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.

1. Leadership & Supervision
Presented By- Ashish Kumar Barnwal
PGDM IV Sem
XIDAS,Jabalpur(MP)

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.

4.  Setting Goals
 Organizing
 Motivation
 Coordination
 Representation
 Control

5.  Providing Inspiration to Employees
 Securing Cooperation
 Creation of Confidence
 Providing Conductive Environment
 Building Higher Morale
 Facilitation of Change

6.  Intellectual Leaders
 Democratic Leaders
 Autocratic Leaders
 Persuasive Leaders
 Creative Leaders
 Institutional Leaders

7.  Autocratic Leadership
 Participative Leadership; and
 Free rein Leadership
style

8. 1. Exploitative Authoritative
2. Benevolent Authoritative
3. Consultative
4. Participative

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

19. Intelligence level
Ambition level
Maturity level
Interest
Ability

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

23. What is
supervision ?

25. Supervision means the act of watching over the work
or tasks of another who may lack full knowledge of
the concept at hand. Supervision does not mean
control of another but guidance in a work,
professional or personal context.
psychology and psychotherapy supervision refers to
the system whereby therapists are expected to
arrange another therapist for their own benefit or to
discuss their work. It is part of professional good
practice

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.

29. Employee or Group Characteristics
Very low levels of development, expertise,
and commitment
Fairly low levels of development, expertise,
and commitment
Moderate or mixed levels of development,
expertise and commitment
High levels of development, expertise, and
commitment
Supervisory Approach
Directive Controlling
Directive Informational
Collaborative
Nondirective

30. Copyrig
ht ©
Allyn &
Bacon
2007
Supervisory
Role
Directive
Control
Directive
Informational
Collaborative Nondirective
Line Supervisor X X X X
Staff
Supervisor
X X X
Lead Teacher X X X
Designated
Mentor
X X X
Peer Coach X X

31. Supervision for Successful companies Supervision for Successful companies
Prerequisites
Knowledge
Technical
Skills
Interpersonal
Skills Supervision as
Developmental
Direct
Assistance
Curriculum
Development
Professional
Development
Group
Development
Action
Research
Organizational
Goals
Employee
Needs
Improved
organizati
on
Learning
Function Tasks Unification Product

32.  The manager’s values.
 What is most important to the supervisor?
▪ Company profits
▪ Personal growth and development
▪ Development of employees
 Level of confidence in employees
▪ The more confidence in the employees, the more the
supervisor will involve the employees.

33.  Personal leadership strengths
 Effective leaders capitalize on their strengths.
 Tolerance for ambiguity
 When employees are involved, the supervisor
cannot always be sure of the outcomes.
 Will the supervisor be comfortable will this
uncertainty?

34.  Supervisors practice leadership by giving
employees directions.
 Supervisors should make sure employees
understand the directions.
▪ Directions should be stated in specific, clear terms.
 Employees should understand the reason for the
directions.

35.  The image a person has of himself/herself.
 influences how the supervisor behaves.
▪ Someone who believes he or she has the power will act
powerful.
▪ Someone who thinks himself or herself as intelligent is
apt to make careful decisions.
▪ When supervisors do something well, they should give
themselves credit for their success.

36.  A supervisor needs support from many
people in the organization to be successful.
 They need the support of their employees.
 They also need the support of their boss and co-
workers.

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

44.  Process,
 Conceptualization, and
 Personalization.

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).