theories of Management, Functions and Roles and the developmental levels of Sales team.

2. After going through these slides you will be
able to understand
 Management
 Management functions
 Management styles
 Employee Development levels & Leadership
Styles

7.  Manager is the person who is responsible for
planning, organizing, leading, controlling and
assurance of the results.
 And management is the art of getting things
done through others efficiently and
effectively.
 Most of the management is common sense
but for many it is difficult.

8.  Efficient: Efficiency is about doing things in
an optimal way, for example doing it the
fastest or in the least expensive way.
 Effective: Effectiveness is about doing the
right task, completing activities and
achieving goals.

9.  Effort oriented No Yes
 Process Oriented No Yes
 Goal oriented Yes Yes
 Time oriented No Yes

12.  Planning • Planning is deciding in advance
what is to be done in the future • “According
to koontz and O „Donnell defines planning is
deciding in advance what to do, how to do
it, when to do it and who is to do it.
Planning bridges the gap from where we are
to where we want to go. It makes it possible
for things to occur which would not otherwise
happen

13.  Organizing • It is the process of
identifying & grouping works • Defining &
delegating responsibility • Authority &
establishing relationships • Helps to work
efficiently • According to Henri Fayol “To
organize a business means to provide it with
everything useful to its functioning-raw
materials, tools, capital and personnel”

14.  Leading:
Giving instructions, guiding, counseling,
motivating and leading staffs to achieve
organizational goals.
It is concerned with the execution of plans
through organized action.
It is also known as commanding or actuating

15.  Controlling • Involves measuring against
the established objectives and goals in
order to stop the deviation • Linked with
planning • “ according to Harold koontz
controlling is the measurement and
correction of performance in order to make
sure that enterprise objectives and the plans
devised to attain them are accomplished”.

16.  Assurance: It is delivering the
responsibility taken in.
 It is the ultimate goal who has to be
achieved efficiently by adopting proper
leadership style , organizing all the available
resources, and cross checking all the
activities to that has been planned.

18.  The Democratic Manager or Participative
Manager
will allow their staff quite a wide degree of
flexibility by delegating to them and allowing
them to achieve results on their own using
their own methods. Often they do not
interfere as long as the desired results are
achieved.

19. The Autocratic Manager, or Directive or
Coercive Manager
will make decisions independently and then
issue orders to staff. This authoritarian style
is quite controlling and managers usually
have a tight control on staff tasks and
deadlines.

20.  Situational Manager: In this style a manager’s
effectiveness is contingent on his ability to
modify his management behavior to the level of
his subordinates maturity. The situational
manager combine level of directive behavior
and supportive behavior.
Telling: where the manager demonstrates high
directive behavior and low supportive behavior .
Selling: where the leader demonstrates high
directive behavior and high supportive behavior

21.  Participating : where the Manager
demonstrate low directive behavior and high
supportive behavior.
 Delegating: where the Manager
demonstrate low directive behavior and low
supportive behavior.
 Task Maturity: the ability to perform the
task.
 Psychological maturity: willingness to
perform a task.

22.  The Manager’s function is to determine the
level of a follower’s task and psychological
maturity. Once the manager determines a
follower’s overall level of maturity he should
adjust his behavior in a way that most
effectively manages the follower’s behavior
in light of the follower’s maturity. More
mature employees require less direction and
support while employee with less maturity
require more direction and support.

23.  Theory Y : is a more participative
management style, based on the belief that
people will naturally make an effort at work,
and will automatically try to achieve
company goals and objectives, as long as
their achievements are associated with
rewards. They welcome responsibility and
many people will use their creativity and
ingenuity to solve company problems.

24. Theory X Manager: Theory X is an
authoritarian style of management, based on
a belief that most people do not like work
and must be forced to work towards their
company goals and objectives . They need
to be closely supervised, will avoid
responsibility and are not ambitious. This
style of management does not encourage
staff development, and fosters a limited,
depressed culture. It is generally held to be
unhelpful and produce poor results

25.  Theory X managers can be characterized as
results-driven and intolerant. They will often
issue deadlines, threats and instructions, rather
than asking for something to be done. They
may be short tempered, often angry, arrogant,
or elitist. They are not usually good at team
building, and are not interested in the welfare of
their staff. They never offer praise, delegate,
listen or thank their staff. They are often a
nightmare to work for, and create an extremely
unpleasant situation for everyone concerned

27.  The key to using management style to
advantage, and finding the most effective
style for you at any one time, is to have a
range of styles you can comfortably shift
between and use them as appropriate. Take
into account the staff you are managing,
their experience, needs and capabilities, and
the degree of difficulty and the urgency of
the tasks to be achieved.

28.  Ken Blanchard, creator of the Situational Leader ship
suggests that a supervisor should vary his or her style of
leadership based on the employee’s developmental
level. He believes that all employees pass through a job
cycle of development going from a D1 to a D4 as they
mature on the job. An employee’s developmental level
is based on his or her level of competence at the job
and commitment to the job. Competence is defined as
the knowledge and skills from education, training and
experience. Commitment is a combination of
confidence and motivation. Confidence is a
person’s ability to do a task well; motivation is a
person’s interest in doing a task well. Each development
level is comprised of either low or high amounts of each.

29. D1: This level is characterized by a low level
of competence and yet, a high level of
commitment. D1s are also older
employees with new tasks or jobs. What are
typical behaviors for new employees or
employees who are excited about a new task
or promotion? They are eager to please and
do whatever tasks they are asked to
do. They arrive early and stay late, and
often commit lots of hours to the task at
hand. They want to learn everything they can
about the responsibilities of the position.
They are like sponges, soaking it all up.
Sound perfect? Remember, they have low
competence so they may be eager, but they
aren’t necessarily skilled or have the

30.  D2: The honeymoon period is over and the
reality of the job sets in and this D1 becomes
a D2. The D1s that arrived early and stayed
late are now watching the clock and
stretching the boundaries.

31.  D3: D3s have a high level of
competence (they know the work);
but variable commitment to the job.

32.  D4: D4s are our star performers; they have
a high level of both competence and
commitment. They are ready to take on new
challenges, work independently and often
are the first ones to be promoted. But guess
what? When they get promoted, where do
they end up? Yes, back to D1s again and the
cycle starts all over. Blanchard would argue
that your supervision or leadership style
needs to change based on the
developmental level of the employee – D1s
need a different approach than D4s.

33.  He defines leadership as a combination of
directive and supportive behaviors.
 Directive behavior is defined as telling, and
showing people what, when and how to do it
and providing frequent feedback.
 Supportive behavior involves praising,
listening, encouraging and involving others in
decision-making. Leadership style is based on
the amount of directive and supportive behavior
given to the employee by the supervisor. Each
level needs a different combination or dose of
each.

34.  S1:
 D1s need a directive approach where the
supervisor is highly involved in the
assignment of tasks and teaching the
employee how to perform the job. The
supervisor assists the employee in learning
about the organization and its values, as well
as helps the employee with goal setting and
learning the skills he or she needs to perform
the job. It is both highly directive and
supportive – it’s a teaching style.

35.  S2:
 Oh yes, our D2s. At first glance, you may want to hit
them over the head with a 2×4 or send them packing,
but the D2 needs exactly the opposite. In fact, what
they need is a good coach. If you are or were
involved in sports teams, think about the
characteristics of someone who you saw as a good
coach. Perhaps, you coach a team yourself. Think
about what your team needs from you. For me, a
good coach quickly corrects problem behaviors and
sets the standard for good performance. At the same
time, a good coach sees the potential in an individual
and encourages him/her to do the task well. A good
coach gives lots of immediate feedback and is quick
to both praise and reward good performance and
address poor performance. D2s need supervisors
who can be good coaches and deal with their
problematic behaviors quickly and effectively.

36.  S3:
 What do you think is most needed by a D3
employee? A D3 doesn’t need much direction,
but needs lots of support. A D3 needs to talk
about the past issues that have comprised his or
her commitment. Most of all, D3s desperately need
help to resolve past conflicts and move forward.
They may need assistance with crafting new goals
and building a new vision for work or place in the
organization. This employee needs guidance in
order to re-kindle his or her faith in the job and the
organization. Simply, D3s need you to stop and
listen.

37.  S4:
 Finally, our D4s; what do you think they need? They need
permission to excel. They need tasks delegated to them
so that they can achieve and succeed. They need room to
teach D1s and lead others. D4s want growth opportunities
and goals. They want a supervisor who will empower
them. They do not want to be micro-managed, have goals
set for them or a lot of directive behaviors from their
supervisor.
 Ironically, often unknown to them, D4s want to know that
their supervisor or manager recognizes that when they get
that new task or promotion, they are going to be D1s
again. They don’t want a supervisor who assumes that
the individual has failed or wasn’t ready for the new
promotion when he or she asks for more direction or help.
Instead, the supervisor sees it as expected, allowing that
staff member to move quickly around the cycle again…and
again.

40.  Your Challenge
 So, how have you applied the Situational
Leadership II model in your own supervision or
management of others? Here’s a challenge for
you. Take the team of employees you oversee
and write their names down on a piece of
paper. Next to their name mark down what
level you think they’re at (D1, D2, D3, D4) as
employees and what level of supervisory skill
would work best for them. Try the supervisory
skills we’ve talked about in this post for a month
and see what happens.