LEADING

MANAGEMENT PRINCIPLES AND DYNAMICS

Dr. Gett Que, 2012

LEADERSHIP TRAITS
Desire to lead
Drive Self-confidence

Honesty and integrity

Intelligence and knowledge

Leadership is the managerial function that is not solely dependent on a persons abilities.

LEADERSHIP
As a managerial function, INFLUENCING is sometimes used in the place of LEADING :

Considering Groups

Leading

Communicating

Motivating

Interpersonal skills are the foundation of leadership skills

PEOPLE SKILLS

Communication

Communication is
An exchange of facts, ideas, opinions, or emotions
by persons. It is an intercourse by words, letters, symbols, or message. (Newman and Summer, 1961)

An art of developing and attaining understanding

between people; a process of exchanging information and feelings between 2 or more people.
(Terry and Franklin, 1982)

MM Que

Flow of Information

Importance
Qualities that Characterize Promotable Executives

Bowman, 1964. What Helps or Harms Profitability. HBR

MANAGER-LEADER TASKS AND COMMUNICATING EFFORTS

COMMUNICATING ACTIVITIES Conducting Meetings Persuading BEING DEALT WITH Superiors

TASKS Planning

OBJECTIVE Arrive at achievable targets Sell products / services Generate ideas / knowhow

Negotiating

Clients

Consulting

Probing

Experts

Cooperating

Information Sharing
Inspiring action

Peers

Use data for decision and action

Generate commitment

Organizing groups

Subordinates

MM Que

MANAGER-LEADER TASKS AND COMMUNICATING EFFORTS

COMMUNICATING ACTIVITIES Providing guidelines Creating productive climate Gathering feedback Giving feedback BEING DEALT WITH Assistants

TASKS Delegating

OBJECTIVE Clarify tasks and share responsibility Build a team and increase productivity Determine corrective action Determine strengths and weaknesses Determine business opportunities and constraints

Implementing

Production staff Coordinators

Monitoring

Evaluating

General staff

Assessing environment

Interviewing

Public officials

MM Que

MANAGER-LEADER TASKS AND COMMUNICATING EFFORTS

COMMUNICATING ACTIVITIES Listening BEING DEALT WITH Staff needing help Problem employee Staff showing performance

TASKS Counseling

OBJECTIVE Build individual confidence

Disciplining

Fact finding

Restrain negative behavior

Rewarding

Motivating

Encourage positive behavior

Administering

Orienting

General staff

Acceptance of policies
Improve performance

Training

Imparting knowhow

Trainees

MM Que

General Types
Verbal
Oral or Spoken Written

MULTISTREAM PERSPECTIVE
Respect for others / human dignity Sensitivity to other cultures / diversity Truth / transparency Fairness / justice

Non-Verbal
Sign Language Body Language Facial Expressions Voice Tone Gestures Dress Choices

Conflicting Messages

VERBAL

NON-VERBAL

Non-Verbal Messages
Facial Expression
Eye Contact and Movement Distance Posture Gestures INTENSITY TYPE of emotion

MM Que

The Communication Process

* Barriers 2 Message

3 Channel 1 Sender Field of Experience Common field of Experience 4 Receiver

Field of Experience
5 Feedback: Verbal Non-verbal

MM Que

Communication Skills
Interpersonal Skills
Drawing others out Listening alertly
Assertion Giving and receiving feedback

Oral Communication Skills

Making clear statements Being brief and concise

Writing clearly and effectively Making effective presentations Managing meetings

Pfeiffer, J. William (ed). 1983. A Handbook of Structured Experiences. Vol IX.

FACTORS THAT AFFECT COMMUNICATION AND INTERPERSONAL PROCESSES

Perception exercise

PERCEPTION
Peoples individual interpretation of the sensory world around them.
Affected by our experiences, needs, personality, culture, and education.

Bovee, C. L. & Thill, John V. 2002. Business Communication Today. 6th ed. Prentice Hall..

Selective Perception
We select what we see
The image we project depends on our own experience, background, upbringing, or Our expectation We operate from our own mental sets

Selective Perception
There is neither right or wrong about the way we perceive situations
Its just the way we are with our perceptions. Its ok to be the way we are

However

Harnessing the Diversity of Perception

Share your perception with others
Express your assumptions Allow others to clarify what you perceive and your assumptions Invite others to share and express their own perceptions and assumptions

Harnessing the Diversity of Perception

Be open
Hold your judgment See the wholeness of the situation

TWOgether, come to a conclusion

Perceptions
VALUES NEEDS VALUES NEEDS

INTERACTION

FEELINGS

FEELINGS

PROBLEM RELATIONSHIP

What affects perception?

STEREOTYPING
The tendency to attribute characteristics to an individual on the basis of an assessment of the group to which the individual belongs.

HALO EFFECT
It results from allowing one particular aspect of someones behavior to influence ones evaluation of all other aspects of that persons behavior.

Certo, S. 2000. Modern Management, 8th ed. Singapore: Pearson Education, Asia Pte. Ltd.

WHAT AFFECTS PERCEPTION?

PROJECTION
The tendency of an individual to assume that others share his or her thoughts, feelings, and characteristics

PERCEPTUAL DEFENSE
The tendency to block out or distort information that one finds threatening or that challenges ones beliefs.

Bartol, Kathryn M. & Martin, David C. 2001. Management. 3rd ed. Irwin McGraw-Hill.

WHAT AFFECT PERCEPTION?

ATTITUDE
A predisposition to react to a situation, person, or concept with a particular response.

Attitude Indicator Caste and class are real issues in organizations, as they are in the rest of society. But in the confined spaces of a plant or corporate headquarters, it is amazing that so much social distance can exist. (Sears, W. Jr. 1984. Back in working
order.)

Certo, S. 2000. Modern Management, 8th ed. Singapore: Pearson Education, Asia Pte. Ltd.

5 COMPONENTS THAT CONTRIBUTE TO EFFECTIVE INTERPERSONAL COMMUNICATION

Self Concept
The self is the star in every act of communication.

Who am I? What do I stand for? What do I do / not do? What do I value? What are my beliefs?

Self Concept
Affects the way we communicate
Importance
Frame of reference The screen (filter) through which a person sees, hears, evaluates, and understands everything else.

Weak Self Concept

Distorts a persons perception of how others see him, generating feelings of insecurity when relating to other people.
Has difficulty in: conversing with others admitting that he is wrong expressing feelings accepting constructive criticism voicing ideas different from those of other people

Forming Self Concept

Individuals learn who they are from the ways they are treated by the important people in their lives. Am I liked? Do people accept me as I am? Am I worthy of respect? Am I successful?

Love, respect, and acceptance from the significant others in his life. (AFFIRMATION)

ABILITY TO LISTEN
Listening with the heart / Active or Empathic listening

CLARITY OF EXPRESSION
Ability to say what you mean and express what you feel

ABILITY TO COPE WITH ANGRY FEELINGS

A persons inability to deal with anger frequently results in a breakdown of communication.

EQ Self-regulation

Coping with Angry Feelings

Suppression
Causes tension Tends to accumulate and then erupt

Expression
In such a way that they influence, affirm, reshape, and change themselves and others

Constructive Expression of Anger

Be aware of your emotions
Admit your emotions Own your emotions.
Accept responsibility for what you do.

Investigate your emotions. Report your emotions

Say what you experience

Integrate your emotions with your intellect and your will.

Allow yourself to learn and grow as a person.

SELF-DISCLOSURE
The ability to talk truthfully and fully about oneself.
The more I know about you and the more you know about me, the more effective and efficient our communication will be.

Jourard, S. 1971. The transparent self.

BARRIERS TO EFFECTIVE COMMUNICATION

MM Que, DLSU

Barriers
Differences in Perception
Frame of reference
Previous experience Discipline, Functional Area, or Position

MM Que, 2003

Barriers
Differences in Language
Language is an arbitrary code that depends on shared definitions.

Multiple meanings and interpretations In-group language or jargons

MM Que, 2003

Barriers
Physical
Distance Interferences caused by nature Physical or biological malfunction Place is not conducive due to:
Noise, Pollution, Inadequate Lighting, Poor Ventilation

MM Que, 2003

Barriers
Poor Listening
Emotional Interference
Attitude towards sender or receiver Filtering Source Credibility

MM Que, 2003

Barriers
Behavioral
Lack of openness Lack of motivation or interest Fear Stereotyping Halo effect

MM Que, 2003

Barriers
Others
Time pressure Overload or lack of information Complexity of information

MM Que, 2003

Communication Barriers within Organizations

Information overload and message competition

Closed or inadequate communication climate

Management style Organizational culture

MM Que, 2003

How to Overcome Barriers

Perception
Read, anticipate, validate

Precision
Meeting of the minds

Credibility Control
Shape your response

Congeniality
MM Que, 2003

INTERPERSONAL SKILLS: Assertiveness

Assertion
When faced with difficult situations, animals have two options:
Flight or NON-ASSERTION Fight or AGGRESSION

Humankind has a third option:

ASSERTION

which is essentially a considered response to difficult situations.

Ref: Reyes, M. (2000)

Assertiveness
Assertiveness, in other words, is upholding ones own dignity and integrity, while at the same time, encouraging and recognizing this behavior in others.

Enjoying your rights Expressing your feelings Asking for what you want Stating your views

With

Integrity Honesty Directness Respect for others.

Ref: Reyes, M. (2000)

ASSERTIVENESS
WHEN TO ASSERT
When you want something When you dont want something When you want to negotiate When you are hurt In the face of criticism When you are happy When you are angry When you want to give feedback

WITH WHOM?
Yourself Your family Your friends Your colleagues

Your team
Your managers Your subordinates Your clients Your network

Ref: Reyes, M. (2000)

NON-ASSERTIVE We put the needs of others before our own. AGGRESSIVE When we put our personal needs before those of others

ASSERTIVE When we balance our needs and those of others, and act according to the priorities as we see them
Ref: Reyes, M. (2000)

Basic ASSERTIVE rights and corresponding responsibilities

I HAVE THE RIGHT TO:
Be treated with respect Express opinions and feelings

CONSEQUENTLY, MY RESPONSIBILITY IS TO:

Respect the rights of others Welcome the opinions and feelings of others

Set my own goals

Help others to work on their goals and objectives

Ref: Reyes, M. (2000)

Basic ASSERTIVE rights and corresponding responsibilities

I HAVE THE RIGHT TO:
Refuse a request or say NO

CONSEQUENTLY, MY RESPONSIBILITY IS TO:

Encourage others to use their time in the way they want to

Ask for what I want

Encourage others to fulfill their needs

Make mistakes

Help others learn through their mistakes so they can grow

Ref: Reyes, M. (2000)

Basic ASSERTIVE rights and corresponding responsibilities

I HAVE THE RIGHT TO:
Get what I pay for

CONSEQUENTLY, MY RESPONSIBILITY IS TO:

Give the best value and service for the money and rewards I receive from others

Change my mind

Help others reach conclusions about their experiences of the world

Decide whether or not to assert myself

Allow others the freedom to choose how they behave

Ref: Reyes, M. (2000)

Benefits of being ASSERTIVE

You dont always have to win

You have high self-esteem

You fit in easily You get what you want You dont feel guilty You express your needs

You dont upset people

People dont take advantage
Ref: Reyes, M. (2000)

Components of an ASSERTIVE RESPONSE:

Self-confidence on the part of the asserter Perspective of the situation (assert only when you believe that it is appropriate) The use of I statements:
I think/believe I feel I want/need

Appropriate non-verbal cues:

Eye-to-eye contact Upright body posture Facial expression Gestures

Ref: Reyes, M. (2000)

Assertive Communication

ASSERT I think/believe I feel I want/need CONTEXT

RESPONSE Yes (I will) Yes but (I will if) No (I do not like) No (I can not)

Mutual respect Confidence in self and in the other person Regard for each others rights
Ref: Reyes, M. (2000)

INTERPERSONAL SKILLS: GIVING AND RECEIVING FEEDBACK

FEEDBACK
The destinations reaction to a message Feedback is not a form of criticism but rather than a report on observations and reactions

FEEDBACK

CONTENT + EMOTION

CONTENT + EMOTION

RESPONSE

Certo, S. 2000. Modern Management, 8th ed. Singapore: Pearson Education, Asia Pte. Ltd. 59

Giving Feedback
Focus on behavior rather than the person.
Be descriptive rather than evaluative Refer to behavior that can be changed.

Be clear about what you want to say. Emphasize the positive.

Without glossing over what needs to be changed.

Own the feedback

Use I statements.

McGill and Beatty. 1994. Action learning: A practitioners guide. London: Kogan. 60

Giving Feedback
Be specific.
Avoid general comments and clarify pronouns such as it, that, etc.

Share information rather than give advice

Give advice only when sought

Describe your feelings and reactions. Time it well.

McGill and Beatty. 1994. Action learning: A practitioners guide. London: Kogan. 61

Giving Feedback
We give feedback because we want to help the other person improve his performance or behavior. Constructive Feedback NOT Criticism

Hamburger approach

Reference: TQM Facilitators Training. 1995. Dart (Phils.), Inc. 62

The Four-Step Approach to Giving Feedback

Stage 1: Describe Current Behaviors
Describe current behaviors that you want to reinforce (praise) or redirect (criticism) to improve a situation.

Stage 4: Identify Alternative Behaviors

Identify alternative behaviors and actions for you, the employee and others to take.

Stage 2: Identify Situations

Identify the specific situation(s) where you observed these behaviors.

Stage 3: Describe Impact and Consequences

Describe the impact and consequences of the current behaviors

Receiving Feedback
Shuts-off Feedback Builds Increases Feedback

Blocking it out

Listening carefully.

Blind acceptance or denial

Justify, build a case, defend, explain, blame others

Try to understand what the giver is saying (paraphrase, request clarification, summarize). Explore, check others for similar reactions.

Apologize, promise not to do Examine own behavior it again critically and once validated consider possible alterations.
64

What happens after the feedback?

Feedback is like a gift. It becomes the property of the recipient and he alone needs to decide what to do about it. If the recipient wants to defend or rationalize his behavior or reject the feedback, it is his business to decide. Only receiver can integrate feedback into his personal learning and determine whether or not he wishes to change because of it. Each person needs to set his own pace as to the speed and intensity with which he wants to think about, react to, and make any changes in response to feedback

65