1 DEVELOPMENT PROGRAM LEADERSHIP Stan Consulting Group Ltd Strategy, Marketing, Research, HR/Training, Technology, & Brand Execution Consulting “ Getting Things Done” www.scgafrica.com

2 Understanding Leadership  What is leadership?  Why is leadership important – why do we need leaders?  Leaders – born or bred?

3 "Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential." Prof. Warren Bennis

4 “Leadership is not the work of a single person, but can rather be explained as the mutual endeavors of members of a group. Therefore, the essence of leadership is not the leader, but the relationship and the leader’s ability to interact within that defined relationship. (Rost,1993)”. One result of this transformation in the concept of leadership has been the rethinking of leadership definitions.

5 DEFINITION (Rost’s)  “Leadership is an influence relationship among leaders and followers who intend real changes that reflect their mutual purposes.”  This leadership definition is composed of four basic components, each of which is essential and must be present if a particular relationship is to be called leadership.

6 Four Basic Components 1)The relationship is based on influence. This influence is multidirectional, meaning that influence can go any which way (not necessarily top-down), and the influence attempts must not be coercive. Therefore, the relationship is not based on authority, but rather persuasion. 2)Leaders and followers are the people in this relationship If leadership is defined as a relationship, then both leaders and followers are engaging in leadership. He does not say that all players in this relationship are equal, but does say all active players practice multi-directional influence. 3)Leaders and followers intend real changes “Intend” means that the leaders and followers promote and purposefully seek changes. “Real” means that the changes intended by the leaders and followers must be substantial. 4)The changes the leaders and followers intend reflect their mutual purposes. The key is that the desired changes must not only reflect the wishes of the leader but also the desires of the followers. We are reminded that leadership is not what leaders do. Rather, leadership is what leaders and followers do jointly in a relationship of mutuality. In today’s society, leaders operate in a power-sharing setting with followers.

7 Exercise In pairs  Discuss examples you have come across of strong and weak leadership  You can use examples from employment, academic studies or participation in sports clubs and societies (keep anonymous)

8 Essential Leadership Skill Set 1)Collaborative leadership 2)Systems thinking 3)Creativity 4)Emotional intelligence 5)Risk communication 6)Influence and negotiation 7)Conflict management

9 Leadership is Complex  No one is given a set of directions or a plan  Failure is not an option  Leaders take into account the totality of systems  Leaders are held accountable for outcomes  People are both predictable and unpredictable  Leadership skills must be honed and sharpened  Leadership exists at all levels of an organization

10 Leadership Traits Group Exercise: Choose leaders YOU admire What personality traits and skills do they have?

11 Interpersonal Effectiveness Interpersonal effectiveness is the capability of an individual to do this, influence others, competently. Leadership is a direct function of three elements of interpersonal effectiveness  Awareness  Ability  Commitment

12 Interpersonal Effectiveness

13 Awareness Awareness is a state of consciousness. It is the ability to recognize yourself, others, events and situations in real time. It is the ability to assess the impact of actions on situations and others, and be critically self- reflective. It is a development process that is a function of experience, communication, self discovery and feedback.

14 Ability Ability to learn and understand technical issues is the basis of our careers. Ability to lead is a function of influence:  Ability to communicate  Ability to resolve conflicts  Ability to solve problems and make decisions As a member of a team, we influence others in a collaborative effort to find better ideas or solve problems.

15 Commitment For leaders, the “one thing” that leads to maturity is the fully aware recognition that one’s decisions make a difference, both positively and negatively, in the lives of others, and that any attempt to solve a problem might have a decided negative impact on some, while helping others. In no-win scenarios, one must still make a hard decision.

16 Attributes of a Leader  Guiding vision: Effective leaders know what they want to do, and have the strength of character to pursue their objectives in the face of opposition and in spite of failures. The effective leader establishes achievable goals.

17 Attributes of a Leader  Passion: Effective leaders believe passionately in their goals. They have a positive outlook on who they are, and they love what they do. Their passion for life is a guiding star for others to follow, because they radiate promise!

18 Attributes of a Leader  Integrity: Because they know who they are, effective leaders are also aware of their weaknesses. They only make promises they can follow through on.  Honesty: Leaders convey an aura of honesty in both their professional and their personal lives.  Trust: Effective leaders earn the trust of their followers and act on behalf of their followers.

19 Attributes of a Leader  Curiosity: Leaders are learners. They wonder about every aspect of their charge. They find out what they need to know in order to pursue their goals.  Risk: Effective leaders take calculated risks when necessary to achieve their objectives. If a mistake is made, the effective leader will learn from the mistake and use it as an opportunity to explore other avenues.

20 Attributes of a Leader  Dedication: The effective leader is dedicated to his or her charge, and will work assiduously on behalf of those following. The leader gives himself or herself entirely to the task when it is necessary.

21 Attributes of a Leader  Charisma: This may be the one attribute that is the most difficult to cultivate. It conveys maturity, respect for your followers, compassion, a fine sense of humor, and a love of humanity. The result is that leaders have the capability to motivate people to excel.  Listening: Leaders Listen! This is the most important attribute of all, listen to your followers.

22 Leader vs Manager Leader n, 1. A person who is followed by others. Manager n, 1. A person controlling or administering a business or a part of a business. 2. A person regarded in terms of skill in household or financial or other management.

23 Leadership  Leadership is the ability to develop a vision that motivates others to move with a passion toward a common goal

24 Management  Management is the ability to organize resources and coordinate the execution of tasks necessary to reach a goal in a timely and cost effective manner

25 Leadership vs Management  Management seeks stability & predictability – (order)  Leadership seeks improvement through change – (disorder)

26 Leader vs Manager Leaders: Do the right thing Manager: Do things right

27 Emotional Intelligence 1)An ability and capacity to recognize your personal feelings and the feelings and emotional reactions of others. (Goleman, 1998a) 2)Leaders must also be able to manage their emotions and feelings in their relationships with others. (Rowitz, 2006) 3)Emotional intelligence requires a balance between heart and head

28 Leadership’s Role in a Crisis a)Leaders set the tone by their example and conduct b)Leaders must pay attention to the components of influence c)Leaders can have a significant positive impact on the very human, emotionally charged climate d)Leaders cannot rely only on authoritarian or fear tactics to get results during a crisis

29 Transformational Theory (Bass and Avolio, 1994) Leaders inspire individuals, develop trust, and encourage creativity and personal growth Individuals develop a sense of purpose to benefit the group, organisation or society. This goes beyond their own self-interests and an exchange of rewards or recognition for effort or loyalty. New Leadership Theory

30 Responsibility Vs Accountability? What does having authority mean?

31  Accountability the state of being accountable, liable, or answerable  Responsibility (for objects, tasks or people) can be delegated but accountability can not – buck stops with you! – A good leader accepts ultimate responsibility: will give credit to others when delegated responsibilities succeed will accept blame when delegated responsibilities fail  Accountability can not operate fairly without the leader being given full authority for the responsibilities concerned  Authority is the power to influence or command thought, opinion or behaviour Cross-functional team – less authority - more difficult to manage Accountability, Responsibility, and Authority

32 Group Exercise When have you experienced an issue as a leader that you did not have the authority to resolve? How did you know you did not have the authority? Who did you refer to for help? Use examples from your own current experience – work, volunteer, club /society

33 Why Coach/Mentor? Shifts in Behavioral Expectations Axiom Change is inevitable; people are adverse to change Roles and behavior are changing to match new demands in the workplace. Organizations are moving from Hierarchical to Team Structure.

34 Why Coach/Mentor? What is Coaching and Mentoring?  It’s what we do all the time - we just don’t put a name to it!  Influencing, helping, instructing, motivating, leading.

35 Why Coach/Mentor? What does Coaching and Mentoring Involve?  Any activity in which a coach/mentor and an individual work toward individual performance improvement.  Influencing, helping, instructing, motivating, leading.  What are some other skills practiced by successful coaches and mentors?

36 Why Coach/Mentor? Characteristics of an Effective Coach/Mentor  Excellent communication skills  Motivated  Enthusiastic  Goal oriented  Creative  Patient What are some other characteristics of successful coaches and mentors?

37 Why Coach/Mentor? Benefits of Coaching/Mentoring?  Success, Success, Success  Win-win situation  Improved perception of the consultants who take on active roles of coach and/or mentor.  Increased business opportunities through success.

38 Why Coach/Mentor? Excuses for Failing to Coach/Mentor  Excuses are used by “others”, not consultants.  Excuses are nothing more than internal roadblocks.  Excuses are a roadmap for failure.

39 Opportunities for Coaching/Mentoring  When:  Anytime a new team member comes on board.  You (team leader) are off-site  The individual appears to be too dependent on you and other team members.  When changes take place in the workplace.  New processes, policies, procedures implemented.  A team member is failing, or is displaying the behavior to potentially to fail.

40 Opportunities for Coaching/Mentoring  Goal:  Build teams.  Coach/mentor yourself “out of a job”.  Empower team members; allowing them to be independent.  Minimize impact of changes in the workplace.  Smooth implementation of new processes, policies and procedures.  Eliminate the need for formal counseling and retraining.

41 Opportunities for Coaching/Mentoring Develop and Document an Orientation Process  The program has to be used to be effective.  Show genuine personal interest in new people.  Publish the Orientation Procedures.  Develop and Use an Orientation Checklist.  Evaluate, Train, and Assign “buddies”, then continually re-evaluate.

42 Opportunities for Coaching/Mentoring The Cost of Failing to Coach/Mentor  Failure, Failure, Failure  Lost team members  Lost revenues  Lost time  Lost confidence in your credibility by management and other team members

43 Coaching/Mentoring Process The Model: Eight-Phased Approach  Phase 1 - Establish Goals  Phase 2 - Collect Performance Data  Phase 3 - Analyze Performance  Phase 4 - Review and Modify Performance Goals as Needed  Phase 5 - Identify Developmental Resources  Phase 6 - Develop an Action Plan  Phase 7 - Implement Strategies  Phase 8 - Evaluate Performance

44 Coaching and Mentoring for Better Relationships The Communication Process Communication is the transmission of information and meaning from one individual or group to another. Contains the Communication Model. Building solid two-way communications in your team cannot be overemphasized.

45 Communication and Expectations

46 Expectations Mentor Expectations Mentee Expectations Useful Expectations Unhelpful Expectations

47 Expectations 22 Mentor Expectations Mentee Expectations Useful Expectations Unhelpful Expectations Shared useful expectations Unhelpful mentee expectations Useful mentor expectations

48 Shared helpful expectations 1)12 month/ Short term relationship 2)The relationship is confidential 3)Ground rules 4)Closure strategy 5)When to meet 6)How to communicate between sessions 7)Mentoring provides a learning space for both mentor and mentee 8)Mentor will provide honest feedback 9)Mentor will be a sounding board 10)Mentor signposts/provides some advice

49 Unhelpful mentee expectations 1)Mentor is at the mentees ‘beck and call’ 2)Mentee’s development is the responsibility the mentor 3)The mentor will ‘open career doors’ for the mentee 4)The mentor is contracted to help the mentee for ever

50 Useful mentor expectations 1)Mentoring will help me develop new skills 2)Mentoring provides a time to reflect 3)I will learn as much from this relationship as my mentee 4)My mentee has the potential and the capacity to develop

51 Mentor Expectations Mentee Expectations Useful Expectations Unhelpful Expectations Shared useful expectations Unhelpful mentee expectations Useful mentor expectations Unhelpful Mentor Expectations Useful Mentee Expectations Exercise 1  In groups identify expectations that might arise for the groups highlighted in red. Unhelpful Shared Expectations

52 Exercise 2  In pairs discuss how you would discuss and resolve unhelpful expectations with your mentee.  What communication style would you adopt?  What other mentoring skills might you adopt?

53 Basic Communication Skills

54 How do you go about Establishing Rapport?  You need Self-Confidence  You must Understand People  You must be Enthusiastic  You must make Eye Contact  You must be Interested in them

55 Hearing Seeing Smell Touch Taste Communication is a Series of Experiences of

56 Communication - Meaning  Communication is a dynamic process…  through this process we convey a thought or feeling to someone else.  how it is received depends on a set of events, stimuli, that person is exposed to.  how you say what you say plays an important role in communication.

57 TOTAL COMMUNICATION PROCESS

58 COMMUNICATION 7% WORDS – Words are only labels and the listeners put their own interpretation on speakers words 38% PARALINGUISTIC – The way in which something is said - the accent, tone and voice modulation is important to the listener. 55% BODY LANGUAGE – What a speaker looks like while delivering a message affects the listener’s understanding most.

59 LEVELS OF COMMUNICATION  VERBAL  Intra verbal: intonation of word and sound  Extra verbal verbal: implication of words and phrases, semantics  NON-VERBAL  Gestures  Postures  Movements  SYMBOLIC

60 5 Basic reasons we Do Not Listen 1)Listening is Hard Work 2)Competition 3)The Rush for Action 4)Speed differences (120 wpm v/s 360 wpm) 5)Lack of Training

61 4 Levels of Listening a)The Non-Listener b)The Marginal Listener c)The Evaluative Listener d)The Active Listener

62 Improving Listening Skills 1)By not being Preoccupied 2)Being Open Minded & Non Defensive 3)Minimizing Interruptions 4)Effective Listening is: Hearing, interpreting when necessary, understanding the message and relating to it. 5)By Asking Questions

63 TYPES OF BODY LANGUAGE Remember that you are dealing with “PEOPLE” (P)OSTURES & GESTURES – How do you use hand gestures? Stance? (E)YE CONTACT – How’s your “Lighthouse”? (O)RIENTATION – How do you position yourself? (P)RESENTATION – How do you deliver your message? (L)OOKS – Are your looks, appearance, dress important? (E)PRESSIONS OF EMOTION – Are you using facial expressions to express emotion?

64 Communication Model Sender has idea

65 How may the sender encode a message? Verbally or nonverbally By speaking, writing, gesturing Sender has idea Sender encodes message

66 What kinds of channels carry messages? Letter, memo, telephone, TV, report, computer picture, voice, body--Others? Sender has idea Sender encodes message Channel carries message

67 How does a receiver decode a message? Hearing, reading, observing Sender has idea Sender encodes message Receiver decodes message Channel carries message Noise

68 What is noise? Anything that disrupts the process Sender has idea Sender encodes message Receiver decodes message Channel carries message Noise

69 Sender has idea Receiver understands message Sender encodes message Receiver decodes message Channel carries message Noise ?

70 Sender has idea Receiver understands message Feedback travels to sender Sender encodes message Receiver decodes message Channel carries message Noise How can a communicator provide for feedback? Ask questions, watch responses, don’t dominate exchange.

71 Sender has idea Receiver understands message Feedback travels to sender Sender encodes message Receiver decodes message Channel carries message Noise What kind of feedback is better? Descriptive rather than evaluative.

72 Sender has idea Receiver understands message Feedback travels to sender Possible additional feedback travels to receiver Sender encodes message Receiver decodes message Channel carries message Noise

73 Sender has idea Receiver understands message Feedback travels to sender Possible additional feedback travels to receiver Sender encodes message Receiver decodes message Channel carries message Noise

74 Sender has idea Receiver understands message Feedback travels to sender Possible additional feedback travels to receiver When is communication successful?

75 Sender has idea Receiver understands message Feedback travels to sender Possible additional feedback travels to receiver When the message is understood as the sender intended it to be.

76 Organizational Communication Studies show that managers spend over 70% of their time communicating If this is so, why do most managers identify communications as their #1 challenge? There is a big difference between doing it, and doing it well

77 Effective Feedback Strategies Importance of Feedback? 1)Positive communication; review the communication model. 2)An effective tool for building relationships. 3)Potentially destructive if not used carefully. 4)Team members must be coached and mentored in feedback strategies. 5)Know what message you are trying to send. 6)All important: Timing, Timing, Timing!

78 Effective Feedback Strategies How to Give Feedback 1)Written correspondence. Write it and then live with it for a period. 2)Verbal communication. Practice before you deliver! 3)Nonverbal communication. Watch that body language! 4)Actions/Inactions. Timing, Timing, Timing! 5)Trappings. Think about how do you present yourself?

79 Effective Feedback Strategies Approaches to Feedback 1)Focus on the individual’s behavior, not the person’s personality. 2)Avoid globalizing behavior. (always,never) 3)Use “I” instead of “you” language.

80 Effective Feedback Strategies Using Feedback Effectively - Ask yourself: a)Is this the right time? b)Is this the right place? c)Is this the appropriate person? d)What is the best way to communicate my message? e)Is the feedback well thought out and valid? f)What problems might feedback create? g)Will my feedback damage the relationship? If yes, how?

81 Effective Feedback Strategies Positive Feedback (Praise)  Giving: Team members require positive motivation. Be specific about what you liked. Feedback should be given right after the performance. (Timing,Timing,Timing)  Receiving: Be courteous, say “thank you”. Ask for clarification if you need it.

82 Effective Feedback Strategies Giving Negative Feedback (Criticism) a)Tell the person exactly what you observed. b)Explain exactly how you feel about the behavior and the impact. c)Solicit feedback. d)Show support and solicit possible solutions from the individual. e)Get a commitment to improve behavior. f)Reaffirm the individual’s worth.

83 Effective Feedback Strategies Approaches to Feedback 1)Focus on the individual’s behavior, not the person’s personality. 2)Avoid globalizing behavior. (always,never) 3)Use “I” instead of “you” language.

84 Effective Feedback Strategies Receiving Negative Feedback a)Listen, do not interrupt. b)Ask for clarification or more information. c)Try to be objective. (Yes, it is hard!!!) d)Decide if the comments are valid. e)Now its your turn: Be polite and provide appropriate feedback. Say “thank you”.

85 Effective Feedback Strategies 1)Encouraging Feedback 2)Build a system which encourages feedback. 3)Feedback empowers team members. Gives them buy-in to the process. 4)Allow team members to fail. 5)Remember: Feedback (communication) is a two- way street!

86 Performance Management

87 Goals of Performance Management a)Ties individual performance objectives to the college’s goal b)Promotes partnership between supervisor and employee c)Promotes ongoing open communication d)Promotes professional development e)Establishes framework for future growth f)Provides employee with ongoing written feedback

88 Components of performance management 1.Performance and development planning 2.Coaching and progress reviews 3.Performance and development review

89 Components of Performance Management Performance and Development Planning Coaching and Progress Reviews Performance and Development Review

90 Performance Management Tools for Performance and Development Planning a)Identify the goals/expectations b)Establish measurement criteria c)Identify “gaps” in knowledge or skills required to achieve objectives d)Describe specific development activities

91 Performance Management Tools for Performance and Development Planning: Identify the goals/expectations  Good goals are: SMART – Specific – Measurable – Achievable – Results-oriented – Time-oriented

92 Performance Management Tools for Performance and Development Planning: Establish measurement criteria 1)Quantity: specifies how much work must be completed within a certain period of time 2)Quality: describes how well the work must be accomplished, specifies accuracy, precision, appearance or effectiveness, sensitivity to diversity and culture 3)Timeliness: answers the questions, By when? How soon? or Within what period? 4)Effective use of resources: used when performance can be assessed in terms of utilization: budget savings

93 Performance Management Tools for Performance and Development Planning: Identify“gaps” to achieve objectives By evaluating employee’s current job skills to those needed for the performance objective(s), training and development needs will be identified.

94 Performance Management Tools for Performance and Development Planning: Describe specific development activities a)Identify areas needing improvement b)Provide specific and realistic suggestions c)Give advanced thought to amount of supervisory time required d)Consider employee’s key interests and/or developmental needs, and alignment with departmental goals

95 Components of Performance Management Performance and Development Planning Coaching and Progress Reviews Performance and Development Review

96 Performance Management Tools for Coaching and Progress Reviews  When Conduct ongoing feedback and coaching sessions throughout the year

97 Performance Management Tools for Coaching and Progress Reviews  How 1)Let employees knows what is expected of them 2)Allow employees sufficient opportunity to perform their job 3)Let employees know how they are doing 4)Seek the employee’s opinion 5)Ask the employee to identify specific ways to enhance performance and take ownership

98 Performance Management Tools for Coaching and Progress Reviews  How - cont’d 6)Give feedback on employee’s ideas and give your own. 7)Summarize meeting outcomes and set a follow-up date 8)Express confidence and support

99 Performance Management Tools for Coaching and Progress Reviews Feedback should be: – Behavioral: Focus feedback on employee’s behavior – Specific: Give specific examples of observations; avoid exaggerations, e.g. “always” “never” – Job-related: feedback must be about behaviors exhibited on the job

100 Performance Management Tools for Coaching and Progress Reviews Feedback should be: – Timely: feedback should be given as soon as possible; time lapse allows inappropriate behavior to be repeated – Balance: the “sandwich” method; deliver positive feedback, followed by constructive feedback, then positive again – Respectful: feedback is more easily accepted if the employee’s dignity and self-worth are kept intact

101 Performance Management Tools for Coaching and Progress Reviews  Verbal Formal - set up formal meeting time to hear a progress report from your employees  Verbal Informal - a simple “how’s it going” conversation  Written Formal - letter or memo  Written Informal - a note giving a quick update or input

102 Performance Management Tools for Coaching and Progress Reviews  Some reasons for Non-Performance 1)Employees don’t know what they are supposed to do 2)They don’t know how to do it 3)They don’t know why they should do it 4)There are obstacles beyond their control 5)They don’t think it will work 6)Not motivated - poor attitude 7)Not enough time for them to complete it 8)They don’t know what the priority is 9)They think they are doing it (no feedback)

103 Components of Performance Management Performance and Development Planning Coaching and Progress Reviews Performance and Development Review

104 Performance Management Tools for Performance and Development Review  Performance Reviews - Why do them? a) To review employee performance vs. expectations b)To clarify job responsibilities and understanding c)To help plan developmental needs d)To provide honest and constructive feedback

105 Performance Management Tools for Performance and Development Review  Preparation for Review a)Review past 12 month’s performance record b)Gather input from others c)Review documents from coaching/feedback sessions d)Review written notes or communications e)Compare performance objectives to results f)Examine results against their impact on the College’s goal g)Encourage employee’s to submit their list of accomplishments h)Review employee’s development objectives

106 Performance Management Tools for Performance and Development Review  During the meeting: a)State purpose of discussion b)Give recognition for each objective, accomplishments, areas of strength c)Specify areas for each objective where performance can be improved d)Summarize overall performance

107 Performance Management Tools for Performance and Development Review  During the meeting: a)Ask employee to give comments b)Review employee’s progress with development c)End on a positive note d)Plan a meeting to create a new performance and development plan

108 Performance Management - Roles and Responsibilities Employee  Responsible for development of self  Life-long employability focus  Maintain skills required for current job  Define career interests and goals  Complete individual development plan  Supervisor  Create a learning/development environment  Provide support for acquisition of new skills  Discuss development needs for current job  Discuss career development with employees  Provide opportunities consistent with plan

109 Managing Team Members Performance What motivates performers? a)Coach/Mentor = Motivator b)You are the motivator, its your responsibility to find out. c)Simplest method? Ask! d)Remember the individual, they all have separate needs, wants, and desires.

110 Managing Team Members Performance Performance Level 1)Know what the performance gap is. 2)Address performance gaps after determining what factors affect team members. 3)Allocate your resources to address each group of performers separately: poor, average, superstar.

111 Managing Team Members Performance Indicators of Performance 1)Does the individual meet established standards and goals? 2)Are there complaints from other workers about this individual? 3)What are the current quality and quantity levels? 4)How much initiative and enthusiasm does the individual exhibit?

112 Managing Team Members Performance Behavioral Performance Indicators  “They Won’t”  They are not motivated.  “They Can’t”  They lack the ability.  Outside factors impede them.  Inadequate team leader guidance.  “They Don’t Know How”  Lack of technical or job knowledge.

113 Managing Team Members Performance 80/20 rule  Having 80% of your time taken up by the 20% of poor performers.  You must be very careful not to neglect other performers while trying to “fix” a broken one.

114 Managing Team Members Performance Managing Substandard Performers  Identify substandard performers early.  Develop an Action Plan for improved performance.  Superstars are potentially poor performers because they can be extremely disruptive to the team.  You must be proactive in your approach to managing all performers, but especially substandard individuals.

115 Conflict in the Organization

116 Conflict Defined  Two or more interdependent parties who perceive incompatible goals, scarce resources, and interference from others in achieving that goal (Hocker & Wilmot, 1995)  Competition between interdependent parties who perceive that they have incompatible needs, goals, desires, or ideas (Van Slyke, 1999)  The interaction of interdependent people who perceive opposition of goals, aims, and values, and who see the other party as potentially interfering with the realization of these goals (Putnam & Poole, 1987)

117 Conflict Defined Interdependence Perceived Incompatible Goals Scarce Resources Interference Social Interaction – Central to Conflict – How conflict is identified and framed

118 Origins of Conflict Four Events that precipitate interpersonal conflict – REBUFFS Failure to respond to appeal for desired action – ILLEGITIMATE DEMANDS Unjust or extreme request – CRITICISMS Unfavorable or demeaning verbal or nonverbal act – CUMULATIVE ANNOYANCES Repetition of instances that crosses tolerance threshold Five Factors that favor the development of conflict – Frequency of Occurrence – Goal Mutuality – Goal-Path Uncertainty – Attribution of Cause – Negative Feelings

119 Consequences of Conflict  Negative Consequences  Less Effective  Suboptimal Productivity  Inhibited Cognitive Functioning  Positive Consequences  Identify and Better Understand Issues  Clarify Issues  Creative Solutions

120 Factors Influencing Conflict a)Content Related vs. Personal b)Size of Conflict c)Rigidity of the Issue d)Power Differences e)Individual Personalities, Traits, and Dispositions

121 Conflict Styles  Strategy Effectiveness a)Adapt to the Situation b)Be Fair and Objective c)Appropriate and Effective Communication d)Mutual Awareness e)Open-minded Attitudes f)Willingness to Ignore Power Issues g)Problem-Solving Procedures

122 Characterizing Conflict Styles  5 Basic Conflict Styles 1)Withdrawing (Avoiding) 2)Smoothing (Accomodating) 3)Forcing (Dominating; Competing) 4)Confronting (Collaborating, Problem Solving, Integrating) 5)Compromising

123 Conflict Styles Research Superior’s Conflict Styles and Rewards for Subordinates – System Rewards (salary, benefits, promotions) – Performance Rewards (responsibility, decision making input, meaningful/challenging work) – Interpersonal Rewards (recognition, friendship, status, appreciation, feeling of belonging) Results – Collaboration and Forcing styles predict Interpersonal and Performance Rewards – No relationships identified... between accommodation and perceived rewards between manager conflict styles and system rewards

124 Disputes and Negotiation  Bargaining as Compromise – Participants negotiate mutually shared rules and then cooperate within these rules to gain a competitive advantage over opponent – Bargaining and Negotiation are interchangeable – Organizational Responses (Disputing Process Instrument (DPI) Morrill & Thomas, 1992) Aggressiveness - expense of others Authoritativeness - resources of social position Observability visible to social audience

125 The Negotiation Process  The goal of negotiation is no longer exclusively getting an effective settlement  Redefinition of the problem  Perceptual change in the elements of the problem  New appreciation of the socio/historical context of the dispute  Communication-as-Negotiation  Transformational power that transcends notions of technical and instrumental rationality  Participants define the conflict and its environment  Rationality and Effectiveness (and Appropriateness) help define many aspects of organizational life

126 Conflict Management & Resolution Skills First, understand the factors contributing to conflict Next, we identify the methods for resolving conflict Two Forms of Conflict Resolution – Distributive Conflict Resolution Winning through the use of negative behaviors Disagreement to prevent others from reaching their goals Serves personal needs and goals at the expense of others Conflict as WIN - lose – Integrative Conflict Resolution Foster cooperation and shared solutions Modifying ideas, bargaining for an acceptable compromise Search for solutions and provide support for others Cooperative and not mutually exclusive Objective is to share values, highlight common objectives, and help achieve consensus Transition from distributive to integrative conflict resolution occurs when the need to accomplish a common goal is recognized.

127 Conflict Management & Resolution Skills 1)Having skills and knowledge of different approaches to conflict may help one overcome a sense of helplessness in conflict settings 2)Resolving conflicts depends on the perceptions of the negotiation 3)Misinformation can lead to negative perceptions 4)Organizational conflict can be one of the most frustrating and difficult aspects of working in an organization 5)Especially frustrating when people feel they have no control over the outcome 6)Be sensitive to your own style of interacting and managing conflict and pay attention to the styles of others 7)Conflict is expected and anticipated in the communicative organization (CO) 8)The only UNKNOWN is how parties respond to conflict

128 Strategies for Dealing with Conflict  Be Objective – Analyze and separate content and personal issues – Planning stage for strategic communication  Be Aware of Preferred Style of Conflict Resolution – Plan, Recognize, Contain, and Cope  Distinguish Symptoms from Causes – Symptoms let us know a conflict is present – Causes of conflict are issues underlying the symptoms  Identify Success of Methods already Implemented – Ignore problems – Persuasion – Compromise Be Sensitive to Different Approaches and Views of Conflict based on Gender and Cultural Diversity

129 Soft Skills – The Other Shoe “ The day of considering quality and teamwork as special has passed. Not because they aren’t important, but because the bar has been raised to the point where we feel they’re mandatory. We don’t even consider hiring someone who can’t exhibit these skills. It’s like getting your measles shot before school.” - Patricia Murray Corporate VP for HR Intel Corp

130 What Are “Soft” Skills, Anyway?  Enhance employability  Enhance advancement  Non-technical  Universally applicable

131 What Industry Says Able to Work In Teams Able to Take and Give Direction Customer Focus Able to Communicate in Writing Able to Communicate by Speech Able to quantify and relate mathematically Able to analyze, prioritize, evaluate ( sometimes called “Critical Thinking”) Sensitive to other points of view, other cultures, gender, ethnicity. Resourceful Able to Solve New Problems

132 Some Issues  Education versus Training  “I’ll know it when I see it.”  Can we measure it?  “Why do I have to learn this?” “ You have to recognize you’re doing this work for others - it’s not an end in itself. We want a long term relationship with the client. We need to work together to ensure meaningful feedback. It’s arrogant and foolish to do otherwise.” - Edge Knowlin, IBM

133 Implications for Assessment  Open to a range of assessments  Based on learning styles  Based on integration of outcomes  Involving peers  Involving industry  Using activities  Authentic, integrating normative and criterion references “The only practical goal of any organization is improvement.” - Phillip Crosby, ITT

134 Soft skill for successful career Soft skills with special focus on ITES Soft skill is the ability required and expected from persons for finding a suitable job, its maintenance and promotion

135 Importance of soft skill Soft skill are very important  To handle interpersonal relations  To take appropriate decisions  To communicate effectively  To have good impression and impact to gain professional development

136 Communication skill as soft skill Communication skills form the corner stone of soft skill Every human being has to essentially & effectively communicate with others Effective communication is the hallmark of one’s education

137 The ability to speak fluently using the right word in the right order is an good communication Message using appropriate vocabulary and syntax form effective communication

138 Body language Non verbal language  Face is the index of the mind and it clearly displays the persons interest  Body language presents to the audience what we feel & think about the particular matter Ex: Nodding one’s head  Body language (e.g, arms crossed, standing, sitting, relaxed)  Emotion of the sender & receiver (e.g, speaking clearly, enthusiastic)

139 Written communication Skill  Writing evaluates a person’s proficiency indications, spelling grammar etc…  Errors committed while writing circulars, reports & agenda considerably spoil the image of the writer  Good visual presentation using graphics, color, balanced design layout- adds so much to written communication.  Keep handouts and other written materials for your presentation.

140 Presentation Skills  Presentation skills include planning, preparation & delivery of the message  Making a formal speech is one form of presentation  Presentation skills can be broadly categorized into physical oral, & electronic

141  Success in life depends on presenting ideas in an appropriate manners  Look at the eyes of audience & speak in a natural, conversational voice  Appropriate voice will make the presentation effective and interesting  Ask for feed back from your audience about your presentation & change accordingly  In presentation especially, stop occasionally to ask the audience understand what you have said

142 Team Work  People of either gender, different age groups, qualification, status & skills work as a team with a common objective of accomplishing the task  The success of any organization largely depends on in the coordinated efforts of its employees  It mainly refers to the agreeableness & co-operation among the team members

143 Professional ethics  Professional ethics is the need of the hour in India  When a person is at the work spot, he must think of his work only  He must put his heart & soul into the work  Each employee is a organic part of the organization & must strive to contribute his mite to the successful functioning of the organization

144 Interpersonal Skills  Man is a social animal & his success in life largely depends on his relationship & interaction with others  We must respect the views & sentiments of others.  When we want to differ their views, we must very politely give hints to them without wondering their feelings

145 Time & Stress Management  Prioritize the work & schedule your time accordingly  Impotent work should be allotted more time & taken up first  Listening to classical music & practicing Yoga will considerably reduce the physical,emotional & mental stress of an individual

146 Leadership communication skills  Leaders, executives & managers need to be very clear about what they expect from others  Trust your self  Keep smiling  Share & stay together

147  Always learn new things  Accept responsibility for your self & your actions  Look at problems & challenges  Be grateful always  Love your self

148 Best Practices In Mentoring

149 Mentoring Is… A strategic approach to developing an employee (mentoree). – Pairs him/her with a more experienced employee (mentor) who will teach, coach, counsel and encourage. A flexible concept that should reflect the unique culture & objectives of your organization. – For this reason no two mentoring programs are the same and “off- the-shelf” programs are not as effective.

150 Formal & Informal Mentoring  Informal Mentoring  Goals unspecified  Outcomes unknown  Access limited & may exclude employees  Mentorees/Mentors self-select  Mentoring lasts a long time  No training/support  Organization benefits indirectly

151 Formal & Informal Mentoring  Formal Mentoring  Goals established  Outcomes measured  Access open to all who qualify  Mentorees/Mentors matched  Training and support provided  Mentoring time limited (9-12 months.)  Organization benefits directly

152 Coaching versus Mentoring  Coaching  Something managers must do for all their staff, a required part of the job  Takes place within the confines of the formal line manager-employee relationship  Is job and performance focused - focuses on developing the individual within their current job.  Interest is functional – arises out of the need to ensure that the individual can perform the tasks required of the job to the best of their ability.  Relationship tends to be initiated and driven by the individual’s manager.  Relationship is finite – ends as individuals move on to work in other jobs under other line managers.

153 Coaching versus Mentoring  Mentoring  Formal, the individual’s manager is not the mentor  Takes place outside the line manager relationship.  Is focused on professional development that may be outside of the mentorees area of work.  Interest of the mentor is personal in that the focus is on the mentoree to provide support both professionally and personally.  Relationship may be initiated by mentor and/or matched by organization.  Relationship crosses job boundaries.  Informally, managers may choose to do for specific, selected employees.

154 Why Formal Mentoring?  Links competency development to strategic business needs  Ensures that skills are developed  Involves company’s experts in process  Creates and promotes a learning and diverse culture

155 “A good leader inspires people to have confidence in the leader. A great leader inspires people to have confidence in themselves.” Eleanor Roosevelt If you seek to lead, invest at least 50% of your time in leading yourself- invest at least 20% leading those with authority over you and at least 15% leading your peers. 155 Mentoring and Leadership

156 Differences Between Coaching & Mentoring CoachingMentoring Goals To correctTo support and guide Initiative The coachThe mentee Focus Immediate situation Long-term Roles Heavy on telling Heavy on listening

157 Comparing to Mentoring Models Sponsorship 1.The mentor is more influential and hierarchically senior 2.The mentor gives, the protégé receives, the organization benefits Developmental 1.The mentor is more experienced in issues relevant to mentee’s learning needs 2.A process of mutual growth

158 Comparing to Mentoring Models Sponsorship 3.The mentor actively champions and promotes the cause of the protégé 4.The mentor gives the protégé the benefit of their wisdom Developmental 3.The mentor helps the mentee to things for themselves 4.The mentor helps the mentee develop their own wisdom

159 Comparing to Mentoring Models Sponsorship 5.The mentor steers the protégé through the acquisition of experience and resources 6.The primary objective is career success Developmental 5.The mentor helps the mentee towards personal insights from which they can steer their own development 6.The primary objective is personal development

160 Comparing to Mentoring Models Sponsorship 7.Good advice is central to the success of the relationship 8.Social exchange emphasizes loyalty Developmental 7.Good questions are central to the success of the relationship 8.The social exchange emphasis learning

161 Maintaining Relationship Quality Goal clarity The ability to create and manage rapport Understanding of the role and its boundaries Voluntarism Basic competencies on the part of the mentor and mentee Proactive behaviors by mentee and developmental behaviors by the mentor Measurement and review

162 Evolution of The Relationship 13452

163 The Learning Conversation Reaffirmation Identifying the issue Building mutual understanding Exploring alternative solutions Final check

164 Benefits of Mentoring For the mentee – Improved knowledge and skills – Greater confidence and well-being For the mentor – Greater satisfaction – New knowledge and skills – Leadership development For Scouting – Improved morale, motivation, and relationships