General Management

Module

Dr. Fadia Fadel

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Course Outline:

• The major differences between a manager and a leader

• Leader characteristics
• Leadership approaches as:
- Transformational & Transactional leadership
- The style approach
- The Situational leadership approach

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 The Manager

Someone who works with and through others by

coordinating and integrating their work activities

in order to accomplish organizational goals.

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Management Functions

P L S
O C

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Strategic Planning: Planning
Why ? When ?
Long Term
Comprehensive view

Tactical Planning:
Where ? How ?
Medium Term
Link between the 2 levels

Operational Planning:
What ?
Short Term
Technical

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 O
Organizing the human capital and allocating Organizing
resources to carry out the plan through:

1. Division of Work : Dividing the workload into groups

whether on departments, units or individuals

2. Facilities and working conditions: Assuring that the

business provides the necessary equipment and material for
employees to be able to accomplish their work.

3. Employees : allocating employees in their respective

departments, units, or shifts to achieve the plan.

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 L
Leading

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Controlling involves ensuring that performance does not
C
deviate from standards (i.e. KPIs): Controlling

1. Establishing performance standards

2. Comparing actual performance against standards
3. Taking corrective action when necessary

IMPORTANT : The managerial function of controlling should

not be confused with control in the behavioral or manipulative
sense.

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 Definition S
Staffing

“Staffing is the function by which managers build on

organization through the recruitment, selection and
development of individuals as capable employees.”
Keith McFarland

“The Management function of staffing is defined as filling

positions in the organizational structure through
identifying workforce requirements, recruitment, selection,
promotion, appraisal, compensation, and training needs
of people.” Harold Koontz

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 3 Management Levels
Being a manager is not an easy task, he is required to perform a job well,
manage, direct and motivate subordinates to perform their job well.
Therefore, being a manager requires a certain set of skills.

There are three levels of managers namely first-line managers, middle level
managers and top level managers.
• First line managers supervise the individuals who are directly
responsible for producing the organization’s product or delivering its
service. They carry the title production supervisor, section chief.
• Middle level managers supervises first-line managers or staff
department. They carry titles such as marketing manager or department
head.
• Top level managers provide the strategic direction for the
organization. They carry titles such as CEO, CFO, CIO or executive
vice president.
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 3 Management Skills
Conceptual skills is the ability to analyze complex information. It enables
managers to process information about the internal/external environment of the
organization and determine its implications. Top level managers need to have
strong conceptual skills if they are to effectively accomplish goals.

Human skills is the ability to work effectively with people. It involves motivating
and disciplining employees, monitoring performance, providing feedback,
improving communication and instructing employees. Human skills are most
important for middle managers as these managers must coordinate efforts of the
members in his group as well as other work groups within the organization.

Technical skills is the knowledge and the ability to use tools, techniques and
procedures that are specific to their particular field. Technical skills tend to be
most important for first line managers as they must have the knowledge and the
"know-how" to ensure that the products and services of their organization are
delivered to customer.
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Skills Needed at Different Management Levels

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Leadership, Management & Supervision

Leadership Ability to Influence

Management Focus on POLCS

Supervision Day-to-Day Activities

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 Leadership
The ability to influence others toward the attainment
common goals.
A Leader is the one you follow because you want to not
because you have to

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• Influence is acquired through “ARATA” being:

Admired
Respected
Appreciated
Trusted
Accepted

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To combine management and leadership:
Demonstrate a calculated and logical focus on
organizational processes (management) along with a
genuine concern for workers as people (leadership).

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 Difference of attitude
Leader Vs. Boss
Connects daily work Focuses only on the
with great goals short term

Thinks of People as Views organizational

individuals charts

Wants to earn respect Wants to be liked

Is thrilled when team Is threatened when

members make great team members make
achievements great achievements

Empowers people with Parcels out information

honesty and as if it costs him
transparency personally

Cares mainly about Is more concerned

results
with the process

Understands that he is
Blames the team
responsible if the team fails

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Stages of Leadership

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 Sources of power for a Leader or a Manager

Rational
persuasion Legitimate

Charisma
Personal
Expert Coercive Position
power power Reward

Referent
Information

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 Position Power
• Legitimate power is the power someone has because
others recognize and accept his or her authority.
• Reward power is the power to control the rewards
others receive.
• Coercive power is the capacity to control punishment.
• Information power is the power a person has by virtue
of his or her access to valuable data or knowledge.

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 Personal Power
• Rational persuasion is the power leaders have by virtue
of the logical arguments and factual evidence they
provide to support their arguments.
• Expert power is the power leaders have to the extent
that others recognize their expert knowledge on a topic.
• Referent power is the power that individuals have
because they are liked and admired by others.
• Charisma is the power someone has over others
because of his or her engaging and magnetic personality.
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Kurt Lewin's
Leadership Styles Framework

In 1939, psychologist Kurt Lewin

led a study that identified three
core styles of leadership, and
outlined the effect that each style
had on team members.

His research also showed that

leaders get different results when
they lead their teams in different
ways.
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 Autocratic = Directive

Features
 Centralizes authority
 Restrictive
 Dictates work
 Close supervision
 Limits people participation
Suitable when:
 Subordinates need training
 Team is in conflict
 People challenge authority

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 Democratic = Participative
Features
 Shares decisions
 Builds morale
 Coaches people
 Avoids conflict
 Cares for group
 Friendly
Suitable when:
 People’s authority relations are clear
 People’s jobs are repetitive
 People’s responsibility is clear

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 Laissez Faire = Delegating
Features:
 People have complete freedom
 People decide
 Leader in the shadow
Suitable when:
 People are skilled
 People are achievers
 People are self motivated

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 4 Situational Leadership

• The leadership model requires the leader to

analyze the needs according to a particular
situation and adapt to the scenario by using the
most appropriate leadership style.
• Leadership styles
– Directing (Telling)
– Coaching
– Participating and Supporting
– Delegating

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4 Situational Leadership

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Course Outline:
Introduction to Mentoring:
• Basis of Mentoring
• Role of the Mentor & Skills/Attitude required
• Principles & Benefits of Mentoring
• Types of Mentoring

Introduction to Coaching:
• The Role of the Supervisor as a coach
• The GROW Model
• Principles of successful coaching

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 Mentoring
Mentorship refers to a personal developmental relationship that enables
synergetic purposeful conversation to reflect on experiences, make
informal decisions and act upon ideas generated.

Mentoring is most often defined as a professional relationship in which an

experienced professional (the mentor) assists another (the mentoree) in
developing specific skills and knowledge that will enhance the mentoree’s
professional and personal growth.

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Basis of Mentoring
 Mutual Trust & Respect
 Genuine Desire to help the Mentee to grow
 Regular conversations

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Role of the Mentor

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Principles of Mentoring

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Attitude of the Mentor

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 Benefits of Mentoring

For the Mentor For the Mentee

1. Increases the mentee’s self
1. Allows the mentor to give back
confidence
to both the organization and
2. Helps the mentee to take better
the mentee
control of his career
2. Reminds the mentor how to
3. Teaches the mentee how to
listen actively rather than
speak up and to be heard
passively
4. Educates the mentee on how to
3. Encourages the mentor to
accept feedback on technical
share knowledge, which helps
abilities, communication &
increase the mentor’s sense of
leadership skills and change
self-worth
management

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Why do organizations need a structured mentoring program?
Aren’t managers already performing this role?

A mentor-mentoree relationship focuses on developing the mentoree

professionally and personally.

As such, the mentor does not evaluate the mentoree with respect to his or her
current job, does not conduct performance reviews of the mentoree, and does
not provide input about salary increases and promotions.

This creates a safe learning environment, where the mentoree feels free to
discuss issues openly and honestly, without worrying about negative
consequences on the job.

The roles of manager and mentor are fundamentally different. That’s why
structured mentoring programs never pair mentors with their direct reports.

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 Types of Mentoring
Informal and formal mentoring are often confused, but they are very different in
their approaches and outcomes.

Informal mentoring:
• Goals of the relationship are not specified
• Outcomes are not measured
• Access is limited and may be exclusive
• Mentors and mentees self-select on the basis of personal chemistry
• Mentoring lasts a long time; sometimes a lifetime
• The organization benefits indirectly, as the focus is exclusively on the mentee

Formal mentoring:
• Goals are established from the beginning by the organization and the employee mentee
• Outcomes are measured
• Access is open to all who meet program criteria
• Mentors and mentees are paired based on compatibility
• Training and support in mentoring is provided
• Organization and employee both benefit directly

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Coaching is ..

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 Difference between Coaching &
Mentoring
Coaching Mentoring

Focused on Tasks Focused on Career Growth

(Ensure alignment between business & (Navigating organization system and
individual goals) expanding network)

Short Term Longer Term

Asking Listening & Advising

Internal within line of command Internal or External (normally not

within the line of command)

Coach is in charge of the learning Mentee is in charge of the learning

Exploring options Shares personal experience and

success stories
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 Key Skills of Coaching

Actively
Listen
Give Build
Feedback Rapport

A good coach
Set is able to:
SMART Ask
Questions
Goals

Use Demo.
Intuition Empathy

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Process of Coaching

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Best Coaches
• Supportive
• Positive feedback
• Provide suggestions on how to improve
• Consistent
• Enable people to be their best

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Giving Feedback
• The purpose for giving feedback is to improve
the situation or performance.
• When done in the right way and with the right
intentions, feedback communication is the
avenue to performance greatness.
• Giving feedback is a skill. And like all skills, it
takes practice to get it right.

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 Thomas-Kilman Conflict Modes

High Focus on the Target Agenda High Focus on the Target Agenda
Focus on the Target Outcome (Agenda)

Low Focus on the Relationship High Focus on the Relationship

I WIN YOU LOSE I WIN YOU WIN
“We’re going it my way ..” worry about “My preference is ___ please tell
the relationship latter me yours, if we keep talking we can
find a way for both of us”

Medium Focus on the Target Agenda

Medium Focus on the Relationship
I WIN SOME YOU WIN SOME
“I will meet you halfway, lets make a deal”

Low Focus on the Target Agenda Low Focus on the Target Agenda
Low Focus on the Relationship High Focus on the Relationship
I LOSE YOU LOSE I LOSE YOU WIN
“Conflict? What Conflict? We can “Sure I’m flexible .. Whatever you
talk about this some other time” want is find with me”

Focus on the relationship

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 Giving Feedback
• Prepare what you want to say
• Describe their behaviour – give tangible examples
• Tell them the impact it has on you
• Tell them what you would like them to do in future
• Check understanding
• Listen
• Be prepared to move on

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 The Role of the Supervisor as a coach
• Defining subordinate role
• Observe (watch & listen)
• Let the subordinate knows that you are not acting as a
spy, trouble shooter or a super model.
• Do not interfere unless you have considered the
consequences of your interference & unless you have
agreed with your subordinate to interfere at a certain
situation
• From time to time you may handle a complete task
especially with relatively new subordinates

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 Skill/Will Matrix
HIGH

ADVISE DELEGATE
Provide Guidance & Provide Autonomy &
Training Authority
(Desire)
WILL

DIRECT MOTIVATE
Provide Specific Directions Provide Incentives
LOW

LOW HIGH
SKILL (Ability)
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The GROW Model

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Tactical Coaching

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 Tactical Coaching
• Focused on technical skills and knowledge
development related to the job requirements
• Observing and analyzing subordinate’s
skills/product knowledge, providing constructive
feedback
• Takes place in the field, on series of different
situations

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 Tactical Coaching Model
Provide
feedback &
agree on a
follow up
Conduct a plan with the
post subordinate
Observe the coaching
Conduct a subordinate discussion
pre-coaching
Plan the session
coaching briefing
session

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 What to Observe
• Knowledge/skill area(s) specified in your coaching
objective.
• If necessary, other major strengths or
development needs.

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Principles Behind Successful Coaching
• Your employees know more than they think they
know.
• Every one has the resources for improving his
performance.
• Questions are more useful than orders.
• Learning from failure.
• Challenge brings out the best.

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