The document discusses leadership and supervision. It defines leadership as influencing others towards goals through communication. Supervision involves watching over others' work to provide guidance. Effective supervision requires knowledge of technical skills, interpersonal skills, and leadership approaches tailored to employees' development levels. The supervisor's role is to develop employees through direction, collaboration, or nondirective support. Successful supervision depends on the relationship between supervisor and employees.
2. “Leadership is the process of influencing the
behavior and work of others in group effort
towards the realization of specific goals in a
given situation”.
“ Leadership is the inter-personal influence
exercised in a situation and directed through
communication process towards the
attainment of specific goals”
3. Leadership Characteristics
It is a process of Influence.
It involves interaction between the leader and
the followers.
It implies pursuit of common goals.
It is related to a situation.
9. According to Hellreigel, there are four kinds of
leadership skills:
1. Visionary Skills
2. Communication Skills
3. Sensitivity Skills
4. Self awareness Skills
10. List of Examples
His men respect him
His men follow his orders without question
His men like him
His work group has high morale
He looks out for his men.
11. 1. Fair Evaluation of Work
2. Sufficient delegation of Authority
3. Fair 5treatment for all
4. Availability to all Employees
5. Discussion of employee problems with employees.
12. A Leader should Avoid
1. Dependence upon superiority
2. Simulation of knowledge
3. Interface with work
4. Favoritism and discrimination
5. Public reprimands
6. Pettiness
7. Conflicting orders
8. Superfluous orders
13. Any organization requires a system of
communication in which orders and
information can travel from higher to lower
levels, and from lower to higher as well.
14. These requirements are:
• The channels of communication,
• The system of communication,
• To avoid misunderstandings and make certain
of correct transmission,
• A communication should be authoritative,
• It is a joint process,
15. A leader should base his actions on the
following five principles:
•Fair evaluation of work,
• Sufficient delegation of authority,
•Fair treatment for all,
• Availability to all employees,
•Discussion of employee problems with
employees
16. Dependence on superiority.
Simulation of knowledge.
Interference with work.
Favoritism and discrimination.
Public reprimands.
Pettiness.
Conflicting orders.
Superfluous orders.
17. Any organization, ultimate goal is to select leaders
who will create and drive value, whether they come
from the legacy company, the acquired
organization, or from the outside. Regardless of
their past experiences, the new leaders must
demonstrate leadership competencies and
behaviours that are aligned with the strategy,
operating model, and desired culture of the future
organization.
18. Intelligence test
Empathy test
Vocational test
Personality
Personal history questionnaire
20. The term training refers to the acquisition
of knowledge, skills, and competencies as a
result of the teaching of vocational or
practical skills and knowledge that relate to
specific useful competencies.
French (1946) report that in training foremen
to handle interpersonal relations role playing,
lecture, conference, reading and discussion.
21. Role play
Case study
Specialized conference
Reading
Public speaking
Short course , seminars
Counseling
22. Merit and performance review
Visit to other company
Attendance at technical meeting
Group meeting
Job rotation
Job description
Committee assignment
27. Supervision is formally defined as a
relationship between senior and junior
member(s) of a profession that (a) is
evaluative, (b) extends over time, (c) serves to
enhance the skills of the junior person, (d)
monitors the quality of the services offered by
the junior person, and (e) acts as gate keeping
to the profession (Bernard & Goodyear, 1992,
2004)
28. Directive Supervision: The supervisor’s role is to
inform, direct, model, and assess employees
competencies.
Collaborative Supervision: The supervisor’s role is to
guide the problem-solving process, be an active
member of the interaction, and keep the
employees focused on their common problems.
Nondirective Supervision: The supervisor’s role is to
listen, be nonjudgmental, and provide self-
awareness and clarification experiences for
employees.
37. A supervisor who is liked and respected by
employees will inspire them to work harder
and better.
Supervisors should be role models for employees
by following the rules of the company.
They should also be fair in the treatment of
employees and ethical.
38. i. A safe supervisory relationship,
ii. Task-directed structure,
iii. Methods addressing a variety of learning
styles,
iv. Multiple supervisory roles,
v. Communication skills enhancing listening,
analyzing, and elaboration.
39. (i) Fiedler’s model
(ii) Developmental models,
(iii)Integrated models, and
(iv)Orientation-specific models.
40. Supervisors will be relationship oriented
(people oriented) or task oriented depending
on:
▪ leader-member relations, or the extent to which the
leader has group members’ support and loyalty.
▪ task structure, or whether there is specified procedures
to follow in carrying out the task.
▪ position power, or the leader’s formal authority granted
by the organization.
41. Fiedler recommends that a leader determine
whether his or her preferred leadership style
fits the situation, and, if not, the leader
should try to change the characteristics of the
situation.
42. Worthington (1987) reviewed developmental
supervision models and noted patterns.
Studies revealed the behavior of supervisors
changed as supervisees gained experience,
and the supervisory relationship also
changed. There appeared to be a scientific
basis for developmental trends and patterns
in supervision
43. Stoltenberg and Delworth (1987) highlight
content of eight growth areas for each
supervisee.
1.Intervention,
2.Skills competence,
3.Assessment techniques,
4.Interpersonal assessment,
5.Client conceptualization,
6.Individual differences,
7.Theoretical orientation,
8.Treatment goals and plans, and professional
ethics
45. Behavioral supervision views client problems as
learning problems; therefore it requires two
skills:
( 1) identification of the problem, and
(2) selection of the appropriate learning
technique (Leddick & Bernard, 1980).