SERVING AS COMMUNICATION
CENTERS SHOULD BE COMPETENT.
6. THE LINE OF COMMUNICATION SHOULD NOT BE
INTERRUPTED WHILE THE ORGANIZATION IS
FUNCTIONING.
7. EVERY COMMUNICATION SHOULD BE
AUTHENTICATED.

4. LUTHANS AND MARTINKO’S CHARACTERISTICS OF FEEDBACK
FOR EFFECTIVE AND INEFFECTIVE INTERPERSONAL
COMMUNICATION IN HUMAN RESOURCES MANAGEMENT
EFFECTIVE FEEDBACK INEFFECTIVE FEEDBACK
1. INTENDED TO HELP THE
EMPLOYEE
1. INTENDED TO BELITTLE THE
EMPLOYEE
2. SPECIFIC 2. GENERAL
3. DESCRIPTIVE 3. EVALUATIVE
4. USEFUL 4. INAPPROPRIATE
5. TIMELY 5. UNTIMELY
6. CONSIDERS EMPLOYEE
READINESS FOR FEEDBACK
6. MAKES THE EMPLOYEE
DEFENSIVE
7. CLEAR 7. NOT UNDERSTANDABLE
8. VALID 8. INACCURATE

5. THE PURPOSES AND METHODS OF
DOWNWARD COMMUNICATION
1. TO GIVE SPECIFIC TASK DIRECTIVESABOUT
JOB INSTRUCTIONS.
2. TO GIVE INFORMATION ABOUT
ORGANIZATIONAL PROCEDURES AND
PRACTICES
3. TO PROVIDE INFORMATION ABOUT THE
RATIONALE OF THE JOB.
4. TO TELL SUBORDINATES ABOUT THEIR
PERFORMANCE.
5. TO PROVIDE IDEOLOGICAL INFORMATION TO
FACILITATE THE INDOCTRINATION OF GOALS.

6. TYPES OF INFORMATION FOR UPWARD
COMMUNICATION
1. WHAT THE PERSONS HAVE DONE
2. WHAT THOSE UNDER THEM HAVE DONE
3. WHAT THEIR PEERS HAVE DONE
4. WHAT THEY THINK NEEDS TO BE DONE
5. WHAT THEIR PROBLEMS ARE
6. WHAT THE PROBLEMS OF THE UNIT ARE
7. WHAT MATTERS OF ORGANIZATIONAL
PRACTICE AND POLICY NEED TO BE
REVIEWED.

7. COMMUNICATION STYLES
COMMUNICATIO
N STYLE
DESCRIPTION NON-VERBAL
BEHAVIOR
PATTERN
VERBAL
BEHAVIOR
PATTERN
ASSERTIVE PUSHING HARD
WITHOUT
ATTACKING;
PERMITS OTHERS
TO INFLUENCE
OUTCOME;
EXPRESSIVE AND
SELF-ENHANCING
WITHOUT
INTRUDING ON
OTHERS.
GOOD EYE
CONTACT.
COMFORTABLE
BUT FIRM
POSTURE.
STRONG, STEADY,
AND AUDIBLE
VOICE.
FACIAL
EXPRESSIONS
MATCHED TO
MESSAGE.
APPROPRIATELY
SERIOUS TONE.
SELECTIVE
INTERRUPTIONS
TO ENSURE
UNDERSTANDING.
DIRECT AND
UNAMBIGUOUS
LANGUAGE.
NO ATTRIBUTIONS
OR EVALUATIONS
OF OTHER’S
BEHAVIOR.
USE OF “I”
STATEMENTS AND
CO-OPERATIVE
“WE”
STATEMENTS.
AGGRESSIVE TAKING
ADVANTAGE OF
OTHERS;
EXPRESSIVE AND
SELF-ENHANCING
AT OTHER’S
EXPENSE.
GLARING EYE
CONTACT.
MOVING OR
LEANING TOO
CLOSE.
THREATENING
GESTURES
(POINTED FINGER;
CLENCHED FIST).
LOUD VOICE.
FREQUENT
INTERRUPTIONS.
SWEAR WORDS
AND ABUSIVE
LANGUAGE.
ATTRIBUTIONS
AND
EVALUATIONS OF
OTHER’S
BEHAVIOR.
SEXIST OR RACIST
TERMS.
EXPLICIT
THREATS OR PUT-
DOWNS.
NON-ASSERTIVE ENCOURAGING
OTHERS TO TAKE
ADVANTAGE OF
US; INHIBITED;
SELF-DENYING.
LITTLE EYE
CONTACT.
DOWNWARD
GLANCES.
SLUMPED
POSTURE.
CONSTANTLY
SHIFTING WEIGHT.
WRINGING
HANDS.
WEAK OR WHINY
VOICE.
QUALIFIERS
(“MAY BE”; “KIND
OF”).
FILLERS (“UH,”
“YOU KNOW,”
“WELL”)
NEGATERS (“IT’S
NOT REALLY
THAT
IMPORTANT”; “I’M
NOT SURE”)
SOURCE: ADAPTED IN PART FROM J A WATERS, “MANAGERIAL ASSERTIVENESS,”
BUSINESS HORIZONS, SEPTEMBER – OCTOBER 1982, PP 24-29.

8. PRACTICAL TIPS
POSITIVE NONVERBAL ACTIONS THAT HELP TO
COMMUNICATE INLUDE:
• MAINTAINING EYE CONTACT
• OCCASIONALLY NODDING THE HEAD IN
AGREEMENT
• SMILING AND SHOWING ANIMATION
• LEANING TOWARD THE SPEAKER
• SPEAKING AT A MODERATE RATE, IN A QUIET,
ASSURING TONE.

9. THE KEYS TO EFFECTIVE LISTENING
KEYS TO
EFFECTIVE
LISTENING
THE BAD LISTENER THE GOOD LISTENER
1. CAPITALIZE ON
THOUGHT SPEED
TENDS TO DAYDREAM STAYS WITH THE
SPEAKER, MENTALLY
SUMMARIZES THE
SPEAKER, WEIGHS
EVIDENCE, AND LISTENS
BETWEEN THE LINES
2. LISTEN FOR IDEAS LISTENS FOR FACTS LISTENS FOR CENTRAL OR
OVERALL IDEAS
3. FIND AN AREA OF
INTEREST
TUNES OUT DRY
SPEAKERS OR SUBJECTS
LISTENS FOR ANY USEFUL
INFORMATION
4. JUDGE CONTENT,
NOT DELIVERY
TUNES OUT DRY OR
MONOTONE SPEAKERS
ASSESSES CONTENT BY
LISTENING TO ENTIRE
MESSAGE BEFORE
MAKING JUDGEMENTS
5. HOLD YOUR FIRE GETS TOO EMOTIONAL
OR WORKED UP BY
SOMETHING SAID BY
THE SPEAKER AND
ENTERS INTO AN
ARGUMENT
WITHHOLDS JUDGEMENT
UNTIL COMPREHENSION IS
COMPLETE
6. WORK AT
LISTENING
DOES NOT EXPEND
ENERGY ON LISTENING
GIVES THE SPEAKER FULL
ATTENTION.
7. RESIST
DISTRACTIONS
IS EASILY DISTRACTED FIGHTS DISTRACTIONS
AND CONCENTRATES ON
THE SPEAKER
8. HEAR WHAT IS SAID SHUTS OUT OR DENIES
UNFAVORABLE
INFORMATION
LISTENS TO BOTH
FAVOURABLE AND
UNFAVOURABLE
INFORMATION
9. CHALLENGE
YOURSELF
RESISTS LISTENING TO
PRESENTATIONS OF
DIFFICULT SUBJECT
MATTER
TREATS COMPLEX
PRESENTATIONS AS
EXERCISE FOR THE MIND
10. USE HANDOUTS,
OVERHEADS, OR
OTHER VISUAL AIDS
DOES NOT TAKE NOTES
OR PAY ATTENTION TO
VISUAL AIDS
TAKES NOTES AS
REQUIRED AND USES
VISUAL AIDS TO ENHANCE
UNDERSTANDING OF THE
PRESENTATION.
SOURCE: DERIVED FROM G MANNING, K CURTIS, AND S MCMILLEN, BUILDING
THE HUMAN SIDE OF WORK COMMUNITY (CINCINNATI, OH: THOMSON
EXECUTIVE PRESS, 1996), PP 127-54; AND P SLIZEWSKI, “TIPS FOR ACTIVE
LISTENING,” HRFOCUS, MAY 1995, P 7.

10. COMMUNICATION DIFFERENCES BETWEEN WOMEN AND
MEN
LINGUISTIC
CHARACTERIS
TIC
MEN WOMEN
TAKING CREDIT GREATER USE OF “I”
STATEMENTS (E.G., “I
DID THIS” AND “I DID
THAT”); MORE LIKELY
TO BOAST ABOUT
THEIR ACHIEVEMENTS
GREATER USE OF “WE”
STATEMENTS (E.G., “WE
DID THIS” AND “WE DID
THAT”); LESS LIKELY TO
BOAST ABOUT THEIR
ACHIEVEMENTS
DISPLAYING
CONFIDENCE
LESS LIKELY TO
INDICATE THAT THEY
ARE UNCERTAIN
ABOUT AN ISSUE
MORE LIKELY TO
INDICATE A LACK OF
UNCERTAINTY ABOUT
AN ISSUE
ASKING
QUESTIONS
LESS LIKELY TO ASK
QUESTIONS (E.G.,
ASKING FOR
DIRECTIONS)
MORE LIKELY TO ASK
QUESTIONS
CONVERSATION
RITUALS
AVOID MAKING
APOLOGIES BECAUSE IT
PUTS THEM IN A ONE-
DOWN POSITION
MORE FREQUENTLY SAY
“I’M SORRY”
GIVING
FEEDBACK
MORE DIRECT AND
BLUNT
MORE TACTFUL; TEND
TO TEMPER CRITICISM
WITH PRAISE
GIVING
COMPLIMENTS
STINGY WITH PRAISE PAY MORE
COMPLIMENTS THAN
MEN
INDIRECTNESS INDIRECT WHEN IT
COMES TO ADMITTING
FAULT OR WHEN THEY
DON’T KNOW
SOMETHING
INDIRECT WHEN
TELLING OTHERS WHAT
TO DO
SOURCE: DERIVED FROM D TANNEN, “THE POWER OF TALK: WHO
GETS HEARD AND WHY,” HARVARD BUSINESS REVIEW, SEPTEMBER -
OCTOBER 1995, PP 138-48; AND D TANNEN, YOU JUST DON’T
UNDERSTAND: WOMEN AND MEN IN CONVERSATION (NEW YORK:
BALLANTINE BOOKS, 1990).

11. SOME ACTIONS TO AVOID
• LOOKING AWAY OR TURNING AWAY AWAY
FROM THE SPEAKER.
• CLOSING YOUR EYES.
• USING AN UNPLEASANT VOICE TONE.
• SPEAKING TOO QUICKLY OR TOO SLOWLY.
• YAWNING EXCESSIVELY.

12. THE PURPOSES AND METHODS OF
INTERACTIVE COMMUNICATION
1. TASK COORDINATION
2. PROBLEM SOLVING
3. INFORMATION SHARING
4. CONFLICT RESOLUTION.

13. Message
Receiver
creates
meaning
Transmitted
on medium
Sender
EncodingMessage
Source
decodes
Encoding
Receiver
decodes
Transmitted
on medium
Noise
Feedback Loop
A perceptual Model of Communication

14. Individuals
Involved
•A friend
•Someone you do
not trust
•A superior
•A subordinate
Communication
Abilities/Traits
•Cross-cultural
awareness
•Assertiveness
•Aggressiveness
•Defensiveness
•Active Listening
Situational
Factors
•Company
philosophy on
openness
•Company policy
and procedures
•Organizational
climate
•Geographic
location of
organization
Communication
competence
Upward
mobility
Communication Competence Affects Upward Mobility

15. SENDER
IS A PERSON WHO HAS A NEED - DESIRE
TO SEND INFORMATION, IDEAS,
MESSAGE, DATA TO THE RECEIVER(S).

16. RECEIVER
IS A PERSON WHO HAS A CHOICE /
OPTION FREEDOM TO RECEIVE
INFORMATION, IDEAS, MESSAGE,
DATA (EITHER FULL OR OTHERWISE)
FROM THE SENDER(S)

17. NOISE
ANY OBSTRUCTION WHICH MODIFIES, ALTERS,
PREVENT, DELETES, RECASTS THE ORIGINAL
MESSAGE.
MESSAGE
• SENT M1
• RECEIVED M2
• CONFIRMED BY FEEDBACK M3
INFORMATION, DATA, IDEAS

18. LISTENING
• VOLUNTARY
• FOCUSSED
• INTAKE EVERYTHING AVAILABLE
• POSSIBLY DEEPLY INTERESTED

19. HEARING
• INVOLUNTARY
• NON FOCUSSED
• MISSED OUT MANY SOUNDS
• NOT REALLY INTERESTED

20. RESPONSES
SOLUTION ORIENTED
INTEROGATIVE
INQUISITIVE (CURIOUS)
REPRIMAND
SYMPATHETIC
NON COMMITAL
INDIFFERENT
ACCURATE
EMPATHY

21. ACCURATE
EMPATHY
RESPONSE
… PAUSE …
MS./MR. ABC
YOU ARE SAYING
… (Repeat in short) …
AND YOU ARE FEELING
… (TRY TO PICK-UP AND
STATE THE FLOATING
FEELING) …
… PAUSE …
(Check for Confirmation
… non verbal
preferred)

22. COMMUNICATION
HUMAN SENSITIVITY
QUALITY
AWARENESS
CONSCIOUSNESS
CARING CONCERN
OPEN TRANSPARENCY
HONESTY
ACCURACY AUTHENTIC
GENUINE FEELING(S)
GIVE & TAKE RELATIONSHIP
BASIC DELIGHT
COPING ABILITY
GOAL ORIENTED

23. LEADERSHIP

24. Effects on follower
self-concepts
Leader behavior Motivational
mechanisms
Personal outcomes
Leader establishes
a vision
Leader establishes
high performance
expectations and
displays confidence
in him/herself and
the collective ability
to realize the vision
Leader models the
desired values,
traits, beliefs, and
behaviors needed to
realize the vision
Follower motivation,
achievement orientation,
and goal pursuit
Follower identification
with both the leader and
the collective interests of
organizational members
Follower self-esteem
and self-efficacy
Increased intrinsic
value of effort and goals
Increased effort
performance expectancies
Increased intrinsic
value of goal
accomplishment
Personal commitment
to leader and vision
Self-sacrificial
behavior
Organizational
commitment
Task meaningfulness
and satisfaction
Increased performance
A Charismatic Model of Leadership
Sources: Based in part on B Shamir, R J House, and M B Arthur, “The Motivational Effects of Charismatic Leadership: A Self-Concept Based Theory”,
Organisational Science, November 1993, pp 577-94 and R J House and B Shamir, “Toward the integration of Transformation, Charismatic, and Visionary
Theories,” in Leadership and Research: Perspectives and Directions, eds M M Chemers and R Ayman (New York: Academic Press, 1993), pp 81-107.

25. 5.
Gaining Power
and influence
7.
Managing
Conflict
4.
Communicating
Supportively
INTERPERSONAL
SKILLS
•Diagnosing poor
performance
•Creating a motivating
environment
•Rewarding
accomplishments
•Identifying causes
•Selecting
appropriate strategies
•Resolving
confrontations
•Coaching
•Counseling
•Listening
Whetten and Cameron model of interpersonal skills.
6.
Motivating
Others
•Gaining power
•Exercising
influence
•Empowering
others

26. 2.
Managing
Stress
3.
Solving
Problems
Creatively
1.
Developing
Self-
Awareness
PERSONAL
SKILLS
•Using the rational
approach
•Using the creative
approach
•Fostering innovation
in others
•Determining values
and priorities
•Identifying cognitive
style
•Assessing attitude
toward change
•Coping with stressors
•Managing time
•Delegating
Whetten and Cameron model of personal skills.

27. Traditional
Management (32%)
Routine
Communication (29%)
Human
Resources (20%)
Networking (19%)
Relative distribution of managers’ activities.

28. 1,9
Country club management
Thoughtful attention to
needs of people for
satisfying relationships leads
to a comfortable friendly
organization atmosphere and
work tempo.
9,9
Team management
Work accomplishment is
from committed people;
interdependence through a
common stake in
organization purpose leads
to relationships of trust and
respect.
1,1
Impoverished management
Exertion of minimum effort
to get required work done is
appropriate to sustain
organization membership.
9,1
Authority-compliance
Efficiency in operations
results from arranging
conditions of work in such a
way that human elements
interfere to a minimum
degree.
5,5
Middle of the road management
Adequate organization
performance is possible through
balancing the necessity to get out
work with maintaining morale of
people at a satisfactory level.
The Leadership Grid
Concern for Production
Low 1 2 3 4 5 6 7 8 9 High
Low123456789High
ConcernforProduction
Source: From Leadership Dilemmas-Grid Solutions, p 29 by Robert R Blake and Anne Adams McCanse. Copyright 1991 by Robert R Blake and the estate of Jane S Mouton.

29. Participating
S3
Share ideas and
facilitate in
decision making
Participating
S3
Share ideas and
facilitate in
decision making
Participating
S3
Share ideas and
facilitate in
decision making
Participating
S3
Share ideas and
facilitate in
decision making
Leader Behavior
Situational Leadership Theory
Follower-Directed Leader-Directed
Source: Reprinted with permission from Dr. Paul Hersey, (1984). The Management of Organizational Behavior: Utilizing Human
Resources, the centre for Leadership studies, Escondido, Calfiornia. All rights reserved.
HighLow
Low
HighRelationshipBehavior
(supportivebehavior)
Task Behavior
(guidance)
Follower Readiness
moderate
High
R4
Able and
willing or
confident
R3
Able but
unwilling or
insecure
R2
Unable but
willing or
confident
Low
R1
Unable and
willing or
insecure

30. Low structure,
high consideration
Less emphasis is placed on structuring
employee tasks while the leader
concentrates on satisfying employee
needs and wants.
Low structure,
low consideration
The leader fails to provide necessary
structure and demonstrates little
consideration for employee needs and
wants.
High structure,
low consideration
Primary emphasis is placed on
structuring employee tasks while the
leader demonstrates little consideration
for employee needs and wants.
High structure,
high consideration
The leader provides a lot of guidance
about how tasks can be completed
while being highly considerate of
employee needs and wants.
Four Leadership Styles Derived from the Ohio State StudiesConsideration
Low
High
Initiating Structure
Low High

31. Managerial Behavior/
Roles
•Interpersonal roles
•Informational roles
•Decisional roles
Leader characteristics/
Traits
•Need for achievement
•Need for power
•Cognitive ability
•Interpersonal skills
•Self-confidence
•Ethics
Desired End Results
•Unit Performance
•Profitability
•Goal attainment
•Job satisfaction
•Learning organization
Situational
Variables
Individual level
•Leader’s position power
•Follower motivation
•Follower role clarity
•Follower ability
•Organizational level
•Resource adequacy
•Task/technology
•Organizational structure
•External environment
A conceptual Framework for Understanding Leadership
Source: Adapted in part from G Yukl, “Managerial Leadership: A Review of Theory and Research,” Journal of Management, June 1989, p 274.

32. EFFECTIVE TRANSFORMATIONAL
LEADERS: CHARACTERISTICS
1. THEY IDENTIFY THEMSELVES AS CHANGE
AGENTS.
2. THEY ARE COURAGEOUS
3. THEY BELIEVE IN PEOPLE
4. THEY ARE VALUE-DRIVEN.
5. THEY ARE LIFELONG LEARNERS.

33. EFFECTIVE MANAGERS : SKILLS
1. VERBAL COMMUNICATION (INCLUDING
LISTENING)
2. MANAGING TIME AND STRESS
3. MANAGING INDIVIDUAL DECISIONS
4. RECOGNIZING, DEFINING, AND SOLVING
PROBLEMS
5. MOTIVATING AND INFLUENCING OTHERS
6. DELEGATING
7. SETTING GOALS AND ARTICULATING A VISION
8. SELF-AWARENESS
9. TEAM BUILDING
10. MANAGING CONFLICT

34. NADLER AND TUSHMAN’S CHARISMATIC
LEADERSHIP STYLES
TYPES OF
CHARISMATIC
LEADERSHIP
STYLES
MEANING EXAMPLES
ENVISIONING CREATING A PICTURE
OF THE FUTURE – OR
A DESIRED FUTURE
STATE – WITH WHICH
PEOPLE CAN
IDENTIFY AND
WHICH CAN
GENERATE
EXCITEMENT.
ARTICULATING A
COMPELLING VISION.
SETTING HIGH
EXPECTATIONS.
ENERGIZING DIRECTING THE
GENERATION OF
ENERGY, THE
MOTIVATION TO ACT,
AMONG MEMBERS OF
THE ORGANIZATION.
DEMONSTRATING
PERSONAL
EXCITEMENT AND
CONFIDENCE.
SEEKING, FINDING,
AND USING SUCCESS.
ENABLING PSYCHOLOGICALLY
HELPING PEOPLE ACT
OR PERFORM IN THE
FACE OF
CHALLENGING
GOALS.
EXPRESSING
PERSONAL SUPPORT.
EMPATHIZING.

35. ETHICAL AND UNETHICAL CHARACTERISTICS OF
CHARISMATIC LEADERS
ETHICAL CHARISMATIC
LEADER
UNETHICAL CHARISMATIC
LEADER
USES POWER TO SERVE OTHERS USES POWER ONLY FOR
PERSONAL GAIN OR IMPACT
ALIGNS VISION WITH
FOLLOWERS’ NEEDS AND
ASPIRATIONS
PROMOTES OWN PERSONAL
VISION
CONSIDERS AND LEARNS FROM
CRITICISM
CENSURES CRITICAL OR
OPPOSING VIEWS
STIMULATES FOLLOWERS TO
THINK INDEPENDENTLY AND TO
QUESTION THE LEADER’S VIEW
DEMANDS OWN DECISIONS BE
ACCEPTED WITHOUT QUESTION
OPEN, TWO-WAY
COMMUNICATION
ONE-WAY COMMUNICATION
COACHES, DEVELOPS, AND
SUPPORTS FOLLOWERS: SHARES
RECOGNITION WITH OTHERS
INSENSITIVE TO FOLLOWERS’
NEEDS
RELIES ON INTERNAL MORAL
STANDARDS TO SATISFY
ORGANIZATIONAL AND
SOCIETAL INTERESTS.
RELIES ON CONVENIENT,
EXTERNAL MORAL STANDARDS
TO SATISFY SELF-INTERESTS.
SOURCE: JANE M. HOWELL AND BRUCE J. AVOLIO, “THE ETHICS OF
CHARISMATIC LEADERSHIP: SUBMISSION OR LIBERATION?”
ACADEMY OF MANAGEMENT EXECUTIVE, MAY 1992, P. 45. USED
WITH PERMISSION.

36. FUNCTIONAL ROLES PERFORMED BY GROUP MEMBERS
TASK ROLES DESCRIPTION
INITIATOR SUGGESTS NEW GOALS OR IDEAS.
INFORMATION
SEEKER/GIVER
CLARIFIES KEY ISSUES.
OPINION
SEEKER/GIVER
CLARIFIES PERTINENT VALUES.
ELABORATOR PROMOTES GREATER UNDERSTANDING THROUGH
EXAMPLES OR EXPLORATION OF IMPLICATIONS.
CO-ORDINATOR PULLS TOGETHER IDEAS AND SUGGESTIONS.
ORIENTER DEEPS GROUP HEADED TOWARD ITS STATED
GOAL(S).
EVALUATOR TESTS GROUP’S ACCOMPLISHMENTS WITH
VARIOUS CRITERIA SUCH AS LOGIC AND
PRACTICALITY.
EMERGIZER PRODS GROUP TO MOVE ALONG OR TO
ACCOMPLISH MORE.
PROCEDURAL
TECHNICIAN
PERFORMS ROUTINE DUTIES (E.G., HANDING OUT
MATERIALS OR REARRANGING SEATS).
RECORDER PERFORMS A “GROUP MEMORY” FUNCTION BY
DOCUMENTING DISCUSSION AND OUTCOMES.
MAINTENANCE
ROLES
DESCRIPTION
ENCOURAGER FOSTERS GROUP SOLIDARITY BY ACCEPTING AND
PRAISING VARIOUS POINTS OF VIEW.
HARMONIZER MEDIATES CONFLICT THROUGH RECONCILIATION
OR HUMOR.
COMPROMISER HELPS RESOLVE CONFLICT BY MEETING OTHERS
“HALF WAY.”
GATEKEEPER ENCOURAGES ALL GROUP MEMBERS TO
PARTICIPATE.
STANDARD SETTER EVALUATES THE QUALITY OF GROUP PROCESSES.
COMMENTATOR RECORDS AND COMMENTS ON GROUP
PROCESSES/DYNAMICS.
FOLLOWER SERVES AS A PASSIVE AUDIENCE.
SOURCE: ADAPTED FROM DISCUSSION IN K D BENNE AND P SHEATS,
“FUNCTIONAL ROLES OF GROUP MEMBERS,” JOURNAL OF SOCIAL ISSUES,
SPRING 1948; PP 41-49.

37. DIFFERENCES BETWEEN LEADERS AND
MANAGERS
LEADERS MANAGERS
INNOVATE ADMINISTER
DEVELOP MAINTAIN
INSPIRE CONTROL
LONG-TERM VIEW SHORT-TERM VIEW
ASK WHAT AND WHY ASK HOW AND WHEN
ORIGINATE INITIATE
CHALLENGE THE STATUS QUO ACCEPT THE STATUS QUO
DO THE RIGHT THINGS DO THINGS RIGHT
SOURCE: DISTINCTIONS WERE TAKEN FROM W G BENNIS, ON
BECOMING A LEADER (READING, MA: ADDISON-WESLEY, 1989).

38. SOME CHARACTERISTICS OF MANAGERS VERSUS LEADERS
IN THE TWENTY-FIRST CENTURY
MANAGER CHARACTERISTICS LEADER CHARACTERISTICS
ADMINISTERS INNOVATES
A COPY AN ORIGINAL
MAINTAINS DEVELOPS
FOCUSES ON SYSTEMS AND
STRUCTURE
FOCUSES ON PEOPLE
RELIES ON CONTROL INSPIRES TRUST
SHORT-RANGE VIEW LONG-RANGE PERSPECTIVE
ASKS HOW AND WHEN ASKS WHAT AND WHY
EYE ON THE BOTTOM LINE EYE ON THE HORIZON
IMITATES ORIGINATES
ACCEPTS THE STATUS QUO CHALLENGES THE STATUS QUO
CLASSIC GOOD SOLDIER OWN PERSON
DOES THINGS RIGHT DOES THE RIGHT THING
SOURCE: WARREN G. BENNIS. “MANAGING THE DREAM: LEADERSHIP
IN THE 21ST
CENTURY.” JOURNAL OF ORGANIZATIONAL CHANGE
MANAGEMENT, VOL. 2, NO. 1, 1989, P. 7.