2016 Leading Others Workbook vJuly

ACTIVITY Leadership in Action:Tower-building exercise 53

TOWER-BUILDING SIMULATIONObjective:  Maximise performance, in terms of total tower inches, through optimal use of all resources: people, blocks, and timeParameters:  Construction teams with one team leader and builders  Three rounds  Five-minute strategy period  Three-minute planning time  Team leaders state goals for Total Tower Inches (TTI)  Five-minute building time  Quality inspection 54

TOWER-BUILDING SIMULATION (CONTINUED)Regulatory requirements:  Towers must be free-standing, vertical structures – minimum height of 10 inches  Builders are blindfolded; must use their non-dominant hands  Leaders can touch neither the builders nor the blocks during building period  Two violations = lose 10″ off your score. Each subsequent violation = loss of 10″ off your score  Less than 10″ is NOT A TOWER ! 55

TOWER-BUILDING SIMULATION (CONTINUED)Scoring:  Team leaders must declare goal at end of each planning period  Goal = Total Tower Inches  Receive 100% of height attained if goal is met (1 point per tower inch)  Receive 80% of height attained if goal is not met (higher or lower than goal)  Fractions of inches are rounded to nearest inch (unless below 10″) 56

TOWER-BUILDING SIMULATIONObjective: Parameters:  Construction teams with one team leader and  Maximise performance, in terms of total builders tower inches, through optimal use of all  Three rounds resources: people, blocks, and time  Five-minute strategy period  Three-minute planning timeRegulatory requirements:  Coaches state goals for Total Tower Inches (TTI)  Towers must be free-standing, vertical  Five-minute building time structures – minimum height of 10 inches  Quality inspection  Builders are blindfolded; must use their Scoring: non-dominant hands  Team leaders must declare goal at end of each planning period  Team leaders can touch neither the builders  Goal = Total Tower Inches nor the blocks during building period  Receive 100% of height attained if goal is met (1 point per tower inch)  Two violations = lose 10″ off your score.  Receive 80% of height attained if goal is not met Each subsequent violation = loss of 10″ off (higher or lower than goal) your score  Fractions of inches are rounded to nearest inch (unless below 10″)  Less than 10″ is NOT A TOWER ! 57

TOWER-BUILDING: SCORINGTeam and leader Round I Goal Round II Round III Final Goal Actual Score Actual Score score Cumul. Actual Score total Goal 58

Builders: (in your teams) TOWER-BUILDING SIMULATION DEBRIEF  Our team’s strategy was: Managers: (as a group)  What our manager did that helped our  What we did or provided that helped our performance: teams:  What our manager could have done  What we would do differently: differently: Things about the team that were useful: Things about the team that were not useful: 59

Exercise:Critical Incidents 118

EXERCISE: CRITICAL INCIDENTSLast night you prepared two critical incidents. You were asked to choose twosituations in which you were the leader, one positive and one negative.In groups of 3, share the two critical incidents you have prepared:  Listen carefully for content, meaning and feeling and ask clarifying questions  Provide feedback on what was heardThe group should then:  Map the leadership styles onto each situation  Identify which leadership styles were more/less successful in each situation and discuss what could have led to a better outcome 61

YOU HAVE RECEIVED A LOT OF DATA 62

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Introduction to Leadership Styles 64

SIX LEADERSHIP STYLESDirective Visionary Affiliative Participative Pacesetting Coaching 65

UNDERLYING RESEARCH• Based on research applying the theory of motivation to behaviour in organisations• Litwin and Stringer (1967, 1969) studied the link between human motivation and organisational climate• Hay Group (then McBer and Company) studied what motivates and de-motivates employees• Hay Group refined these concepts into: • Six dimensions of organisational climate • Six leadership styles• Concepts and supporting instruments have been revised and refined several times 66

LEADERSHIP STYLES• Behaviour = ƒ (person; situation)• Patterns of behaviours used across a wide range of managerial and leadership situations• Leadership styles have the biggest impact on organisational climate• The breadth of a leader’s styles determines his/her effectiveness 67

LEADERSHIP STYLES ARE A FUNCTION OF...• The leader’s personal characteristics• The styles used by others• The organisation’s espoused values• Specific leadership situations and the people involved 68

FACTORS THAT IMPACT THE APPROPRIATE USE OF STYLES• Experience of employees• Employee strengths and weaknesses• Complexity of tasks• Time pressures• Risk associated with deviation from performance• Resources available 69

Primary objective: getting DIRECTIVE STYLEimmediate compliance Questions to ask:• Gives lots of directives • Who controls the work?• Expects immediate employee • What is the nature of compliance performance feedback?• Controls tightly • What is the nature of the work of• Relies on negative, corrective the group? feedback• Motivates by stating the negative 68 consequences of noncompliance

Most effective: DIRECTIVE STYLE (CONTINUED)• When applied to relatively Least effective: straightforward tasks • When applied to tasks that are• In crisis situations more complex than straightforward• When deviations from compliance will result in serious problems • Over the long-term • With self-motivated, capable• With problem employees (when all else has failed) employees 69

Primary objective: providing long- term VISIONARY STYLE Questions to ask:direction and vision for employees • Is there a vision for the group or• Develops and articulates a clear vision organisation?• Solicits employee perspective on the • Are employees committed to the vision vision?• Sees selling the vision as key• Persuades employees by explaining • How is the leader perceived by his/her direct reports? the “whys” in terms of employees’ or the organisation’s long-term interest 72• Sets standards and monitors performance in relation to the larger vision• Uses a balance of positive and negative feedback to motivate

VISIONARY STYLE (CONTINUED)Most effective: Least effective:• When a new vision or clear direction • When the leader does not develop and standards are needed employees• When the leader is perceived as the • When the leader is not perceived as “expert” or the “authority” credible• With new employees who depend • When trying to promote self- on the leader for guidance managed teams and participatory decision-making 70

AFFILIATIVE STYLEPrimary objective: creating Questions to ask:harmony • What are the predominant• Is most concerned with promoting employee/employee and friendly interactions employee/leader interactions?• Places more emphasis on addressing • What is the nature of performance employees’ personal needs than on feedback? goals and standards • How are goals and standards• Pays attention to and cares for “the represented in this organisation? whole person”; stresses things that keep people “happy” 71• Avoids performance-related confrontations• Rewards personal characteristics more than job performance

AFFILIATIVE STYLE (CONTINUED)Most effective: Least effective:• When used as part of a repertoire • When employees’ performance is inadequate• When giving personal help • In crises or complex situations• In getting diverse, conflicting groups needing clear direction and control to work together harmoniously • With employees who are task- oriented or uninterested in friendship with their leader 72

AFFILIATIVE STYLE (CONTINUED)Most effective: Least effective:• When used as part of a repertoire • When employees’ performance is inadequate• When giving personal help • In crisis or complex situations• In getting diverse, conflicting groups needing clear direction and control to work together harmoniously • With employees who are task- oriented or uninterested in friendship with their leader 73

PARTICIPATIVE STYLEPrimary objective: building Questions to ask:commitment and generating new ideas • How are decisions made in this• Trusts that employees can develop the organisation? appropriate direction for themselves and the organisation • How is poor or less-than-satisfactory performance dealt with?• Invites employees to participate in the development of decisions • Who provides the direction in this organisation?• Holds many meetings and listens to employees’ concerns • What is the level of competence of the employees in this organisation?• Rewards adequate performance; rarely gives negative feedback 74

PARTICIPATIVE STYLE (CONTINUED)Most effective: Least effective:• When employees are competent • In crisis• When employees must be • When employees are not coordinated vs. managed competent, lack crucial information, need close• When a leader is unclear about supervision the best approach 75

PACESETTING STYLEPrimary objective: accomplishing Questions to ask:tasks to high standards of • What happens when work is notexcellence performed to expectations in• Leads by example this organisation?• Has high standards • Does the leader feel comfortable delegating his work to others?• Is apprehensive about delegating • What is the pace of work in this• Takes responsibility away if high organisation? performance is not forthcoming • What is the level of competence• Has little sympathy for poor of the employees in this performance organisation?• Rescues the situation• Sees collaboration with others only as it impacts the task 76

PACESETTING STYLE (CONTINUED)Most effective: Least effective:• When employees are highly • When the leader cannot do all motivated, competent, know his/her work personally their jobs• When managing individual • When employees need contributors direction, development, and• In making the organisation move coordination fast• For developing employees who are similar to the leader 80

COACHING STYLEPrimary objective: supporting the Questions to ask:long-term professional development of • Do employees have developmentothers and/or career plans?• Helps employees identify their • Are employees supported in achieving strengths/weaknesses their professional development goals?• Encourages employees to establish • Are employees interested in their own long-range development goals personal development?• Reaches agreement with employees 78 on mutual roles in development process• Provides ongoing instruction as well as feedback• May trade off immediate standards of performance for long-term development

COACHING STYLE (CONTINUED)Most effective: Least effective:• When employees acknowledge a • When the leader lacks expertise discrepancy in performance • When employees require• With employees who are considerable direction and feedback motivated to seek professional development • In crisis 82

Leadership styles feedback 83

Styles reports 84

Styles you intend STYLES – COMPARISON Styles your raters experience 85

STYLES REPORT – INDIVIDUAL RATINGS 86

STYLES “SMART” TEXTStyles smart text is found in three places in the Leadership StylesFeedback Report: • “Self-report” – a description of the styles you believe you use most frequently • “Styles experienced by your raters” – a discussion of what it means to have one or more dominant and backup styles (e.g., visionary/directive, affiliative/pacesetting, participative/pacesetting, affiliative/directive) • “Styles comparison” – a discussion of what it means if leader’s self- reported dominant style is different from the style experienced by raters (e.g., visionary versus directive, coaching versus pacesetting, directive versus affiliative) 87

EVALUATING MY LEADERSHIP STYLES RESULTS• What do I see as the positives in the leadership styles feedback I received?• What do I see as less positive in those results?• Does what I say about my use of styles match with what my direct reports say? 88

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Organisational climate 90

ORGANISATIONAL CLIMATE• People’s perception of “what it’s like to work here”• Aspects of the environment that directly impact employees’ ability to do their jobs well• Determines how well leaders optimise their human resources and tap their “discretionary effort” 91

SIX DIMENSIONS OF ORGANISATIONAL CLIMATEFlexibility Responsibility Standards Rewards Clarity Team commitment 92

FLEXIBILITYDefinition: Questions to ask:• Lack of constraints in the • Do employees have to fight workplace against unreasonable constraints?• No unnecessary rules, policies, procedures, or practices • Is it easy to innovate/get new ideas accepted?• New ideas are accepted freely • Are there many cumbersome rules and procedures? 93

RESPONSIBILITYDefinition: Questions to ask:• Employees have a lot of • Are important tasks delegated authority delegated to them to employees?• Employees have freedom to • Are employees encouraged to make decisions about doing take initiative? their own job • Are individuals encouraged to• Employees are held fully take risks based on their own accountable for the outcome of judgment? their work • Are employees allowed the opportunity to experience the success or failure of their own efforts? 94

STANDARDSDefinition: Questions to ask:• The emphasis employees feel • Does the performance bar rise management puts on improving every year? performance and doing one’s best • Can employees get away with doing less than their best?• The degree to which people feel that challenging but attainable • Is mediocrity tolerated? goals are set for individuals and the organisation• The extent to which mediocrity is not tolerated 95

REWARDSDefinition: Questions to ask:• Rewards and recognition linked • Do rewards outweigh directly to performance punishment?• Rewards and recognition • Are rewards tied directly to the differentiate levels of quality of performance? performance • Is there a broad reward• People know where they stand portfolio? in terms of their performance • Does good performance lead to increased opportunities for personal growth? 96

CLARITYDefinition: Questions to ask:• Employees know what is • Do employees have a clear idea expected of them of what is expected of them?• Employees know how those • Do employees know how they expectations relate to the larger personally contribute to the goals and objectives of the mission? organisation • Are goals, policies, procedures and lines of authority clearly articulated and understood? 97

TEAM COMMITMENTDefinition: Questions to ask:• People are proud to belong to • Do individuals and teams the organisation cooperate effectively to get the job done?• Everyone provides extra effort when needed • Do conflicts get resolved effectively?• There is trust that others in the organisation are working toward • Do feelings of trust, pride, and a common objective organisational loyalty exist in the workplace? 98

Styles and Climate Case Study 99

BLAZER, BOOKER, BALANCE: CASE STUDY• 1965 study – 10-day simulation• Focus of the study: leadership styles, organisational climate, organisational results• Identical organisations except for leadership style of presidents• While watching the video identify: • Dominant and backup leadership styles, especially of company assigned to you. • Organisational climate (high/medium/low) for each dimension • Predict performance (1st, 2nd, 3rd) 100

THE BLAZER RADAR COMPANYDimension Rating EvidenceFlexibilityResponsibility HM LStandards HM LRewards HM LClarity HM LTeam commitment HM L HM LWhat helped or hindered the climate?Helped Hindered 101

THE BOOKER RADAR COMPANYDimension Rating EvidenceFlexibilityResponsibility HM LStandards HM LRewards HM LClarity HM LTeam commitment HM L HM LWhat helped or hindered the climate?Helped Hindered 102