Fifth Class of Course.

1. Developing
Management
Skills
Leadership,
Team
Effectiveness
and Diversity
Barbara Fowler
Class 5
McGraw-Hill/Irwin Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved.

2. 7-2
Review of the Week
 Did anyone redo their goals or help their
people to redo goals?
 Did anyone use any new influence
techniques?
 Did anyone interview someone and use
behavior based/situational questioning?

3. 7-3
End of Last Week
 BuildSocial Networks-to get things done,
to build influence, go beyond
organization and industry
 Mistakes-taking credit, not meeting
commitments, using power to show who’s
in charge, not asking for help,

4. 7-4
Leadership Run Amok
 What happens when a leader has a
strong achievement drive, but a weak or
neutral drive for power and affiliation?
 Why do you think achievement drive has
gone up?
 Where do you see power and affiliation
going in the future?

5. Introduction
 Leadership
 Who said, Leadership
is “taking people in a
direction they would
not go otherwise”?
 Does anyone have
another leadership
quote to share?
7-5

6. 7-6
What are some Leadership
Myths that you have heard
or dealt with?

7. 7-7
Myths of Leaders
 What is the Great Man theory?
 Leaders are born, not made?
 Leaders need to be Charismatic?
 Others???

8. 7-8
Leadership Matters
 People are hungry for ways to learn about
how to more effectively lead and improve
their organizations
 There are so many models, it is hard to
know what is really associated with
leadership effectiveness

9. 7-9
Important Personal Traits in
Leadership
 Intelligence
 Dominance
 Sociability
 Self-monitoring
 High energy level or drive
 Self-confidence
 Tolerance for ambiguity

10. 7-10
Discussion Question?
What characteristic do people most admire
in a leader?
A. Charisma
B. Forward-looking
C. Inspiring
D. Competent

11. 7-11
Lessons in Leadership Traits
 Leadership traits are always good
predictors of leadership effectiveness??
 The same leader is not always the right
leader??
 Wonderful diversity in the types of people
who have the propensity to be effective
leaders?

12. 7-12
Lessons in Leadership Traits
 What about the type of leader that we
like??
 Are we biased?
 Did you ever meet someone you didn’t
particularly admire who was a good
leader?

13. 7-13
Transactional Leadership
“Doing”vs .”Being”
What is the difference?
Why is a “doing” leader sometimes better
when there is a task at hand?
When is a being leader more necessary?

14. 7-14
Situational Leadership
Approach
1. Understanding the difference between
supportive and directive behavior
2. How those two different types of leader
behavior combine to form the four
different leadership styles
3. The four potential developmental levels
of followers
4. How to match style to developmental
level

15. 7-15
Directive and Supportive
Behaviors
 Directive behavior
 extent to which a leader engages in one-
way communication
 Tells the follower what to do, where, when,
and how to do it
 Structure, control, supervise

16. 7-16
Directive and Supportive
Behaviors
 Supportive behavior
 extent to which a leader engages in two-
way communication
 Provides support and encouragement
 Facilitates interaction
 Involves the follower in decision-making
 Praise, listen, facilitate

17. 7-17
Four Behavioral Styles of
Situational Leadership
 Directing
 Coaching
 Supporting
 Delegating

18. 7-18
Using the Four Behavioral
Styles
 Development level
 Competence and Commitment of followers
to perform a particular task without
supervision
 Factor that determines which of the four
styles should be used

19. 7-19
When, if ever, is a Directive
style better?
 Why
 Why Not?
 Are most women good at directive styles?
 Why or why not?

20. 7-20
Question?
Which leadership style is high in supportive
behavior and low in directive behavior?
A. Supporting
B. Coaching
C. Delegating
D. Directing

21. 7-21
The Four Leadership Styles

22. 7-22
• Discussion
A new associate
With Experience?
Without much experience?
An Experienced, Successful
Associate?
An Unsuccessful Associate?

23. 7-23
Leading Through Transactions
 Transactional leader behavior
 Represents an exchange or transaction
between the leader and follower

24. 7-24
Transactional Leader
Behaviors
 Management-by-exception
 Contingent reward behavior
 Contingent punishment

25. 7-25
Transformational Leader
Behaviors
 Transformational Leader Behaviors
 “seek to arouse and satisfy higher needs, to
engage the full person of the follower”

26. 7-26
Transformational Leader
Behaviors
 Articulating a vision
 Providing an appropriate model
 Fostering the acceptance of group goals
 High performance expectations
 Providing individualized support
 Intellectual stimulation

27. 7-27
You have been appointed
 Tell
us your vision?
 How do you articulate it?
 What story would you share?

28. 7-28
Transformational Leadership
 Organizational citizenship behaviors
 discretionary behaviors that are beneficial
to the organization but are not explicitly
recognized by the formal reward system

29. 7-29
Organizational Citizenship
Behaviors
 Altruism
 Civic virtue
 Conscientiousness
 Courtesy
 Sportsmanship

30. 7-30
Articulate a Vision
 Increase your eye contact
 Vary the speed and volume of your voice
 Repeat the vision often
 Explain the significance of the vision
 Appeal to your audience’s values

31. 7-31
Articulate a Vision
 Use metaphors
 Use emotional appeals
 Speak in positive terms
 Use the term “we” instead of “I”

32. 7-32
Providing an Appropriate
Model
 What specific behaviors do you feel are
important to role-model?
 Role modeling sets an environmental cue
in the mind of a person that this behavior
is important and that it should be
emulated

33. 7-33
Providing an Appropriate
Model
 DWYSYWD – Do what you say you will do

34. 7-34
Question?
What is leader behavior that challenges
followers to re-examine assumptions
about their work ?
A. Fostering the Acceptance of Group
Goals
B. High performance expectations
C. Providing individualized support
D. Intellectual stimulation

35. 7-35
Transformational Leader
Behaviors
 Fostering the Acceptance of Group Goals
 “Behavior on the part of the leader aimed
at promoting cooperation among
employees and getting them to work
together toward a common goal”

36. 7-36
Transformational Leader
Behaviors
 High performance expectations
 behavior that demonstrates the leader’s
expectations for excellence, quality, and/or
high performance on the part of followers

37. 7-37
“Pygmalion Effect”
 What is it?
 How do leaders exhibit it?
 For good? For bad?

38. 7-38
Transformational Leader
Behaviors
 Providing individualized support
 leader behavior indicating that he respects
followers and is concerned about their
personal feelings and needs
 Examples??

39. 7-39
Transformational Leader
Behaviors
 Intellectual stimulation
 leader behavior that challenges followers
to re-examine assumptions about their work
and rethink how it can be performed
 Examples??

40. 7-40
Common Ways of Showing
Intellectual Stimulation
 Encouraging the imagination of
employees
 Challenging the old ways of doing things
 Looking for better ways to do things
 Willing to take risks
 Making it acceptable to fail

41. 7-41
Becoming a Leader
 Startwith assessment
 Actively engage in leadership
opportunities wherever they might present
themselves
 Be willing to lead people in a new
direction

42. What is Your Leadership Style?
 Takea leadership
questionnaire at
www.nwlink.com to
determine your
leadership style.
7-42

43. 8-43
Myths of Teamwork
1. What are some of the myths of teamwork?

44. 8-44
When Do Teams Make Sense?
 Teams are better when no individual
“expert” exists
 Teams are often superior in stimulating
innovation and creativity
 Teams can help create a context where
people feel connected and valued

45. 8-45
Question?
What is a group of people who are
collectively accountable for definable
outcomes?
A. Squad
B. Panel
C. Team
D. Band

46. 8-46
High Performing Teams
 Team
 a group of people who are collectively
accountable for definable outcomes

47. 8-47
High Performing Teams
 High performance team
 One that produces high-quality work but
also has members who derive value from
being part of the group, and are able to
learn from each project in ways that make
them able to cooperate even better in the
future

48. 8-48
The High-Performance Team
Scoreboard
 Production output
 Member satisfaction
 Capacity for continued cooperation

49. 7-49
Are we a Team?
 If yes. Why?
 If no, what would make us a team?

50. 8-50
The Disciplines of High
Performing Teams
1. Small size
2. Capable and complementary members
3. Shared purpose and performance
objectives
4. Productive norms and working
approach
5. Mutual accountability

51. 8-51
Question?
What is the ideal size for a high-performance
group?
A. 1-2
B. 3-5
C. 5-8
D. 12-15

52. 8-52
Small Size
 High performing groups are rarely more
than 10 people
 Ideally are between 5 and 8 members
 Bezos – “two pizza group”

53. 8-53
KSA Requirements for
Teamwork
 Conflictresolution
 Collaborative problem solving
 Communication
 Goal setting and performance
management
 Planning and task coordination

54. 8-54
Common Purpose and
Performance Objectives
 Outcome-based goals
 describe the specific outcomes by which
success will be determined
 How would we know success?
 When would we declare victory?
 Activity-based goals
 describe just the activities

55. 8-55
Examples of Outcome vs.
Activity Goals

56. 8-56
Team Development
 Forming
 Storming
 Norming
 Performing

57. 8-57
Team Development
 Forming
 primary concern is the initial entry of members to a
group
 What is the acceptable behavior?
 Storming
 Period of high emotion and tension among the
members
 Hostility and infighting between members
 Conflict may develop over leadership

58. 8-58
Team Development
 Norming
 point at which the group begins to come
together as a coordinated unit
 Group will try to regulate behavior
 Performing
 see the emergence of a mature, organized
and well-functioning team

59. 8-59
Discussion Question?
Which stage of team development is most
important for group success?
A. Forming
B. Storming
C. Norming
D. Performing

60. 8-60
Productive Norms
 Prescriptive
 dictates what should be done
 Proscriptive
 dictates behaviors that should be avoided

61. 8-61
Mutual Accountability
Two types of team rewards
 Cooperative
 Competitive
Appropriateness depends on degree of
task, interdependence, culture?

62. 8-62
Team Rewards
 Cooperative
 rewards are distributed equally among
members of the team
 Competitive
 members are rewarded for successful
performance as individuals in the team

63. 8-63
High-Performance Team
Challenge
1. Keep the group small
2. Focus on complementary skill-sets
3. Set clear outcome-based goals
4. Enforce productive norms and conflict
management
5. Match rewards to contributions

64. 8-64
Managing Threats to Team
Performance
 What is a Risky shift ?
 Who is an Innocent bystander in a team?
 Can you give any examples of where a
risky shift or an innocent bystander were
observed?

65. 8-65
Managing Threats to Team
Performance
 What is Choking?
 What is an Escalation of commitment ?
 Time-Warner Example

66. 8-66
Information Processing Threats
1. People are remarkably poor at taking
the perspective of others
2. Left unmanaged, in any team a handful
of people will do the majority of talking
which leads to uneven communication

67. 8-67
Social Loafing
 Social Loafing
 situation in which some people do not work
as hard in groups as they do individually
 “Sucker aversion”
 everyone wants to avoid being taken
advantage of so team members hedge
their efforts and wait to see what other
members will do

68. 8-68
Social Pressures to Conform
 Members strive so hard to maintain
harmony and cohesion that they end up
avoiding the
discomforts of
disagreement

69. 8-69
Managing Diversity
 Group functioning is more difficult
because diverse people are less likely to
see or understand situations in similar ways
 Diverse teams have the potential to
achieve better outcomes

70. 8-70
Managing Diversity
Successful diverse team is one where
people:
 Are aware of important differences
 Understand how differences might
influence team processes
 Take explicit action to bring the team
together

71. 8-71
Traps of Diversity Awareness
 Tendency to romanticize diversity
 Deny or ignore important differences and
the potential for those differences to
affect team processes and outcomes
 People only talk about observable or
“surface-level” diversity

72. 8-72
Surface and Deep-level
Diversity

73. 8-73
Diversity vs. Stereotyping

74. 8-74
Understanding
Most difficult challenges:
1. Managing people from different
cultures
2. Managing those younger or older than
they are
3. Communicating with those from the
opposite sex

75. 8-75
Cultural Differences
 Power distance
 Individualism vs. collectivism
 Achievement vs. nurturing orientation
 Uncertainty avoidance
 Long-term vs. short-term orientation

76. 8-76
Generational Differences
 Traditionalist
 born between 1922 and 1943
 Baby boomers
 born between mid 1940s and early 1960s
 Generation X
 born during mid 1960s through about
1980
 Millenials
 born in the early 1980s through the turn
of the century

77. 8-77
Common Communication
Differences

78. 8-78
Make a Diverse Team
Productive
 What are some ways to do this?

79. 8-79
Effective Team Interventions
 Understanding member profiles
 Meyer-Briggs Type Indicator
 Building team cohesion
 persons in a highly cohesive group value their
membership and strive to maintain positive
relationships
 Conducting after action reports and process
checks
 Dealing directly with a free rider

80. 8-80
Creative Problem Solving
Techniques
 Divergent thinking
 producing multiple or alternative answers
from available information
 Subdivision
 Usinganalogies
 Reversing the problem

81. 8-81
Virtual Teams and Meetings
Electronic meetings
 Advantages
 anonymity, honesty, and speed
 Disadvantages
 establishing relationships
 dealing with sensitive issues
 persuade a team to commit to a course of
action

82. 8-82
Team Effectiveness Assessment
 Take the Team Effectiveness Assessment from PSA
Training and Development to determine your
team’s strengths and weaknesses.
Team Effectiveness Assessment