2. "To be a leader, you have to make
people want to follow you. No
one wants to follow someone
who doesn't know where they are
going."
2
3. Management and Leadership
•Management
•A capability to effectively use resources
within to achieve a desired result.
•Managers are "people who do things well
through others."
•Leadership
•An ability to influence the ability of a group
of people to accomplish a vision or goal.
•Leaders are “people who motivate and
lead others”
3
4. Leader and manager
Managers
•They make things happen and get work done
on time, and participate in daily interactions to
complete planned actions.
Leaders
•They inspire, create opportunities, mentor and
motivate people to get their support.
4
5. Leadership
• Leadership is a special type of interpersonal
influence that allows individuals or groups to
do what leaders want to do.
Borrowing power from
position or title
5
6. Forms of Leadership
Formal leadership
• It is the process of exercising influence
from the standpoint of formal authority
Informal leadership
• It is the process of exerting influence
through special skills or resources that
meet the needs of others.
6
7. Definition of Leadership
1. the ability to influence others can be taught.
•Leadership includes the ability to think
strategically, to communicate effectively, to
design supportive organizations, and to lead
change. It clusters
•strategic thinking or visioning,
•garnering the commitment of others to that
vision or strategy,
•monitoring and measuring progress toward
the vision. 7
8. Definition of Leadership
2. Willingness to use leadership
•Some with the ability to be leaders choose not
to exert influence because of
•Uncomfortable being center stage
•Fear of rejection
•Leader must
•develop mental toughness and ability to
endure criticism.
•willing to overcome the fear of rejection and
attempt to influence others 8
9. Definition of Leadership
3. Willingness of the followers to follow
•Superior is not leading if he:
•Threaten, exerting power
•Get people to do but they don’t know the
intention, manipulation
•Leadership is more than about winning the
behavior but minds and hearts.
9
10. Definition of Leadership
•Don’t not borrow power from your title
•Manipulation and leadership are distinctly
different. If your followers knew but still
follow willingly, you are a leader
10
21. Leaders and Leadership
Who is leader? Boss? Subordinate?
Leader
•Use necessary means and practices to actualize
the business duties and responsibilities
•Go beyond own discretion, influence and lead
people and complete the necessary tasks
together with them
•Practice interpersonal procedures
•Automatic personal actions that affect others
•Helps achieve group goals
21
22. The basic conditions for Leadership
1. Function and effect
2. Necessary conditions
3. The essence of leadership
4. Leadership and crisis management
5. Trust
6. Problem Solving Ability
7. Development capabilities
8. Nurturing subordinate capabilities
9. Interpersonal relations
10. Ability to reform 22
23. Transactional leadership
•It is a process of mutual exchange.
•Leaders exchange tangible and intangible
conditions with their subordinates to obtain
leadership, because it exerts its influence
through the exchange relationship with its
subordinates.
•Through role clarification and work needs,
exert their influence to lead or motivate
subordinates towards established
organizational goals.
23
24. Transformational Leadership
•The leader can encourage followers to
continue to surpass themselves, instead of
emphasizing short-term interests, focus on
pursuing a sense of accomplishment and self-
realization
•Transformational leader can:
•have a profound and special influence on
their followers,
•arouse their new values and put the
interests of the organization above
personal self-interest.
24
25. Personal Leadership
•Personal leadership is the leadership of the
self.
•It is the ability to define a direction for
your leadership and life, and to move in that
direction with consistency and clarity.
•Leading yourself means applying these same
principles of leadership to your role as
a leader and your life.
25
26. The 7 Personal Leader Traits
•Tough's book outlines seven character traits
that he says are key to success:
•Grit.
•Curiosity.
•Self-control.
•Social intelligence.
•Zest.
•Optimism.
•Gratitude.
26
27. A Personal Leadership Philosophy
•A personal leadership philosophy is a set of
beliefs and principles leaders use to evaluate
information and respond to people and
situations.
•It allows anyone who hears it to gain an
understanding of your values, priorities,
approach to decision making, and what you
expect from yourself and others
•In lesson 2 we will study this area from the
knowledge of 7 habits of high effective
people 27
28. 28
Strategic management
CEO, Top
Management
Team
External Environment
Opportunities
Threats
Uncertainty
Resource Availability
Internal Situation
Strengths
Weaknesses
Distinctive Competence
Leadership Style
Past Performance
Strategic Direction
Organization
Design
Effectiveness
Outcomes
Define
mission,
official
goals
Select
operational
goals,
competitive
strategies
- Resources
Efficiency
- Goal attainment
- Competing values
1. Structural Form –
learning vs.
efficiency
2. Information and
control systems
3. Production
technology
4. Human resource
policies, incentives
5. Organizational
culture
6. Interorganizational
linkages
Source: Adapted from Arie Y. Lewin and Carroll U. Stephens,
“Individual Properties of the CEO as Determinants of Organization
Design,” unpublished manuscript, Duke University, 1990; and Arie Y. Lewin
and Carroll U. Stephens, “CEO Attributes as Determinants of Organization Design:
An integrated Model,” Organization Studies 15, no. 2 (1994): 183-212
29. Leader’s role in developing strategy (1)
•It is termed as a linkage which connects the
strategic management process with the aim
and vision of the organization.
•It begins the strategic thought by offering
vision.
•After that, it works as a foundation to
cushion culture where everybody realizes
what are the ways to do, and what are the
prevalent values regarding the firm.
29
30. Leader’s role in developing strategy (2)
•Fundamentally, values offer the direction.
•The responsibility lies on the leadership to
familiarize the values or a culture
pertinent to corporate.
•The vision of the leader itself proffers base
line strategy formation and the pledge of
the leadership makes sure the enactment
of strategy.
30
31. Leader’s role in developing strategy (3)
•Formulated strategies can’t be
implemented without the involvement of
every one.
•Everyone should understand the need of
change and should contribute their effort
to efficiently implement the strategies.
•Only leadership can inspire and motivate
the people to bring change because
people always resist change.
31
32. Leader’s role in developing strategy (4)
•Leadership works to find out the gaps by
carefully scan the environment both
internal and external.
•Leaders develop plans to fill these gaps by
implementation of plans.
32
35. Maturity continuum orderly guides habits
There is an orderly sequence of growth in our live
We recognize we are free to choose
We identify our mission and goals
We act on priorities
We look for alternatives that allow everyone to win
We appreciate attitude and skill of listening deeply
for complete understanding
We discover creativity that people can experience
when they explore their differences together
We cultivate others
36. How leadership skills evolves in our life
We are first led by parents/ guidiance
When we grow older, we start to learn how lead
ourselves
When opportunity arises, we start to lead others
When grow more mature, some great leaders start to
learn how to share leadership and power with others
Through our life, we lead and at the same time led
by others
37. Maturity continuum
Maturity is a process
It shows the relationships among the 7
habits in Public Victory and Private Victory
and stages of interdependent progression
Private Victory. We experience it when we
learn self-mastery and self discipline.
Public Victory. We reap it when we build
deep, lasting, highly effective relationships
with other people.
39. 1. Proactivity
• The power, freedom, and ability to choose our
own responses to whatever happens to us,
based on our values.
• Proactive choices are guided by values.
• If we are proactive, we accept responsibility for
who we are, what we have, and what we do.
40. 1. Proactivity
Self-fulfilling prophecy
•It can expand proactivity and exercise personal
leadership
•The key to the ability to change have to had a
clear sense of who you are, what you are about
and what you value
41. 1. Proactivity
- It is the creator of Personal Vision
- 2nd and 3rd habits are proactivity’s creation
- Determinism explains that behaviour takes 3
forms: Genetic, Psychic, Environmental
- Proactive person
- See stimuli as influences, not indomitable forces
- Exercise ‘free will’
- Gain control of circumstances
42. 1. Proactivity
-Circle of Concern (COC)
- A person COC comprises all matters about which
he/she concerns but has NO control over
- Central of influence (COI)
- A person’s COI includes things he/she can affect
directly.
COC
COI Our control of
own emotional
level
Things that
affect our
emotions
43. Honey, I'm sorry, I stepped on his tail...
Proactively control your emotions
45. Reactive people
• Focus on the Circle of Concern (COC)
• Allow COC to press on their Circle of
Influence
(COI)
COC
COI
Reactive
Our control of
own emotional
level
Things that
affect our
emotions
1. Proactivity
46. 1. Proactivity
• Proactive people focus on the Circle of Influence
• They take control of their emotion and thus their
life
COC
COI
Proactive
Our control of own
emotional level
Things that
affect our
emotions
49. 2. Begin with the end in mind
Values and Re-scripting
• All things are created twice.
• Mental being the first; physical being the second.
• Define value can help to guide our proactivity and
this can be done by using re-scripting process
• Thus this process can make us our own first
creator
50. 2. Begin with the end in mind
Attending your own funeral
“How much did he leave?”
“He left it all”
There must be a personal direction to guide daily
activities, without which people will accomplish
little toward their own goals.
51. 2. Begin with the end in mind
Discovering Personal Purpose(s)
• When setting an overall purpose for our life,
ask ourselves:
• What do I want from my life?
• What do I value the most?
• What are my talents?
• At the end of my life, what do I want to
have accomplished?
52. 2. Begin with the end in mind
• Setting personal purpose is an act of discovery
which can be done through dividing it into roles
and its goals:
• Clarify roles helps to create balance in life.
• Defining goals helps to determine what to
achieve within each role
• Our life need to be centered on a correct
principles with deep, fundamental truths as a
common denominator
53. 2. Begin with the end in mind
• A principle centered person stands apart from
the emotions of situations and other factors to
evaluates his/her options in life
• Always ask: “What is the center of my life?”
• Family? Spouse? Money? Work?
• Possession? Pleasure?
• Friend/enemy?
• Religion?
• Self?
54. 2. Begin with the end in mind
Climbing a wrong career ladder？
The outcome of it is always very busy but fruitless
55. 2. Begin with the end in mind
Three aspects of business management to begin
with:
•Leadership: what do we want to accomplish?
•Management: how can we best accomplish?
•Productivity: how to produce even more?
Consider ending before beginning!
57. 3. First thing first
• 一旦清楚了解自己的优先事项， 价值观，
目标，活动等也将相应地组织和执行。
• 在这里，我们必须管理好自己的工作并将其
付诸实践。
• 问: 我们必须首先做Important和Urgent的事
情先还是做Important但Not Urgent的事情先
呢 ？
58. 时间管理矩阵
Urgent
I
Corrective measure
Crisis
Deadline-driven projects
Divorcing
Not Urgent
II
Preventive measure
Capacity maintenance
Build relationships
Searching for new opportunities
Planning, entertainment, exercise
III
Incoming call ringing
Open mails
Some admin meetings
Seem urgent problem
Popular activities
IV
Not
Important
Important
Trivial work
Time waster
Pleasant activities
Opening junk email
Writing some reports
63. What is a zero sum game?
A situation in which each participant's gain or
loss of utilities exactly is balanced by the
losses or gains of the utility of the other
participants.
If the total gains of the participants are added
up and the total losses are subtracted, they will
sum to zero.
When cutting a cake, one person eat more will
mean others will eat less correspondently.
4. Win-win
64. 4. Win-win
Interpersonal leadership
Essence of abundant maturity:
Empathic and Courageous
Win-lose
Lose-lose
Win-win
Lose-win
Empathic
High
Low
Courageous
Low High
65. The best way to resolve relationship conflict
Interpersonal conflict is the experience of an
individual encountering adversity in the process
of achieving a goal.
Adversity of interpersonal conflict comes from:
Interest conflict
Differences in behavior/value/attitude
Fighting for power/status
Classic example: “Criminal dilemma"
4. Win-win
66. Criminal’s choice and ending
Criminal A Criminal B Ending A Ending B
Not confessed Not confessed 3 years Jail 3 years Jail
Confessed Not confessed 1 years Jail 10 years Jail
Not confessed Confessed 10 years Jail 1 years Jail
Confessed Confessed 6 years Jail 6 years Jail
“Criminal dilemma”
4. Win-win
67. Team Conflict
The abrasion of members within a team
affects the work efficiency.
Task allocation and members’ emotion
fluctuations are reasons of conflict.
Damage arises due to:
• Weakening team cohesiveness or
• Relationship didn’t improve
a period of time after the
occurrence of conflict.
4. Win-win
69. Do not prescribe before the
diagnosis
An
unforgettable
road accident
5. First seek to understand,
then to be understood
70. 5. First seek to understand,
then to be understood
• The key to influence is to first be influenced.
• When seeking to understand, we are applying
our empathy.
• This is the most important principle in the field
of interpersonal relations.
• When seeking to understand, we are less
defensive, in order to seek 3rd alternative.
71. • Empathetic communication with others can
change your own paradigm
• Ever heard of these?
“I really don’t understand him. He just won’t
listen to me at all?”,
“What is the problem with you”?
5. First seek to understand,
then to be understood
72. • Human nature tendency
• Rush in, fix things up with good advice,
often fail to diagnose, refuse to understand
problem.
• We must understand other to build stepping
stone to synergy.
5. First seek to understand,
then to be understood
75. Getting together is the beginning, unity is
progress, and working together is the way to
success.
6. Synergy effect
76. 6. Synergy effect
• Synergy consolidate the achievements of all
habits.
• It will lead to team building, teamwork, unity
and harmony.
• It can deliver 1 + 1 => 2 result, i.e. the whole
is greater than the sum of its parts
• It can improve team’s insight and
provide better solutions than the
original proposal.
77. Value differences
• The process of synergy brings out a third
alternative.
• Leader is responsible for building necessary
environment for synergy.
• Principle-centric leadership usually
demonstrates good synergetic ability
• This habit catalyses, unifies and releases
different values.
6. Synergy effect
78. 6. Synergy effect
Smoking causes lung
cancer
Inhaling asbestos can
cause lung cancer
Both together can cause the incidence of lung cancer to be higher
than the sum of individual sickness
80. Everyone has a different view of the world
• Just like looking at the ladies above, (old or
young female) both are right
• It is not logic, but psychology.
• The Greek word "Synergia" means joint
work and cooperative action.
• Three important features that promote trust
and create synergy are:
1 Reliability 2 Transparency 3 Accessibility
82. 7. Sharpening your saw
• The only person over whom you have direct and
immediate control is yourself.
• The greatest assets to constantly develop,
preserve, and enhance are your own capabilities.
• The greatest single investment of time and effort
is in ourselves in four dimensions.
• Physical, Mental, Spiritual, Social-emotional
• The key to self-directed change is the true
victory over self.
83. 7. Sharpening your saw
• When cutting down trees, we must take a step
back from the frenzy and take some time to
sharpen our saws.
• That is, take time to update and refresh in order
to be more effective in life.
• Invest in yourself on a regular basis so that you
can continue to outperform
• Planning well before practicing can bring
perfect results
84. 7. Sharpening your saw
• Grow and develop on upward spiral
• Learn, commit, do and unlearn then learn,
commit, do and so on on an increasingly
higher plane
85. Treat ourselves as what we are and
we will remain as what we are.
Treat ourselves as what we can and
should be and we will become as we
can and should be.
Conclusion
87. Leadership Theories
1. The Great Men Theory
2. Trait Theory
3. Behavioral theory
4. Contingency theory
5. New Charismatic Leadership Theory
2
88. Great Man Theory（1800s）
•The great man theory of leadership states
that some people are born with the
necessary attributes that set them apart from
others.
•These traits are responsible for their
assuming positions of power and authority.
•A leader is a hero who accomplishes goals
against all odds for his followers.
3
89. The Great Man Theory (1800s)
•Attributed to the Scottish philosopher
Thomas Carlyle who gave a series of lectures
on heroism in 1840.
•Believe history can be largely explained by the
impact of great men/heroes
•They are highly influential and unique
individuals who, due to their natural
attributes (superior intellect, heroic courage,
or divine inspiration) have a decisive historical
effect. 4
90. •It flourished from the 1920s to the 1950s.
•It advocated that successful leaders have
distinctive personal traits, and
•It was enthusiastic about what traits a
successful leader should have as a basis for
developing personal leadership.
5
Trait Theory (1920 ~ 1950)
91. Trait Theory (1920 ~ 1950)
•Traits: Appearance
•Personality (self-esteem, domination,
authority)
•Ability (intelligence, creativity, sexuality)
•Robert Katz: “Effective managers should have
conceptual skills, interpersonal relationships,
and professional skills”
•Gary Yukl: “should include creativity,
organizational skills, persuasiveness,
communication, integration, knowledge” 6
92. Trait Theory (1920 ~ 1950)
•Ghiselli research points out that important
leadership traits can be grouped into three
areas
• Leadership Traits
• Personality Traits
• Motivation Traits
7
93. Character Traits that exceptional
leaders have in common
•Stay clear of drama and attention-seeking
•Possess high levels of self-control
•Emotionally intelligent, patient and calm
under pressure.
•Seekers of truth.
•Place courage over fear.
•Empathy towards self and others.
•Self-aware.
•Maintain and nurture their reputation. 8
94. Behavioral Leadership Theory
(1940 ~ 1960)
•This theories focus on how leaders behave
•Assume that leaders can be made, rather
than born
•Believe that successful leadership is based on
definable, learnable behavior.
•Behavioral theories of leadership are
classified as such because they focus on the
study of specific behaviors of a leader.
9
95. Behavioral Leadership Theory
(1940 ~ 1960)
•The Ohio State University: Two active
dimensional are Structure & Compassion
•University of Michigan: Production-oriented &
Employee-oriented
10
96. Behavioral Leadership Theory
(1940 ~ 1960)
•Management grid (Blake & Mouton): 5
leadership styles are:
•1.1 Extremely poor leaders,
•9.1 Country clubs,
•9.9 Team Leadership,
•5.5 Organizing human leadership,
•1.9 authoritative leadership
11
98. Behavioral Leadership Theory
(1940 ~ 1960)
•It studies the specific behavior in the
leadership process, and explore the influence
of different leadership behaviors on the
subordinates.
•Theory of Behavior vs. Trait Theory
•Behavior theory suggests that leaders can be
developed through acquired training.
•Trait theory argues that great leaders must
rely on a careful selection process. 13
99. Criticism of Behavioral Theory
•It is difficult to prove the correctness of
behavior theory, because leaders with the
same behavioral tendency can be successful
or unsuccessful in different situations.
•Therefore, it leads to the emergence of
contingency methods.
•It contains many useful theories. 14
100. Contingency Theory (1967)
•Fiedler proposes that the performance of the
group depends on the outcome under the
interaction of leadership style and his/her
favourable degree
•Variations in context favorability:
•Relationship between leader and
subordinate (good or bad)
•Degree of task structure (high or low)
•Leadership (strong or weak)
15
101. Contingency Theory (Fiedler 1967)
•Leadership effectiveness depends on match
between (a) leadership style and the (b)
demands of the situation (leader’s control)
•(a) Leadership style
•Least preferred co-worker (LPC) scale
•The leadership style of the leader is
measured by what he calls the least
preferred co-worker (LPC) scale
16
102. Contingency Theory (Fiedler 1967)
•LPC scale is an instrument for measuring an
individual’s leadership orientation.
•LPC scale asks a leader to think of all the
people with whom they have ever worked
and then describe the person with whom
they have worked least well, using a series of
bipolar scales of 1 to 8
17
104. LPC Experiment (Leader Motivation Style)
The people who
work the worst with
me are friendly,
cooperative, not
hostile, supportive
and open
The people who work
the worst with me are
unfriendly, not
cooperative, hostile,
unsupportive and closed
I give them bad
comments
because I only get
satisfaction from
successful task
performance
I am a
relationship
person, so I give
them good
comments
19
Contingency Theory (Fiedler 1967)
105. Contingency Theory (Fiedler 1967)
(b) Situational control is determined by:
• (i) Leader-member relations (good/poor)
• (ii) Task structure (high/low)
• (iii) Position power
(strong/weak)
20
106. Contingency Theory (Fiedler 1967)
(i) Leader-Member Relations (LMR)
•degree of mutual trust, respect, confidence
between the leader & subordinates.
•When LMR is poor, leader has to shift focus
away from the group task in order to regulate
behavior and conflict in the group.
21
107. Contingency Theory (Fiedler 1967)
(ii) Task Structure
•the extent to which group tasks are clear
and structured.
•When TS is low, group tasks are ambiguous,
with no clear solution or correct approach
to complete the goal.
•When TS is high, the group goal is clear,
unambiguous and straightforward;
members have a clear idea about how to
approach and reach the goal.
22
108. 23
•Believe that situational factors affecting
leadership performance include: job power,
task structure, and the relationship between
leaders and subordinates
•These can be used to analyze the situation
favorableness of each situation for the leader.
Contingency Theory (Fiedler 1967)
109. Charismatic Leadership Theory
(1970s)
•Feature
•Leaders successfully lead members of
organizations to complete difficult tasks
•Leaders inspire deployment and gain trust
•Emotional Leadership plus cognitive
orientation
•Emphasize subordinates' sense of self-esteem,
motivation, and emotions
24
110. Charismatic Leadership
•Conger and Kanungo believe that charismatic
leaders must have four main characteristics
•Presenting and communicating vision
•Using language to convince the followers to
believe a better future goal than the
current situation.
•2. Willing to self-sacrifice and take risks
•In order to achieve the vision, even if the
cost is high, they are willing to sacrifice self-
interest.
25
111. Charismatic Leadership
•Leaders must have the following four main
characteristics
•3. Sensitive to the needs of followers
•Recognize and respond to others' abilities,
needs, and feelings.
•4. Be unconventional
•Engage in innovative and out-of-standard
behavior.
26
112. Authenticity Leadership
•It is the individual's affirmation of the self-
state, and will not follow the flow of the
reputation of the outside world.
•The practical world believes that leadership is
sincerity rather than style.
27
113. Authenticity Leadership
•It has five characteristics as follows
•Understand your leadership purpose,
•Create solid value,
•Dedicated leadership,
•Build good relationships,
•Demonstrate a high degree of self-discipline
28
114. Leadership substitution theory
•First proposed by Steven Kerr and John M.
Jermier in 1978
•There are many differences in the amount of
variation in the interpretation of the results of
leadership work by subordinates.
•The most common one is shared leadership
and empowerment leadership style
•Some leadership behaviors have little or no
influence on the results of subordinates' work.
29
115. Lesson 4
Roles of leader in performance
management
Power, politics and influence in
organisations
Ethics in leadership
116. • This business discipline exists to ensure that
– employee performance is aligned with
organizational goals and
– the employees are delivering on these
goals.
• PM also helps an HR manager to track and
evaluate the gaps in the processes and the
changes or decisions to be made for
corrective action.
Performance Management
117. • Leaders develop ownership by involving
employees in the decision-making and
planning process.
• They provide resources to facilitate
employee success and empower employees
by devolving authority to get things done
efficiently.
• Effective leaders develop processes that
engage employees in achieving the strategic
vision.
Role leadership play as a manager
118. • PM is an ongoing process of communication
between a supervisor and an employee that
occurs throughout the year, in support of
accomplishing the strategic objectives of the
organization.
• In 360 degree performance management
system, peers, subordinates, customers,
suppliers, etc. also involve in performance
management
Who is involved in PM
119. • PM is an ongoing process of communication
between a supervisor and an employee that
occurs throughout the year, in support of
accomplishing the strategic objectives of the
organization.
• Performance Leadership is a systematic,
results oriented approach to management
and leadership for high performing
organisations, teams and individuals
PM vs Leadership
120. The Performance Appraisal Process
External Environment
Internal Environment
Plan the Performance
Identify Performance Goals
Communicate Goals
Establish Performance Criteria
Determine:
Responsibility for Appraisal
Appraisal Period
Appraisal Method(s)
Computer Software
Examine Work Performed
Appraise the Results
Conduct Appraisal Interview
Discuss Goals for Next Period
Anticipate and Consider
Problems in PA
Effective PA Systems
Management Support
Coaching and T&D
121. • Effective PM is essential to businesses.
• Through both formal and informal processes,
it helps them align their employees,
resources, and systems to meet their strategic
objectives.
• Yet in too many companies, the PM system is
slow, wobbly, or downright broken.
• However, company can’t throw the baby
away together with the dirty bath water
Implication of PM
122. Coach.
• to develop others to succeed in their roles
and prepare for future roles.
Facilitator.
• You need to make things easier for others.
• Serve as facilitator to help processes flow
better and boost productivity.
10 roles of leader
123. Strategist
• Strategize as the highest-level leaders
• Keep the big picture in mind,
• Plot what directions and approaches
Visionary
• Visualizing pictures that are related to
strategy for heading destination.
10 roles of leader
124. Change agent
• Guide and champion the changes entrusted
by the top management
Decision-maker
• When others to engage and offer their
feedback, leader need to be decisive and
make the hard choices.
10 roles of leader
125. Influencer
• Constantly influencing others in a positive
way.
Team player
• Always take the lead and be a teammate too
• Sometime let others take the lead.
10 roles of leader
126. Delegator
• Delegate, train and empower other willingly
and strategically to ensure everything is done
Listener
• Talk less, and ask, listen, and observe more
10 roles of leader
127. Power is the ability to
• get someone else to do something you want
done, or
• make things happen, or
• get things done in the way you want.
Influence
• is a behavioural response to the exercise of
power
Power and Influence
128. Power sources
French and Raven
Position power
– Reward
– Coercive
– Legitimate
Personal power
– Expert
– Referent
129. Model of Power in Organisation
15
Contingencies
of Power
Power
over others
Sources
of power
Legitimate
Reward
Coercive
Expert
Referent
Centrality
Discretion
Substitutability
Visibility
Task relevancy
130. Position power
Reward power
– Use of both extrinsic and intrinsic rewards
to control others.
– E.g. upward performance appraisal.
Coercive power
– Deny of desired rewards or administration of
punishment to control others.
– Can be from peers.
– E.g. AirAsia removed time clock and still
able to maintain good attendance rate.
131. Position power
Legitimate power (formal authority)
– Use of the internalised belief that the ‘boss’
has a ‘right of command’ (rather than
capacity to command) to control others.
– E.g. 3M culture of ‘official insubordination’.
132. Personal power
Expert power
– Arises due to the possession of knowledge,
experience or judgement that others don’t
have but need.
– E.g. Doctor instruction to nurse/patient.
Referent power
– The ability to control other as the individual
wants to identify with the source of the power.
– E.g. Subordinate strive to be with a superior
who is a charismatic leader.
133. Power, authority and obedience
• Why do some people obey directives while
others do not?
• The Milgram experiments (1961-63)
Discovered a strong tendency amongst
individuals to follow the instructions of authority
figures, even if they are endangering others life.
• The experimenter (E) orders the teacher (T) that is the subject
of the experiment to electric shock what the latter believes are
painful electric shocks to a learner (L). Learner is actually an
actor (confederate).
• (T) believes that for each wrong answer, (L) was receiving
actual electric shocks, though in reality there were no such
punishments.
• Teacher is separated from learner, a tape recorder is integrated
with the electro-shock generator, which played pre-recorded
134. Power, authority and obedience
• Why organisations drift into chaos if there are
strong tendencies for individuals to follow the
instructions of the boss?
135. Power, authority and obedience
City Harvest Church Criminal Breach of Trust
• May 31, 2010
• The criminal perfidy case of City Harvest
Church is the largest criminal perfidy case in
Singapore since the 21st century.
• Involving City Harvest Church and other
founders, especially Kang Xi.
• The total amount of misused funds reached 50
million Singapore dollars.
136. Power, authority and obedience
• Obedience and acceptance of authority
– Subordinates will follow a directive only if 4
conditions are met. He/she must:
1. understanding the directive
2. feel mentally and physically capable
3. believe it consistent with company’s purpose
4. believe it consistent with personal interests
137. Power, authority and obedience
• Obedience and zone of indifference
– The zone is the range of authoritative a
subordinate is willing to respond without
subjecting the directives to self-critical
evaluation (i.e. indifferent):
• Directives falling within are obeyed
• Requests falling outside are not
considered legitimate under the terms of
the psychological contract
138. • Murder of Mongolian, met 10/05, killed 4/09,
sentenced 1/15
• 28, Exploded by C-4 in Shah Alam, Malaysia
• Became girlfriend of Abdul Razah Baginda,
defence analyst in Hong Kong in 2005
• Blackmailing… a $US500,000 cut to remain
silent about her knowledge of a US$114m
corruption
Abdul Razak Baginda Bodyguards of Defence Minister
Power, authority and obedience
139. Acquiring managerial power (1)
Enhancing position power
1. Increase the centrality and criticality
(Securing a critical role in flow)
2. Increase job discretion and flexibility
(remove routine activities, increase
variety)
3. Increase difficulty of evaluating your job
– reduce substitutability
(create ambiguous JD, develop jargon)
140. Acquiring managerial power (2)
Enhancing position power
4. Increase the visibility of job performance
(expand contact with senior)
5. Increase task relevance to organisation
(becoming internal coordinator/external
rep)
141. Acquiring managerial power (3)
Enhancing personal power
• Knowledge and information
– By education, training, experience, special
access to data/people
• Personal attractiveness
– Enhance likeability, personal
characteristics, agreeability, attractiveness
142. Acquiring managerial power (4)
Enhancing personal power
• Effort
– Demonstrate sincere hard works in task
performance, gain respect and perception of
being indispensable
144. Turn power into influence
• Reason – using data and logic (most popular)
• Friendliness – creating favourable impression
• Coalition – using relationships for support
• Bargaining – negotiating exchange of benefits
• Assertiveness – being direct and forceful
• Higher Authority – gaining higher level
support
• Sanctions – using rewards and punishments
145. Empowerment
• A process by which managers help others to
acquire/use power to make decisions and make
things happen in work.
• They must understand:
– Expanding zone of indifference
(explain benefit)
– Treat power as an expandable ‘pie’
(win-win)
– Empowering others
(alter but not giving up position power)
147. Ethics
• Ethics is defined as a set of moral principles that
define what is right and wrong.
• These beliefs influence one’s behaviour.
• Business ethics defines the
acceptable behaviour of
employees in a given situation.
148. 34
‘The gambling monster’
• $117 million loan + $53 M embezzlement
(1999 – 2003)
• 2006, the ‘easy preys’ sued
Chia Teck Leng
APB
42 years jail
149. 35
‘The Camouflaged Man’
• Teo Cheng Kiat, a supervisor
for SIA
• Worked 25 years
• Siphoned S$35m in 13 years, ended 2000
• “All told the CAD that they believed Teo…on
the job for many years”
24 years imprisonment
150. Code of Ethics
• A document that explains the acceptable
behaviour of employees.
• Employees are expected to make use of the
guidelines in making decisions in their
course of work.
• Honesty
• Product safety
• HRM practices
• Financial reporting
• Conflicts of interests
• Using and accessing confidential info.
• Payment to obtain favours/contract/businesses
151.
152. Managing Ethics in Organisation
• Hire individuals with high ethical standards
(selection).
• Provide a Code of Ethics.
• Leadership by example.
• Ethics training.
• Formal support system.
• Realistic performance goals.
153. 39
Code of Ethics
• A code of ethics is a formal statement of the
company’s values concerning ethics and SR;
• It clarifies to employees what the company
stands for and its expectations for employee
conduct.
• The code of ethics at Lockheed Martin states:
“aims to set the standard for ethical conduct
through adhering to the values of honesty,
integrity, respect, trust, responsibility, and
citizenship”.
154. 40
Disclosure Mechanism
• A confidential hotline is an important
mechanism for employees to voice concerns
about ethical practices.
• Whistle-blowing is employee disclosure of
illegal, immoral, or illegitimate practices on
the part of the organization.
• When there are no protective measures,
whistle-blowers suffer, and the company may
continue its unethical or illegal practices.
155. 41
Disclosure Mechanisms
• Enlightened organizations view whistle-
blowing as a benefit to the company, helping
to prevent the kind of disasters that hit
companies such as Enron, Arthur Anderson,
and WorldCom.
• Many systems supplement a written code of
ethics with employee training programs (only).
158. Effectiveness and Efficiency
Efficiency
• Performing or functioning in the best
possible manner with the least waste of time
and effort.
• Use less input to produce more output
Effectiveness
• Adequate to accomplish a purpose;
• Producing the intended goal or expected
result.
2
159. Effectiveness and Efficiency
• Being effective is about doing the right
things.
• Being efficient is about doing things right.
• A 2×2 grid chart can be used by leaders to
find an optimal balance between
effectiveness and efficiency
3
161. Effectiveness and Efficiency
• Companies usually seek to increase and improve
the efficiency of their operations and sales
processes.
• After all, when working with limited resources,
they would prefer to maximize the use of each of
these resources, from budget and technology to
time and sales representives
• However, by pursuing efficiency at all costs, these
companies are possibly missing a valuable chance
to take a step back and look at overall effectiveness
from a big picture perspective.
5
162. Blind spot of Effectiveness and Efficiency
• The Holy Grail for every company is to
always pursue the top right box, i.e.,
pursuing the right goals and being efficient,
by adopting:
• Technological advances,
• Time management, not wasting time,
• Better alignment of employer and
employees’ goals
• collaboration between employees.
6
163. Effectiveness and Efficiency
• Many companies have their hearts in the
right place – they know what goals they want
to achieve, but are inefficient in achieving
those goals.
• Other companies are tightly run ships, with
all employees working together, humming
along and all singularly focused on the task at
hand…but working on the wrong goal
7
164. A practical example
•Consider the differences between activity
effectiveness and activity efficiency among
sales reps.
•Every sales representative has his/her daily,
weekly, monthly and quarterly goals that,
when achieved, are considered being
effective in their roles.
•If sales reps are tasked with making 70 calls
each day, and they easily hit their numbers,
they are thus considered as efficient at their
jobs.
8
165. A practical example
• Some reps might even make more calls over
and beyond 70 e.g. make 80 or 90 calls each
day, but what if those dials are producing
few business connects and even fewer
deals?
• That is why activities pursuing efficiency may
not be the right thing to do
9
166. A practical example
• For a sales leader, having reports that track
the following information can be an
incredibly powerful indicator of which of
sales reps are not only efficient at their jobs
but effective in performing them.
• how many calls lead to connects
• how many connects lead to sales
demonstration
• how many sales demonstration lead to
deals
10
167. Measure effectiveness and efficiency
of sales team
• Is it more important for an organization to
pursue effectiveness or efficiency?
• If a company is trying to grow aggressively
and have all resources to burn, optimizing
effectiveness might be the way to go.
• No need to worry about having to use less
resources to produce more
11
168. Measure effectiveness and efficiency
of sales team
• However, if a smaller company has very
limited resources to work with, they might
be more interested in pursuing efficient
operations in order to maximize their
capabilities and not stretch themselves too
thin.
• Finding the a sweet spot between
effectiveness and efficiency is truly the
ultimate goal for all companies.
12
170. Leader’s qualities to lead
Using good communication skill to demonstrate
the following qualities
1.Appreciative
2.Confident
3.Compassionate
4.Courageous (take risks)
(share unpopular opinions)
5.Diligent
So as to achieve the result of Decision-making,
talent management, negotiation etc.
6.Fair
7.Flexible
8.Honest
9.Impartial
10.Responsive
Etc.
171. Communication
• The process of passing information and
meaning to others (Beach, 1970)
• Berlo’s (1960) communication process
model consists of
• Communication source (sender)
• Encoding
• Message
• Decoding
• Communication recipient
• Channel
• Noise 15
173. Messages
(Communicated content)
Communicator’s facts or opinions
• Record, digit, forecast, technical information
Communicator's attitude and external
performance
• Attitude, mood, trust, doubt, objection
17
174. Coding - Encoding and decoding
• Express communication content in a certain
way or symbol
• Example: text, language, picture, symbol
• Only 7% of communication effectiveness is
depends on verbal communication, the rest
(93%) still comes from nonverbal
communication
• For example clothing, equipment, location,
location, etc. are interpreted based on the
receiver’s perception
18
175.
176. Communication channel
A communication channel refers either to a
physical transmission medium such as a wire,
or to a logical connection over a multiplexed
medium such as a radio channel in
telecommunications and computer networking
• Expression of language
• Resort to words
• Photo
• Media
20
177. External environment impact on
communication
• Disturbing factors are all called ‘noise’
• Outside influences can be coming from:
• Phone interruption
• Technical glitch
• Time pressure
• Asymmetric status
• Physical appearance
21
178. Recipients impact on Communication
1. Decoding process:
Consists of respective ideas that may invalid
communication
2. Question of interest:
Selective perception
3. Attitude issues:
Preconceived understanding/idea
4. Trust degree:
It determines communication effectiveness
5. Stereotypes effect (Walter Lippman 1921)
6. Halo or horn effect
22
179. Organisation Communication patterns
Formal communication
• Based on formal organisational requirement
• Downwards, upwards, horizontal and outwards
Informal communication
• Motivation and perceived needs are mostly
coming from organizational members
• Can be done in cross-sector units
• Verbal informal communication leaves no
evidence & responsibility behind
23
181. Communication style
• Dominant style
• Influential style
• Steady style
• Conscientious style
• Aggressive style
• Decisive style
• Smart style
• Etc.
• Or the opposite of the above styles
25
182. Improve communication skills
More of
• Talk face to face
• Listening
• Short sentence writing
• Nonverbal communication
Less of
• Social media talking
• Active verbal communication
• Long sentence or essay writing
26
183. Leader’s decision
•Because of problem leader (people) makes
decision. There are two type of decision
1. Routine problem decision
•Appears regularly and can be resolved
through standard responses
•Programmatic decision
184. 2.Non program decision
• Unique and novel, requiring creative problem
solving
• Make decisions specifically tailored to specific
situations
28
Michael Dell returned in
2007 succeeding Rollins
Leader’s decision
185. Decision environments
•Certain
•In which info is sufficient to predict outcome
of alternative(s) in advance of action
•Risk (the in-between)
•In which involve a lack of complete certainty
•but aware of probabilities associated with the
possible outcomes and consequences
•Uncertain
•In which managers are unable to assign
probabilities to the possible outcomes of
various course of action
186. Decision-making methods
1. Classical decision theory
•Views the manager as acting in a world of
complete certainty
•Use as a model for how manager should
make decisions.
•Termed as rational Decision-making model
188. Decision-making methods
Behavioral Decision Theory
• People only act according to their perception
of a particular environment.
• This model was termed by Herbert Simon as a
"satisficing" decision-making style.
• For example, choose the first satisfactory
alternative (not the best).
• It is the ultimate solution of bounded
rationality.
190. Decision-making methods
Intuitive Decision Theory
• Intuitive behavior is an unconscious
process derived from distilled experience.
• Managers use intuition to make non-
procedural decisions.
• Be able to quickly and easily understand
the possibility of a specific situation.
• Added spontaneity to decision-making.
• (Specially) provides greater creativity and
innovation potential in a risky and
uncertain environment.
192. Decision-making methods
Heuristic decision theory
• Judgment simplifies the formulation of DM
strategies and "rules of thumb."
• Make it easier for managers to deal with
uncertainty and limited information.
• But it can become a trap. E.g.
• Confirmation trap: Seek an event to confirm what
has been considered ‘real’ by (self).
• The hindsight trap: overestimating the (own)
predictable accuracy of events that have occurred.
• May cause systematic errors and affect the quality
of decision-making.
193. 37
Confirmation trap
Ferrari Guy Ma Chi - 2012
"Look, I told you before that letting young foreigners
drive fast will cause this kind of accident."
195. Decision-making methods
Creative decision theory
• It involves the development of unique and
novel responses to problems and
opportunities.
• This is critical to determining the success of
an organization in a complex and dynamic
environment.
• There are four stages of creative Decision-
making
196. Four stages of creativity in
decision-making:
1) Problem definition: choosing good
problems to solve and then framing them
broadly to consider as many alternatives as
possible.
2) Incubation: looking at problems in diverse
ways that allows for the consideration of
unusual alternatives; avoiding tendencies
towards purely linear and systematic
problem-solving.
197. Four stages of creativity in
decision-making:
3) Illumination: responding to flashes of
insight and recognising when all pieces to the
puzzle suddenly fit into place
4) Verification: avoiding the tendency to relax
after illumination occurs and, instead,
proceeding with logical analysis to confirm
that good problem-solving decisions have
really been made.
198. Problem: Groupthink (1)
• Members of a highly cohesive group tend to
lose their critical and evaluative abilities.
• So members began to think similarly.
• As members want to integrate, they tend to
be reluctant to criticize each other's ideas
and suggestions.
• The desire to avoid disagreement leads to
overemphasis on consensus. And agree to
the action plan.
• It limits the potential effectiveness of groups.
199. Problem: Groupthink (2)
Janis outlined suggestions to combat group
thinking, such as:
• Key evaluator role
• Ensure that the person in charge does not
take an action locally
• Seek opinions from other employees
• Seek advice from outside experts
• Assign members to play the role of ‘devil
advocate' in the meeting
200. Problem: Escalating commitment
•The problem with it is that the team will
continue its action even if it reports that the
action will fail.
•It occurs to decision makers when they:
•Rationalize negative feedback as ‘temporary
problems’
•Protect ego, do not admit mistake
•Engage in impression management
•View negative results as ‘learning experience’
201. Improve team decision-making skills (1)
Brainstorming: Group can quickly produce many
alternatives
Delphi technique:
• Used by group members who cannot meet face to
face. It involves a series of questionnaires
distributed to group members and compiled by the
decision-making coordinator.
Human resource practice (example)
• Group managers make independent and
anonymous predictions
• HR analysis and feedback to experts
• Expert revision and revaluation
• Repeat until consensus
202. Improve team decision-making skills (2)
Nominal group technique
• Use structured rules to minimize interactions to
facilitate group Decision-making on controversial
subjects
• Independent, good quality ideas are produced
• Complex problems resolved with very little domination
Human resource practice (example)
• Ask all members about human resources
• No need to discuss
• Everyone describes their solution
• No criticism or debate, but clarification is allowed
• All members independently rank solutions
• The highest solution becomes the final decision
203. Negotiate and reach an agreement
Organisation must look into the following
seriously in order to achieve a good agreement:
• Negotiation objectives and types
• Barriers to negotiations
• Effective negotiation process
47
204. Negotiation objectives and types
Negotiation objective
• Goods or services exchanged at a mutually
agreed terms
Negotiation types
1. Distributive method:
•The two sides compete for a larger
proportion in the fixed pie
2. Integrated method:
•A win-win situation that believe that the pie
could be enlarged
48
205. Barriers to negotiations
1. Preconception is affected by past
experience
2. The myth of fixed pie
3. Irrational emotion
4. Under the table reason
5. Personality factors of negotiators
49
206. Effective negotiation process
1. Preparation and planning: discover problem
2. Basic negotiation principles : Screening issues
3. Clarification and defence : Focus on issues,
not person
4. Negotiation and problem solving :
Cooperation/ Collaboration
5. Completion and execution : Textualization
and signing agreement
50
207. Talent Management
1. Basic idea of employment and talent
management
- Has have the ability to identify
- Understand what types of talents are needed
- Clear about what are the standards for talents
2. Organizational structure of talent
management
- Position design, job requirements, talent
inspection system etc.
- Talent management focus on opportunities, not
problems
208. Talent Management
3. Leading ideas for talent management
(1) Guiding ideas for talent deployment
(2) Discover and unleash human strengths
(3) Develop human talents through effective
management
4. Subjective cultivation of talent
management
(1) Tolerate individual weaknesses
(2) Less doubt in talent
(3) Harness talent strength
210. Criteria for assessing an
organization’s strategic effectiveness
from a leadership perspective
211. Measure organisational effectiveness
• OE is the ability with which an association is
able to meet its objectives.
• The main measure of organizational
effectiveness for a business will generally be
expressed in terms of how well its net
profitability compares with its target
profitability due to the effort of employees.
212. Criteria to determine organizational
effectiveness
Engagement
• Ensure team members engage and interact
with one another and dissuade member from
working in isolation
Employee growth
• A good leader understands the potential of
each of his/her team members and hones their
skills and abilities to help them achieve the
goals they set for themselves.
213. Training
• How often do you sit with your employees and
show them how to do something?
• A good leader always finds time to impart
knowledge to team members.
Fairness
• A good leader strives to see all his/her team
members grow, and isn't partial on any count.
Criteria to determine organizational
effectiveness
214. Respect for others
• A good leader is respected by his/her team
members.
• They look up to and follow him/her not
because they are scared, but because they
believe in the leader’s cause.
Criteria to determine organizational
effectiveness
216. • Group is a collection of two or more people
who work with one another regularly to
achieve one or more common goals
• Two types of groups in organisations:
– Formal
– Informal
What is a group?
217. Formal groups
• Formal groups is an ‘Official’ groups
designated by authority to serve a specific
purpose
• Employees are officially assigned group
role and task
• Mangers are responsible for group
performance, and play a ‘linking-pin’
function to connect work groups within an
organisation
219. Types of formal groups
• Permanent
– Perform a specific function on an
ongoing basis
– Often appear on organisation charts as
departments or divisions
• Temporary
– Created for a specific purpose and
typically disband once that purpose has
been accomplished
220. Informal groups
• Informal groups are groups that emerge
unofficially and are not formally designated
as parts of the organisation.
• These groups:
– include friendship and interest groups
– help people accomplish their work
– satisfy individual needs.
221. Purpose of groups
• Groups help to meet organisational needs
– Job skills and knowledge of members is
shared, which can help to solve difficult
problems, and is useful for newcomers.
• Groups can satisfy needs of individual
members
– Groups provide social interaction and
interpersonal fulfilment
– Success of groups depends on matching
organisational and individual needs
222. Managing group effectiveness
To avoid:
• Social loafing
• Disruptive behavior
• Groupthink
Task
Performance
Group Maintenance
SYNERGY
Columbia´s final mission on 1
Feb 2003, 7 died. Why?
Foam insulation’s problem
224. Inputs into group process
Group inputs are the initial ‘givens’ in a
group situation and set the stage for all
group processes
- Organisational setting
- Nature of the task
- General member characteristics
- Group size
225. Inputs into group process
• Organisational setting
– Clear goals and well-designed rewards
– Adequate resources, facilities,
technologies
– Culture and structures that promote group
interaction and cooperation
• Nature of the task
– Difficulty of achieving effectiveness
increases with degree of task complexity
226. Inputs into group process
• Membership characteristics
– Interpersonal compatibilities
– Homogeneity/heterogeneity
– Position status (avoiding status
incongruence)
• Size
– Best between 5 and 7 members
– Even number is a not a good idea
227. Group process and dynamics
Group dynamics are forces operating in
groups that affect group performance and
member satisfaction.
1. Stages of group development
2. Required and emergent behaviours
3. Group norms and roles
4. Emotions
5. Communication and decision-making
228. Stages of Group Development
Tuckman’s five stages of group development
– Forming
– Storming
– Norming
– Performing
– Adjourning
229. Required and emergent behaviours
• Required behaviours
– Those contributions formally requested
from group members as basis for
continued affiliation and support
• Emergent behaviours
– Those things that group members do in
addition to, or in place of, what is
formally asked of them
– May be the informal behaviour that
shadow the formal system
230. Required and emergent behaviours
Emergent behavior (con’t)
• It is a systematic behaviour that does not
depend on the various parts of the system,
but on the relationship between them.
• Thus, it is impossible to predict emergencies
by inspecting various parts of the system.
• Emerging behavior refers to the behavior of
a group of items that cannot be found in any
single item, be it insects, atoms or buildings.
231. Group norms and roles
• Norms
– Standards of behaviour that group
members are expected to display
– Groups norms usually not written down
• Roles
– Sets of behaviours expected by managers
of organisation and group members for
holders of particular positions
232. Group emotions
• Emotions in groups
– Are inseparable part of group activity
– Can lead to interpersonal conflict
– Need to be managed rather than ignored
233. Communication and decision-making
• Group dynamics affect quality of
communication and decision-making
– Groupthink: arises in highly cohesive
groups, can lead to poor (and costly)
decision-making
– Group structure and how groups
work on tasks relates closely to
how group members communicate
234. Group Outputs
• Group outputs are the results of the
transformation of group inputs through
group processes.
• Outputs include:
– group task performance
– group maintenance
• Distributed leadership: the sharing of
responsibility for fulfilling group task and
maintenance needs
235. Group task performance
Group Task Performance
Task activities:
• Are the various things members do that
directly contribute to the performance of
important group tasks.
• There are discussed briefly as follows:
236. Group task performance
Group Task Performance
– Initiating: offering new ideas to solve problem
– Seeking information: clarify suggestions
– Giving information: offer relevant/factual info.
– Clarifying: clarifying relations among
suggestions to coordinate activities
– Summarising: assessing group functioning,
raising question about member suggestions
237. Group Maintenance
Group Maintenance
• Maintenance of activities that support the
emotional life of the group as an ongoing
social system.
• Include encouraging, harmonising,
compromising, gatekeeping, setting
standards, and following up
• Contribute to the overall cohesiveness of
the group
238. Intergroup dynamics
• Dynamics that take place between groups as
opposed to within groups (is crucial)
• Ideal organisation operates as a cooperative
system, but competition also occurs.
240. Dynamic within each competing group
• Members become closer knit and evidence
of increased group loyalty; group cohesion
increases
• Concern for the accomplishment of the
group’s task grows, members become more
task oriented
• Group members become more willing to
accept a single leader
• Activities become more highly structured
and organized
241. Dynamic between the competing groups
• Each group view the other as an enemy
• Each group tends to develop very positive
images of itself and very negative images of
the others;
• Own group strengths are overestimated while
those of the other are underestimated
• Hostilities increase and communications
decrease between the groups
• When forced into interaction, group members
listen to only what reinforces their group
242. Intergroup competition
• The figure of “Dynamics of intergroup
competition” details what happens within
and between groups engaged in competitive
behaviour.
• There are two broad approaches to managing
the dynamics of group competition:
243. Intergroup competition
The first is to deal with the competition after
it occurs. E.g.
• by appealing to a common goal or
• uniting in the face of a common enemy, or
• direct negotiations between groups, or
• training members to work cohesively
244. Intergroup competition
The second is to deal with the competition
before it occurs. E.g.
• Rewarding groups for their contribution to
the total organisation by
1. avoiding win-lose competitions between
groups;
2. stimulating frequent interactions between
members of different groups;
3. rewarding inter-group cooperation;
4. rotating members amongst different groups
245. Workflow of interdependency
• The way work flows in an organisation from
one group to the next affects intergroup
dynamics.
• Pooled, sequential and reciprocal
interdependencies affect inter-group
cooperation in the achievement of
organisational goals.
246. Workflow of interdependency
Pooled (low)
interdependency
The work of each
group contributes to
the company mission,
but is not directly
related to that of the
other group. The
groups may not
directly interact with
each other, but are
indirectly affected by
each others actions
Sequential
(medium)
interdependency
Outputs of one
group become
inputs of another
group
Reciprocal (high)
interdependency
Each group has
outputs that are also
inputs to the other
group
248. What is team?
• Teams are small groups with
complementary skills, who work together as
a unit to achieve a common purpose for
which they hold themselves collectively
accountable
• All teams are groups but not all groups are
teams.
249. Teams and their effectiveness
Teams operate at three levels instead of two:
1. Team task level:
• Teams are organised to carry out a specific
task or goal.
• The other two levels are neglected.
2. Team maintenance level:
• To accomplish tasks, teams need to
recognise and maintain relationships
250. Teams and their effectiveness
Teams operate at three levels instead of two:
3. Individual needs level:
• Each member’s individual needs impinge
upon the team and its task.
• Team must recognize this influence.
251. Teams and “things”
Teams that “do things”
• Perform ongoing tasks (e.g. marketing or
manufacturing).
• Members have long-term relationships
• The team require support in maintaining good
relations, systems and external support
252. Team and ‘things’
Teams that “run things’
•They are usually leaders at the top of an
organisation
•They work on higher level organisational tasks
e.g. identifying organisational purpose, goals
and values and helping others fulfil these.
•These teams require executive and external
support (e.g. consultants and scholars)
253. Requirement of effective teams
• Require a set of clear organisational direction,
purpose and clarity of task
• Understand the value of working jointly, and
are able to disagree without resentment
• Have a blend of technical, task, leadership
abilities
• Take pride in benefits they have/will deliver.
254. Barriers to team effectiveness
• Lack of commitment from senior management
• Ambiguous organisational alignment
• Inadequate rewards or compensations systems
• Inadequate skills, resources, information
systems,
• Insfficient team size
• Inadequate HRD and information system
255. Team building and teamwork
• Team building is a sequence of planned
action steps designed to gather and analyse
data on the functioning of a group, and to
implement changes to increase its
operational effectiveness.
Teambuilding fosters TEAMWORK
256. Team building’s goals
• The team building process should aim to:
– Clarify core values and direct behaviour
– Transform general to specific performance
objectives
– Develop skill mix to give high
performance results
– Enhance creativity in task performance
257. Effective team leadership
Skilled team leaders need to:
• build trust and inspire teamwork
• create a team identity
• facilitate and support team decisions
• foresee and influence change.
• expand team capabilities (synergy)
• make the most of team differences (synergy)
258. Effective team facilitators
• Facilitators’ interventions should aim to:
– gain appreciation of complexity and
dynamics
– identify team needs
– create a safe and open forum
– foster interdependence, creativity and
open communication
– encourage necessary choices.
• Address both ‘light’ and ‘dark’ sides of team
building
259. Teamwork training
Team building activities can be achieved in
many ways.
• Three popular methods are:
• Experiential activity
• Challenging perspective
• Consensus decision making
260. Teamwork training
Experiential activities:
• Such as ‘games’ designed to encourage active
(as opposed to passive) processing of
information. Intended to foster cooperation
and trust between team members.
Challenging viewpoints:
• Focus on breaking down team member’s
viewpoints, either collectively or individually,
via a devil’s advocate process.
• Helps overcome resistance to change.
261. Teamwork training
Consensual decision making:
• Reaching consensus through team
brainstorming processes.
• In addition to determining the nature of team
building activities, it is also important to
consider the timing and location of delivery.
• Common approaches to delivering are seen in
Formal Retreats, Continual Improvement and
Outdoor experiences.
262. Teamwork training
Formal Retreats:
• Take place during an official retreat that is
organised off-site and typically run by outside
consultants.
Continual Improvement:
• The manager, team leader and/or team
members take responsibility for regularly
engaging in the team-building process (e.g. via
periodic meetings or self-managed retreats)
263. Teamwork training
Outdoor experiences:
• involves putting group members in a variety of
situations where they must work collectively
to overcome physical tests.
• Seeks to foster both individual character and
team commitment.
264. Teamwork training
• All approaches have strengths and
shortcomings
• Care is required in providing the appropriate
mix to effectively and efficiently deliver the
required growth in team effectiveness.
265. Team performance & cohesiveness
• Team performance and cohesiveness are
strongly influenced by team norms and
team roles:
• Norms are rules or standards of
behaviour that group members are
expected to display
• A role is a set of expectations for the
behaviour of a person holding a
particular office or position
266. Team roles
Two types of problems related to role
expectations:
•Role ambiguity
– Occurs when a member is unsure of what
other members expect of them
•Role conflict
– Occurs when a member is unable to respond
to group expectations due to overload or job
mismatch
267. Team cohesiveness
• Degree to which members are attracted to and
motivated to remain part of team
• Influenced by shared experiences and
commitment
• High cohesiveness is:
• good for members
• may be good or bad for organisation
• ‘How does cohesiveness influence
performance?’
268. Influencing team cohesiveness
• Team cohesiveness is influenced by trust
and conflict management
– High trust levels drive high cohesiveness,
satisfaction, and effectiveness
– Conflict is inevitable in teams; successful
conflict management can prevent low
cohesiveness.
269. Types of workplace teams
• Effective use of teams in organisations is
characterised by empowerment,
participation and involvement.
• Four typical types of teams:
– Employee involvement teams
– Problem-solving teams
– Self-managing teams
– Virtual teams
270. Employee involvement teams
• Members meet regularly outside of their
normal work units for the purpose of
collectively addressing workplace issues
• The team’s purposes relate to total quality
management concepts or the quest for
continuous improvement.
• Success requires genuine managerial
commitment to employee participation and
empowerment.
271. Problem-solving teams
• These teams are created for a specific task
• E.g. Quality Circles, Autonomous work teams
and Task Force groups.
Task Forces
• Temporary teams created to fulfil a well
defined task within a fairly short period.
• Once the task is completed, the team is
disbanded.
272. Problem-solving teams
Quality circles
• Teams of workers who meet periodically to
discuss and develop solutions for problems
relating to quality, productivity or cost.
• For such teams to be successful, members
should received special training in
information-gathering and problem-analysis
techniques.
273. Problem-solving teams
Autonomous work teams
• Teams given significant authority and
responsibility over their work in contexts of
highly related or interdependent jobs.
• It is a pre-cursors to self-managed work
teams, which we shall discuss next.
274. Self-managed teams
• Small groups of people empowered to daily
manage themselves and the work they do.
• Distinguished from other types of teams in
that team members are able to:
– make decisions on team tasks and schedule
– Able to perform more than team’s job
– train one another in jobs performed by the
team.
275. Self-managed teams
Benefits of SM teams
• improved productivity
• faster response to change
• fewer levels of classification and
management
• lower absenteeism and turnover
• improved work attitude
276. Self-managed teams
Strengths that Self-managed team members
needs to possess
• Technical or functional expertise
• Problem-solving or decision-making skills
• Interpersonal skills.
278. Virtual teams
• Team whose members work interdependently
towards the achievement of a common goal
across time and space.
• Differ from other teams in the following ways:
• Dependence on technology
• Absence of non-verbal cues
• Place (culture) and time of interaction
• Degree of private communication increased
and conflict can be resolved outside group
• Team process recording (‘careful’)
279. Future challenges for work teams
• Ongoing challenges for leaders/managers in
managing work teams relate closely to:
– Empowerment
– Trust
– Accountability
– Diversity
– Self-leadership
280. DISC
• Dr. William Marston, a physiological
psychologist, who shared it in his book
Emotions of Normal People, published in
1928.
• He did not create an assessment instrument
from his theory.
• However, based on his model, others have
created DISC assessments.
• That's why you might discover other DISC
tests in the marketplace.
282. DISC Psychometric Analysis
• The DiSC assessment, published by Wiley, is
a non-judgmental tool used for discussion of
people's behavioral differences.
• When a person participates in a DiSC
program, the program will ask him to
complete a series of questions that produce a
detailed report about his personality and
behavior.
• He will also receive tips related to how to
work with people of other styles..
286. DOMINANCE INFLUENCING
Goal: Results / Control Goal: Recognition / Approval
Motivation: Challenges Motivation: Recognition
Fears: Loss of Control Fears: Rejection / Disapproval
Under Pressure: Lack of Concern Under Pressure: Disorganized
Talk: Fast and Loud Talk: Fast, Loud with
Look: Serious and Stern animation
Move: Fast and Swift Look: Cheerful and Warm
Eyes: Driect and Cold Eyes: Direct and Warm
A sense of forcefulness A sense of warmth and fun
Tends to be: Directive Tends to be: Interactive
Interaction Focus: Control Focus: Motivation
What! Who!
Why! How!
CONSCIENTIOUSNESS STEADINESS
Goal: Perfection / Order / Goal: Stability / Security
Accuracy Motivation: Cooperation
Motivation: Quality / Correctness Fears: Change / Uncertainty
Fears: Criticism Under Pressure: Overly Willing
Under Pressure: Overly Critical of to give in
Self & Others
Talk: Slow and soft Talk: Slow and Soft
Look: Serious and Thinking Look: Warm and Nice
Move: Slow Move: Slow
Eyes: Less Direct, Objective Eyes: Less Direct, Warm
A Diplomatic Feel A Willingness to give in
Tends to be: Cautious Tends to be: Supportive
Interaction Focus: Plan Interaction Focus: Organize
Slow-Paced / Systematic Analysis / Reserved
OVERVIEW OF DISC
Fast-Paced / Make Quick Decisions / Assertive
Task-Oriented
/
Results
Focused
/
Independent
TELLS
People-Oriented
/
Relationships
Focused
CONTROL
ACCEPT
ASKS
288. Corporate social responsibility (CSR)
• In today’s business world, growing attention is
being paid on the business concept; “Corporate
Social Responsibility” (hereafter, CSR), mostly
because of regulatory impacts, environmental
concerns, commercial benefits and reputation in
front of the society.
• Increasing number of companies initiates and
implements practices considered as CSR
activities.
289. 3
World Business Council’s
definition of CSR
• “The continuing commitment by business to
behave ethically and contribute to economic
development while improving the quality of
life of the workforce as well as of the local
community and society at large”
290. History of CSR (1)
• Concept of CSR has been first introduced by
Bowen (1952)
• He states that while implementing strategies
and making their decisions, organizations
should act taking into consideration society’s
values.
• At the end of 1970s, after development and
inclusion of Stakeholder Theory into the
management literature, CSR has been defined
as covering all the relevant stakeholders.
291. History of CSR (2)
• In this respect, Carroll (1979) defined CSR as
sensitivity of an organization about the
stakeholders’ expectations on the management
of social, environmental, economic, ethic and
legal issues.
292. Stakeholder
• Any person, organization, social group, or
society at large that has a stake in the business.
• E.g. Creditors, directors, employees,
government, owners, suppliers, unions,
financial analysts and the community from
which the business draws its resources.
• They are internal or external to the business.
• A stake is a vital interest in the business
• Stakeholders can affect or be affected by the
organization's actions, objectives and policies.
293. History of CSR (3)
• Towards the end of 1980s, concept of
sustainable development has been introduced
and has focused on economic, social and
environmental factors that organizations should
consider.
• Sustainable development emphasizes how
today organizations can fulfil their needs
without jeopardizing the needs of the future
generations.
• The emergent of "short term pain will lead to
long term gain" concept
294. Sustainability
• Sustainability focuses on meeting the needs of
the present without compromising the ability of
future generations to meet their needs.
• The concept of sustainability is composed of
three pillars: economic, environmental, and
social—also known informally as profits,
planet, and people.
• DBS: “Making a difference beyond banking to
touch real people, real businesses & real lives.”
295. Environment vs CSR (1)
• CSR practices
– should be integrated to other organizational
strategies or activities.
– are based on the principle of volunteering and
thus should be carried out by participation of
relevant stakeholders.
• Environment protection and applications force
organizations concentrate on CSR. These issues
are important parts of CSR.
296. Environment vs CSR (2)
• To manage supply chains , it becomes important
to consider whether all suppliers in the chain
implement CSR activities and practices.
• All actors on the SC take responsibility to do no
harm to the environment, reduce waste and
pollution, control gas emissions, comply with
regulations whilst at the same time to reduce
their cost and to increase their profit.
297. Environment vs CSR (3)
What is supply chain (SC)?
• A supply chain is a network between a company
and its suppliers to produce and distribute a
specific product to the final buyer.
• This network includes different activities,
people, entities, information, and resources.
298. Environment vs CSR (4)
• Increasing concerns about the environment
stimulates governments/organizations, such as
European Union, European Commission, to
promulgate new laws and regulations.
• All actors in the product life cycle take their
own responsibilities on environmental issues.
• Companies are obliged to meet the standards
and criteria in force to stay competitive in the
market and to keep their sustainable growth.
299. Social vs CSR (1)
• Though require a high investment, companies
need to integrate CSR to processes for higher
customer satisfaction and loyalty, better
corporate image and reputation, higher
productivity, lower costs and thus higher
business profitability.
• Consumers awareness and sensitivity on social
and environmental issues increase constitute
another reason to implement CSR applications.
300. Social vs CSR (2)
Research finding
• Consumers prefer the products of companies
that attach more importance to protecting
environment and put emphasis on activities
related to social responsibility.
• Reputation and positive image of companies
that initiate CSR activities and put society in
front can enhance its reputation (competitive
advantage.
301. 15
Two CSR aspects to be answered
Companies need to answer to two aspects of
their operations.
1. The quality of their management - both in
terms of people and processes (the inner
circle).
2. The nature of, and quantity of their impact
on society in the various areas (the outer
circle).
302. 16
Outside stakeholders’ interest
• Outside stakeholders are taking an increasing
interest in the activity of the company.
• Most look to the outer circle of what the
company has actually done, good or bad, in
terms of its
– products and services,
– impact on environment and communities, or
– contribution to workforce development
303. CSR in community (1)
• CSR is an ethical framework and suggests that
an entity, be it an organization or individual, has
an obligation to act for the benefit of society at
large.
• It is a duty every individual has to perform so as
to maintain a balance between the economy and
the ecosystems.
304. CSR in community (2)
• Ethical investment is an integral part of
the ethical CSR, in that the organization should
– pay high attention to where it places its
money and
– how it can benefit
• without damaging the environment or
• generating other kinds of problems to the
community where it acts.
305. Roles of CSR
• CSR is the practice of integrating social and
environmental goals into business operations.
• Common roles of CSR include
– helping control costs,
– improve a company's brand,
– attract top-quality talent and
– facilitate long-term financial success.
306. Types of CSR
• The four types of CSR:
– Environmental sustainability initiatives,
– Economic responsibility,
– Ethical business practices and
– Direct philanthropic giving
• Ethical responsibility is the ability to recognize,
interpret and act upon multiple principles and
values according to the standards within a given
field and/or context.
307. CSR benefits community
• CSR is the term used to describe how a
company gives back to or improves
the community.
• Organizations can show CSR in many ways:
– donations to charities,
– employee volunteering,
– environmentally conscious production
processes,
– ethical labor practices, and more.
308. CSR in business ethic
• CSR refers to the need for businesses to be
good corporate citizens in the community
• CSR goes beyond earning money for
shareholders.
• It's concerned with protecting the interests of all
stakeholders, such as employees, customers,
suppliers, and the communities in which
businesses operate.
309. Community involvement is
important for business
• Community involvement increases brand
awareness
– It makes a business visible,
– allows people to get to know its brand,
product, or shop better,
– helps a company to create a reliable,
trustworthy, and generous business image.
310. Mutual benefits of community
involvement
• It is wise for company to look for opportunities
that will mutually benefit itself and its
community by generating publicity, or
improving the neighbourhood around its
premises.
• Community engagement takes many forms.
Some are discussed below:
311. Forms of community involvement
Include employees in community activities
• Support charities chosen by its staff
• Encourage staff to volunteer for community
activities
• Give staff paid time off for volunteering
• help employees to make tax-free donations to
charity through ‘payroll giving’
• Improving community relations, involving staff
in CSR can help motivate them and encourage
their personal and professional development.
312. Reasons for Community
involvement
• Community involvement should not be a mere
option for business owners.
• Taking part in community programs is a strong
way to boost exposure and business visibility as
it contributes its services and resources to meet
community needs.
• Below are reasons why your business should be
involved in the local community.
313. 1. Helps the community grow (1)
• By giving back to the community, company
– takes an active role in its development,
– helps community members succeed
– helps foster a deeper sense of unity.
314. 1. Helps the community grow (2)
• Small businesses can help create a close-knit
community vibe that benefits consumers and
other small businesses.
• Deeper ties with customers and other
businesses foster stronger community ties and
this, in turn, can help build stronger consumer
bases.
• Thus help create a strong base of clients and
customers for local businesses to draw upon.
315. 2. Increases brand awareness
• The most obvious reason to do it
– It makes a business visible,
– Allows people to get to know the company
brand, product, or shop better,
– Helps to create a reliable, trustworthy, and
generous business image.
• Community involvement can give a company a
leg up over the competition
316. 3. Improve competitiveness (1)
• Doing it can give a business a more favorable
impression over a larger, impersonal
competitors because customers like to deal with
people they know and trust.
• By taking an active role in community
development, a company distinguish itself from
other businesses because it take on the
community as part of its identity.
317. 3. Improve competitiveness (2)
• Customers may look at the degree of
community involvement when deciding what
products to buy and where to buy these
products from.
• If a company has a familiar positive in the
community, it establishes the company as the
more trustworthy option.
318. 4. Good for employee morale
• Studies have shown employees are more likely
to display higher satisfaction rates with their
jobs if they know that they are working for a
socially responsible enterprise.
• Higher satisfaction rates are more likely to lead
to higher productivity and increased retention
rates.
319. 5. Leading by Example (1)
• All businesses can do something to contribute
to the community, whether it’s by donating
uniforms for the local softball team or setting
up a scholarship fund for city scholars.
• Dell gives back through different programs that
support education such as Dell YouthConnect
and the Dell Social Innovation Challenge.
• Dell also has an established disaster relief
program that helps communities affected by
calamities all over the world.
320. 5. Leading by Example (2)
• Zappos donates to various organizations and at
the same time pays employees for time off
spent doing volunteer work.
• LinkedIn has InDay, held one Friday each
month where employees volunteer in local
communities.
321. 5. Leading by Example (3)
• Giving back to the community through active
involvement comes with many benefits, not just
for the community but for your business and
employees as well.
• Businesses that give back create scenarios
where everyone benefits, especially if it gives
back in ways that fit its business values, culture
and meet its employees’ needs.
