business leadership cii - copy

8/11/2019 Business Leadership Cii - Copy

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Business Leadership Program 1

‘Lots of people can have good ideas, but that’s not leadership. Areal leader can turn those ideas into action, by inspiring andmotivating people and getting the very best out of them.’

Leadership: Defnition

Organizations are like aircrafts. They don’t run by themselves, exceptduring downfall. They need the right people to make them functioneiciently, and not ust any people. The eectiveness of an employee !particularly individuals in leadership positions ! determines how theorganisational "machine’ will perform. #mployees need some guidance,some suggestions about where to go and how to get there. #thologicalstudies also suggest that people have an actual need for leadership.

The $nglo%&axon root of the words "lead’, "leader’, and "leadership’ islaed, which means "path’ or "road’. The verb laeden means "to travel’.

Thus a leader is one who shows fellow travelers the way by walkingahead.

'eadership is the most important means of direction. To lead is toguide, direct, integrate and energize the eorts of people towards acommon goal. $ leader is one who in(uences the attitudes andbehaviour of others in an organized activity. 'eadership is an art and assuch it must be felt, experienced and created. )ecognizing diversity incorporate life helps us to connect the great variety of talents that peoplebring to work and service of the organisation. *iversity allows each of

us to contribute in a special way, to make our special talent an art of thecorporate eort. The art of leadership lies in polishing and enablingthose talents.

'eadership deals more with ideas, beliefs and relationships. +ence, ithas to do with the why- of institutional and corporate life, rather thanthe how-. t is the art of liberating people to do what is re/uired of them, in the most eective and humane way possible, something to belearned over time.

'eadership is defned as a process in which one person sets thepurpose or direction for one or more other persons, and gets them tomove along together with him or her and with each other in thatdirection with competence and full commitment.-

n the #ncyclopedia of &ocial &ciences leadership has been defned asthe relation between an individual and a group around some commoninterest and behaving in a manner directed or determined by him.- t isthus the function of interaction between the leader, the subordinates

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and the situation in which they interact with each other i.e. a purpose of both, the traits and the situation.

Business Leadership – yth or !eality

Business Leadership – "he Paradigm #hi$t

)apid globalization and modernization in the prevailing scenario hasushered in an all%round change in the business arena. $s a result therehas been an entire shift in the paradigm of management policies andpractices. 0arious concepts have been reformed, restructured andreshaped into more applicable ones.

1usiness 'eadership is such a concept which has emerged from theconventional theories of leadership to suit the existing set ups.

Today’s business leader will increasingly be the orchestra leader of verybright people doing their own activities and cheering them on, coachingthem to continue the same. +e won’t be power based. +e mustcontinue to have a lot communication and energy. +e has to be focusedand mobile. 2learly, the idea of command and control structure is gonewith the disappearance of the power breaker.

%ho is an &'ective Business Leader(The following are the characteristics of an eective business leader3

• $n eective business leader actually dreams for the future of the

business and the exact path to take in order to make a reality. +eshould possess a crystal clear vision to communicate clearly withhyper energy and a strong sense of commitment.

• $ business leader casts himself as a role model and sets the tone of action for everyone.

• $ business leader has a positive outlook to the course of actions hetakes and the energy he invests in it. +e views life with a positivespirit) which drives him to the course of action. +e has an obviousbelief in his business in future. t is ultimately the sheer spirit hepossesses4

Thus the innate vision) action and spirit are the essence of 1usiness'eadership.

*o+ to ,c-uire Business Leadership #.ills

To be a good business leader, one needs to develop an articulated vision.*o not imbibe a rigid, "one size ! 5ts all’ approach to leadership. 'earnthe leadership principles, adopt them, modify and re%modify them with




Business Leadership Program /

your one%of%a%kind style, uni/ue values and individual strengths. Thefollowing are some pointers to eective 1usiness 'eadership3

• One should treat people with respect and concern.

• The leader should create a vision, articulate the vision, passionatelyown the vision, and relentlessly drive it to completion.

•

The leader should go up and down and around the organisation toreach people.

• One should not stick to the established channels.

• One should be informal and straight with people.

• The leader should assess others and their emotions or experience inresponse to your vision and the courses of action. One should becompassionate.

• The leader should be inspirational for others and lead them to wherethey want to be.

• One should develop the art of listening-.

• One should ac/uire eective communication skills and also bepro5cient in conversations with others.

• One should be emotionally intelligent-, i.e. recognize and manage your moods as well as the moods of others.

,pproaches to Business Leadership #tyle

• $ business leader is an in(uential person. +is ideas (ow into thegroup and the group reciprocates accordingly.

• $ business leader exhibits emotional leadership. +e recognizes thefact that leadership is about generating those emotions that inspirepeople to want to coordinate action with each other.

• $ business leader is an acute observer of the result and action that(ow into the group.

• $ business leader is a 2hange $gent-. +e discards the old ways of responding and behaving in a particular situation and adopts variousways to suit changes, events and circumstances.

• $ business leader is always (exible and adaptable since organisationsre/uire continuous changes in order to survive in the existing

environment.• 1usiness leaders have a measure of authority and power, as they are

accountable for the decisions they take and the roles they play.

• $ business leader is participative by nature. +e participates with thegroup in various activities and encourages suggestions.





*o+ a Business Leader Fosters ,chievement otivation

There is no substitute for "achievement motivation’ in an organisation.The ideal business leader creates this driving force in the organisationto make an idea or a dream succeed.

6ays by which a leader infuses sustained achievement motivation are3

• 7easuring motivation of each individual to provide an indication of areas where motivational practices need to be improved.

• #nsuring, as far as possible, that employees feel they are valued.

• *eveloping behavioural commitment.

• *eveloping an organisational climate that will foster motivation.

• mproving interpersonal skills.

• 8ob designing to suit the obholders, their aspirations, aptitudes and

skills.• #nhancing performance management.

• #nhancing reward management.

• 2reating the use of behavioural modi5cation approaches.

• 9roviding both extrinsic and intrinsic motivating factors.

*o+ a Business Leader Creates an &nvironment $or "eamBuilding

$ business leader creates a cohesive, dynamic team by3

• 2learly stating the team’s mission and goals.

• +elping the team members to operate creatively.

• ncreasing synergy of the team.

• +elping the team to focus on the results.

• 2larifying the roles and responsibilities of the team members.

• 7aking the team well organized.

• 2oaching the team members to build upon individual strengths.

• n(uencing the team to support leadership strategies.

• *eveloping a proper team climate.

• )esolving disagreements.

• 2reating open communication.

• 7aking obective decisions.

• #valuating the eectiveness of the team as a whole.




Business Leadership Program

ssues in leadership – traits) personality) styles etc

"he 3ey "raits o$ Leaders

Traits are behaviours and styles that are accumulated as one getstrained to become a leader. They result either from training, habit orinherent :genetic /ualities. They may be best understood as tendenciesor repeated behaviour patterns. #xamples of traits are intelligence,e/uanimity and power.





Traits are dierentiated from skills by the distinction that skills arenecessary whereas traits are useful and indicative. Traits arecharacteristics and mannerisms, which tend to be associated with manyleaders, but cannot be considered essential in the same way that someskills emphatically are. ;or example, a 5ne trait, for a leader, is lack of the need to dominate people in situations or at meetings. t is a trait to

have presence without noise, and a tendency to be more of a listenerthan a talker. 1y contrast, it is a skill to ensure that one knows how tobe heard, whenever it is necessary, to make an important point.

The vital traits of a leader are3- $bility to get into leadership positions.- 2ompetency of good /uality udgment than any relevant peer group.- 2apacity for survival.- 9otential to select eective subordinates.- 2apability to inspire "ordinary’ people to perform above par.

-#iciency to make a profound dierence to the organization.

"he a5ility to get into leadership positions % This is best observed incases of people who gain a reputation for always being "in the rightplace at the right time’. t is not merely an accident that they arepresent at the right place< they move rapidly and create moreopportunities to be there at the right time.

"he competency to arrive at good -uality 6udgment than any relevant peer group ! The 5rst manifestation of these individuals is

often at school, where they rise as leaders. They are perceived asmature individuals. These same /ualities can be observed when they5rst go out to work. Their bosses soon exploit them to carry outimportant tasks. They are the 5rst to bepromoted because they become known for being a "safe pair of hands’.t is their good udgment, which is viewed as superior.

"he capacity $or survival ! 'eaders survive because they manage toget everybody to realize that they have made the right udgment andthat diicult decisions have to be taken. The gravest decisions to be

executed usually re/uire the thickest skin. ;or example making thelarger investment decisions, or deciding to put the corporation up forsale, or moving into or out of maor markets, are the types of decisionswhich cause the greatest angst to leaders and their followers. The mark of a great leader is his potential to convince the group as to understandwhy a particular decision taken is considered to be best in thatsituation. $ great leader does not confront people with a decision butpersuades and debates the issue, until people understand.





"he potential to select e'ective su5ordinates % +aving to dismiss afriend who has become ineective or who is manifesting characteristicswhich are detrimental to the organisation, is the toughest decision aleader may have to take. This can be one of the worst forms of leadership failure if the leader does not confront these problems. To

make the right decisions about people re/uires a special combination of intuition and experience. The great leader usually has an intuitionabout who could 5t a particular ob and when he will be ready for it.

"he capa5ility to inspire 8ordinary9 people to per$orm a5ove par !The leaders normally make people perform above themselves, showingthem how to be better. This skill is closely aligned with the ability of good leaders to attract followers. $ prime leadership skill is gettingpeople to follow, and the want to follow. t results from a combination of charisma, persuasiveness and sheer determination.

"he e'iciency to ma.e a pro$ound di'erence to the organisation %This particular trait can often only be recognized post hoc, i.e. when theleader has left the organisation or department. The feedback obtainedfrom the group helps to decide whether the particular leader broughtabout a transformation and created an impact within the work group.

"he 3ey #.ills o$ Leaders

&kills are the /ualities that any individual can learn, as long as the

necessary aptitude is there. They are abilities and techni/ues that theleaders need to have at their disposal. These are exempli5ed in teamskills, planning ability or understanding of accounts. +owevercharacteristics are /ualities and values, which de5ne the actions andstyles of high /uality leaders, at all stages of their career. They are thedeep%rooted /ualities that de5ne grand leaders, such as moral courage,determination to succeed and capacity to inspire.

The vital skills of leaders are as follows3- 2ommunication skills

-=umerical skills

- &kill to assess 9eople- 6ork eectively under pressure- )elaxation- nspiring followers

Communication s.ills % $s competence is ineective withoutconscience, so are words without behaviour. $ good leader leads byexample, supporting his or her behaviour by verbal persuasion. 'eadersmust communicate needs, missions, trends, concepts, and /uality%





/uantity linkages much faster, to more and better%educated people andgroups. They must shape their message for each audience, and set anexample by acknowledging dierences as well as commonalties. #veryleader needs multilevel listening skills. This refers to the ability thatmany leaders must have to listen to diering messages, carrying amultitude of meanings from dierent types of people at every level in

the organisation. This skill is also used to understand the multipleagendas from the same set of messages that are often being delivered toleaders whenever people communicate with them.

;umerical s.ills % n addition to the verbal ability, the leader in themodern era also re/uires a facility with numerical skills >all businessesmeasure themselves and are measured by others with numbers?.'ikewise, most great strategic ideas need to be tested arithmetically fortheir impact on the market and their value on the bottom line for the

business.

#.ill to assess People < $n ability to assess people and their skillsaccurately is important. One needs to be able to focus upon a person’sbest /ualities and make people realize that one cares about them.

%or. e'ectively under pressure % $ great leader has the ability toundertake highly concentrated activity at intense pressure. n thepresent era, with vast communication capacity and the ability to movelarge amounts of capital around the world almost instantaneously, both

crises and opportunities arise with little warning.

!ela=ation – $ leader needs to know when to relax. This will benecessary both between and even during the crises. f one cannot relaxenough for some time each day, he : she is not going to remain 5t for theimportant battles and wars. nspiring $ollo+ers % 'eaders who encourage people to strive for andmake achievements beyond their imagination are also creators of immense ob satisfaction for others.

Common Characteristics o$ Leaders

'eaders share certain common characteristics which infuse the whole of a leader’s or an organisation’s culture.ntegrity 3 s the unyielding battle for what, rather than who is right. tis the seizing of responsibility, and the willing acceptance of theaccountability that comes with it. ntegrity is much more than nottelling a lie< it is not living a lie4




Business Leadership Program >

Compassion3 @ood leadership includes searching for, and identifyingpeople doing the right things as well as doing things right. t is notmanaging by exception i.e. followers never hear from their leaderexcept when something goes wrong.Cogni?ance3 s the power of knowledgeable perception that enables aperson to use information eectively. t is an understanding of the past,

an awareness of the present, and a vision of the future. t is the abilityto understand and use ever%changing, complex, and ambiguous

variables in the simplest and most productive way possible. t meansstudying the past, and using the present to prepare for the future.Courage3 The fourth characteristic of leadership is courage ! thecourage to act upon your convictions with steadfast focus in the face of unrelenting opposition< the courage to sacri5ce and risk, the courage togive, to enoy, and to live4 t is challenging adversity with grit andgrace< and those who move toward success, not away from failure.Commitment3 One person with commitment has more power than a

multitude that has only interest. The level of commitment is the keydeterminant. @etting others to commit to a common mission is one of the leader’s most diicult challenges. n a committed culture, you won’thear ust work here- or &orry, my time is up.-Confdence3 s the steadfast reliance upon the values, beliefs, andcompetence of oneself and others. 2on5dence is cultivated by using ourstrengths and skills to extend others and us a little further each day.2on5dence develops strong opinions, and leadership communication ispredicated on those opinions.

#tyles o$ Leadership

Per$ormance o$ the Leader9s !ole

t would be wrong to conclude that ust anyone attempting to gothrough the skills and traits of the leader described here, wouldinevitably be an eective leader. +ow the leader performs thesenecessary actions, his "style of leadership’, is another factor and on this

will depend his acceptance or reection by the group and the individualscomposing it. +e must be suiciently sensitive to the needs of thesituation to know when it would be right, for example, to take decisionsand actions directly himself< when to consult the group before deciding<when to delegate. +e also needs to learn to be (exible and to suit hisactions to the re/uirements of the often%changing occasion.

;actors aecting a leader’s style of leadership include3

• &ituation ! is it a precedentA 6ill company policy be aectedA




Business Leadership Program 1@

• ndividuals and the group ! are they capable of contributingusefully to a right decisionA t is the overall advantage to pushmore responsibility down to themA

The main factor, however, is that of the "person’ of the leader himself.9erhaps a better word for this is integrity, in the sense of the "wholenessand the wholesomeness’ of the person. This integrity is best seenre(ected in the sort of comment a subordinate makes about a respectedleader3

• +e is "human’ and treats us as human beings.

• +e has no favorites< he doesn’t bear grudges.

• t is easy to talk to him ! he listens and you can tell he listens.

• +e keeps his word and he is honest.

• +e doesn’t dodge unpleasant issues.

• +e explains why ! or else why he can’t

• +e’s fair with his praise as well as his criticisms and he criticizeswithout making an enemy of you.

• +e is fair to us as well as the company.

• +e drives himself hard so you don’t mind him expecting the best of you.

&=ecutive Leadership#xecutive leadership is an ability to in(uence the actions of others. Thisin(uence must be one that includes the ability to recruit and to retain

loyal followers who are eective in the attainment of the company’sgoals. The sources of in(uence of a leader stem initially from his powerbase. That is, once he is hired and made manager in charge, he is givena certain amount of power. $nd his sta : people will respond to hiswishes merely because he has that power.- Though in the long run, hisin(uence upon the personnel will depend on his ability to persuadethem, either by reasoning power or the power of his personality.

Of course, to be an eective leader in business, one has to have afundamental grasp of key management areas, such as 5nance,marketing, and administration. 1eyond that, creativity and commonsense udgment certainly are essential. 6hen executive leadership isproposed along these lines, leadership improvement can be approachedwith optimism. t presumes that leadership, as a personal skill, can beac/uired and improved. $n aspiring executive can "learn’ leadership,which is de5ned by one’s behaviour ! what to do and how to do it. $ll ittakes is a little inspiration mixed in with a little perspiration.





encouragement, psychological strokes-, and facilitating behaviours. tmeans actively listening to people and supporting their eorts.

The 5gure portrays the relationship between task%relevant maturity andthe appropriate leadership styles to be used as followers move from

immaturity to maturity. The appropriate leadership style >style of leader? for given levels of follower maturity is portrayed by theprescriptive curve going through the four leadership /uadrants. Thisbell%shaped curve is called a prescriptive curve because it shows theappropriate leadership style directly above the corresponding level of maturity. #ach of the four leadership styles % telling,- selling,-participating,- and delegating- ! identi5ed in the 5gure is acombination of task and relationship behaviour.

The maturity of followers is a /uestion of degree. $s can be seen in the

5gure, some bench marks of maturity are provided for determiningappropriate leadership style by dividing the maturity continuum belowthe leadership model into four levels3 low >7E?, low to moderate >7C?,moderate to high >7B?, and high >7D?.

anagerial rid #tylesOne very popular approach to identifying leadership styles of practicingmanagers is )obert ). 1lake and 8ane &. 7outon’s 7anagerial @rid. tshows that the two dimensions of grid are 2oncern for 9eople along the

vertical axis and 2oncern for 9roduction along the horizontal axis. The

5ve basic styles identi5ed in the grid represent varying combinations of 2oncern for 9eople and 9roduction3

"eam Leadership: 9roduction is achieved by the integration of task and human relationship re/uirements. The leader’s maor responsibilityis to attain eective production and high morale through theparticipation and involvement of people in a team approach.Practical Leadership: The aim is to maintain a balance between highproductivity and good human relations. The leader strives to 5nd themiddle ground so as to have reasonable production with good morale.

"as.<Oriented Leadership: @ood relations are incidental to highproduction. The leader emphasizes production goals by focusing on theplanning, direction and controlling of all activities.!elationship<Oriented Leadership: 9roduction is incidental to goodhuman relations. The leader focuses on the development of harmoniousgroup relations so that work organisation is pleasant.mpoverished Leadership: 7inimum in(uence is exerted ininteraction with others. 'ittle concern for production or people isexpressed. 7ost activities performed are routine.




Business Leadership Program 1/

$ 7anager should aim to move towards Team 'eadership, which is idealfor excellence in management, as a dominant style.

Formal and n$ormal Leadership;ormal leadership occurs when a manager leads by exercising formal

authority. The exercise of formal authority through such acts asassigning duties derives from the manager’s oicial position within theorganization’s hierarchy of authority. $ny employee who is assigned amanagerial position has the opportunity and responsibility to exerciseformal leadership in relation to subordinates.

&ome managers have a better understanding of the authority and formalrelationship with subordinates provided by a managerial position< theyare more in(uential in ensuring that subordinates’ work eorts are

productive. These managers are better leaders.

nformal leadership arises when a person without formal authority isin(uential in directing the behaviour of others. $lthough not formallyappointed or elected, he becomes a leader through his actions orpersonal attractions.

;ormal and informal leadership coexist in almost every work situation.7anager must often work with subordinates who refer to a stronginformal leader within their peer group. 7anagers themselves may act

as formal leaders in some situations and as informal leaders in others.6hen acting as a formal leader, the manager follows the chain of command and exerts in(uence downward in the hierarchy of authorityfrom manager to subordinates. 1y contrast, when acting as an informalleader, the manager in(uences employees outside the formalorganizational chain of command. nterpersonal charisma orpersuasiveness is re/uired for informal leadership because the informalleader lacks formal authority.

, "ypology o$ Leaders

• Charismatic : This style is most successful when a particularbusiness re/uires spending a few years to take important decisionsand decisive action. 2harismatic leaders persuade people to agree totheir strategies and are the most skilled at convincing people thatthey can outperform their self%perception.

• #uperior ntelligence : &uperior intelligence is most successful inbusinesses where there are large numbers of highly /uali5ed orbright people, where they 5nd it easier to accept a leader withsuperior intelligence. They tend to develop an exaggerated respect





for brainpower as they have invested so much of their lives inachieving /uali5cations.

• ,utocratic : The autocratic style is most successful in a crisis, whenan organisation has to change rapidly, whether growing or turningitself from decline to growth. t can also be useful during periods of highly competitive battle for market share, when new products arebattling it out in the market place.

• #hepherd : The shepherd style is most akin, in its behaviourpatterns, to the shepherd who tends his (ock. This type of leadertreats his or her employees, customers and other stakeholders withcare and solicitude. +e :she tends to push rather than pull andallows people time to come alongside the leader’s point of view. Theshepherd tends to be a gentle but strong soul, who usuallyunderstands people very well and attracts much love and devotionfrom the sta and personnel in general. They are usually spoken of interms such as "strong but gentle’ and "dependable’.

• ,rmy eneral : This style follows the classical army analogy. Thearmy general type of leader, like his army counterpart, tries to setgreat examples but expects his people to follow his commandsun/uestioningly. They assume obedience and followership. Theyexude an air of having a total grasp of the situation and exhibitsupreme con5dence that their solutions and explanations are right,appropriate and need not be /uestioned.

Their command style does not come from a need to order people, oran inability to listen to others, but from self%con5dence in their rightto lead and ability to do so. n the same way that many lower ranksin the armed forces accept their positions un/uestioningly >especiallyafter suitable training?, so also do the subordinates of this style of leader. Fsually the general is a decent sort, who has a good sense of community and social values of a conservative nature.

• Princely leader : The princely leader is seen as a natural aristocrat.+e : she appears to have been born to lead and emanates a naturalstyle of leadership, with an easy sense of knowing the right thing todo and when. This type of leader is attractive, radiating a sense of dignity and a natural right to be the leader. This serves to facilitate apreference to be carefully selective about whom he or she talks to,meets or takes data from. This can be useful, in terms of managinghis or her time, but can lead to problems with subordinates orbusiness associates who 5nd the style annoying or who are easilyintimidated.





The princely leader is most successful in long%established businessesthat have powerful brands and dependable market share. They aremost vulnerable when under attack, because they 5nd it hard torespond with eagerness.

• ;ature9s native : The nature’s native leader is one who always lookscomfortable in the leading position. $ typical leader with this stylewould be Fnited Gingdom’s 9rime 7inister, Tony 1lair or formerFnited &tates 9resident 8ohn ;. Gennedy. They look as if leadership iswhat they were born to do. 9eople who work for these nature’snative leaders cannot possibly imagine having them as theirsubordinate. They are envied for the naturalness of their gifts and/ualities of leadership, but are rarely resented ! they don’t excite thattype of shallow response in people who work with and for them.

=ature’s natives are eective under most circumstances. +owever,they excel in large%scale, multinational or global organizations,because their style transcends local or national culturally narrowbehaviour and enables them to 5t into most nationalities andcultures.

Facets o$ &'ective Leadership

6hether in business, industry, government, or academia, leaders

achieve results with and through others. 6hether called management,supervision, or administration, the underlying process is to establishdirection and the coordination in accomplishing results. n everydaysettings the exercise of leadership may generate a range of emotionalresponses like enthusiasm, apathy, anger, commitment etc. These variedemotions merely tell us that leadership is demonstrated in manydierent ways.

The 5rst three elements, initiative, in/uiry, and advocacy, reveal how aleader shapes his or her in(uences, on outer events. The other three,

con(ict solving, decision%making, and criti/ue, are concerned with howthe leader utilizes the resources of others through which results areaccomplished.

nitiative3 $ leader exercises initiative whenever he or sheconcentrates eort on a speci5c activity % to start something, to stopsomething, or to shift the direction or character of a current activity.6hen leadership is exercised in a vigorous way and others pick up the





spirit of it and oin in, much can be accomplished. f a leader exerts vigorous eort but others ignore it, then the obvious conclusion is thatthe initiative is ineective.

n-uiry 3 The leader needs to have a full and comprehensive grasp of the situations for which he:she is responsible. This involves the element

of in/uiry through learning about the background and current status of problems, procedures, proects, and so on, and about the factsregarding the people involved in them. 6ithout sound knowledge of situations in all these relevant aspects, it is clear that the exercise of leadership will be less eective than it might have been.

,dvocacy 3 &everal people who are together in a working relationshipare likely to have dierent points of view on how to approach or dealwith various issues. $dvocacy conveys the idea that the leaderexpresses his or her convictions and stimulates others to do likewise.

$ll the members of the group let each other know where they stand,what they think, and how they feel about issues facing them.

Conict #olving3 6henever an issue is complex and there is no self%evident solution, various participants are likely to have dierentperspectives on what to do. &uch conditions often lead to con(ict. Theapproach of 5nding reasons:causes of con(ict permits con(ict solving bygetting to the roots of disagreement or controversy and reachingconsensus based on understanding and agreement. The advantages arenumerous, and yet it is noteworthy that this approach to con(ict solving

is rare. The main advantage comes from eliminating the source of tensions. n the absence of tensions, people can continue to deal withone another in an open way without withholding, ridiculing,manipulating, or being defensive.

Decision a.ing: The act most commonly associated with leadershipinvolves making decisions. *ecision making, however, can be nostronger than the initiative behind it, the in/uiry on which it is based,the advocated positions that have been deliberated, and the resolutionof disagreements and controversies through insight.

Criti-ue: 2riti/ue means learning about how things have been doneand how they or similar activities might be undertaken in a soundermanner in the future. 6hen past experience proves sound, it becomespossible to get /uicker results, to improve /uality, to innovate ! to dowhatever is basic to success better than it has been done previously.

2riti/ue fre/uently is confused with criticism, but the two are not thesame. 2riticism implies evaluation and udgments of good or bad,relative to personal worth. 2riti/ue involves learning from experience





what is sound and what is unsound. 2riticism is person% centered, whilecriti/ue is work%centered. n the latter case people are studying how toincrease their eectiveness.

Enderstanding sel$ and $ollo+ers

The most fre/uently used words in any individual’s vocabulary are "’ or "me’or "myself’. 1ut when asked what "self’ means there is confusion inexplaining the concept. This represents a barrier, inhibiting from realizingthe individual’s full potential and achieving peak performance.

&elf *evelopment is essential to reach and sustain peak performance andbecome aware of one’s capabilities in order to achieve the desired

performance.#el$ Development incorporates:- ncreasing skills to be more eective on the present ob- ncreasing promotion potential in the same organisation- To add value to the self so that the inter organisational mobility can be

facilitated

t is with these ends that both the organisation and individual need to view"&elf *evelopment’ and leadership in an organisation.

,reas o$ #el$ Development

$n individual needs to identify the areas for his &elf *evelopment. The crucialareas for &elf *evelopment can be as follows3- *eveloping an aspiration to attain higher competence and results, in other

words, inculcating values of "achievement orientation’. This re/uiresde5nition of goals for the self in consonance with the goals of theorganisation as well as the future looking orientation.

- *evelop initiative in the form of "anticipating’ instead of "confronting’problems of future. 7any a times individuals do not perceive theirresponsibility as identifying "new areas’ which need attention as well asdeveloping "new methods’ for solving these problems.

- #nvironment of business can threaten its safety and result in the redundancy

of the present operations. $ signi5cant proportion of time and energy needsto be devoted towards visualizing and identifying any threats from thecompetitive environment.

- Huite often individuals are completely unaware of the principles applicable intheir functional area. #ven when they are aware of the principles, they lack the abilities to apply such principles to the particular situations, because they5nd it diicult to identify the crucial and the changeable factors in theorganisation. t is such applicability of principles that they have to develop.

- The most important /uality is to be able to make eective decisions. *ecision%making re/uires the "awareness of the alternative courses of action’ alongwith their relative importance and implications. t also re/uires the





awareness of and the ability to device "criteria’ for selecting between thesealternatives.

Personal &'ectiveness

1eing personally eective is one of the important aspects in &elf *evelopment.One pre%condition for personal eectiveness is self%awareness. $ person who

understands himself is likely to be more eective. 9ersonal eectivenessdepends partly on self%understanding and partly on the use of suchunderstanding with care. &everal factors contribute to personal eectiveness3E. &elf%*isclosure3 6illingness of a person to be open to others and to share

the relevant feelings, knowledge etc. with others.C. ;eedback3 t is feedback< a person receives from others so that he may

become aware of some strengths and some weaknesses, which only others,who observe and are aected by his behaviour, may be able to communicate.

B. 9erceptiveness3 t is perceptiveness of the person in making both self%disclosure and feedback eective in improving one’s behaviour.9erceptiveness would mean a person’s sensitivity to feelings of the other

person, and the situation in which both interact. t also means beingsensitive to the cues, which he may pick up to determine both the extent andthe manner of self%disclosure as well as feedback.

$ combination of these makes for interpersonal eectiveness. Thiscombined with high initiative and action%orientation enhances one’sleadership eectiveness.

eeting ndividual ;eeds

$ leader must not forget that each member of the group needs to

continue to live and express himself as an individual< to provide forthose dependent upon him< to 5nd satisfaction in his work and hisrecreation< to win acceptance by those groups of which he feels amember. n order to satisfy these needs he must exert himself ! he mustget involved. ;ortunately for the leader, there is a high coincidencebetween these needs and his own obligation to achieve results throughthe best use of resources ! in this case, human.

f the degree of motivation is to be suicient to give satisfaction at work the leader must create an environment that ensures that his

subordinates3• ;eel a sense of personal achievement in the ob they are doing,

that they are making a worthwhile contribution to the obectives of the group

• ;eel that the ob itself is challenging, is demanding the best of them, is giving them the responsibility to match their capability

• )eceive ade/uate recognition for their achievements

• +ave control over the delegated obs

• ;eel that they, as individuals, are developing, that they areadvancing in experience and ability.




Business Leadership Program 1>

To provide the right "climate’ and the opportunities for these needs to bemet for each individual in the group is probably the most diicult butcertainly the most challenging and rewarding task of the leader.

eghna "echni-ues to address Bloc.ages O5stacles in"eams

$lthough companies on the basis of individual contracts employ people,it is in groups or teams that the maority of their work is conducted.1lockages are a continual fact of life for teams. They occur from themoment a potential team gathers until the team comes to an end.Obstacles also dier as much as the teams, performance challenges,organisational settings, and business contexts that produce them.

The threat posed by any particular obstacle depends as much on theteam leader’s readiness and capability as the obstacle itself. Iet, whilesome teams are stronger than others, teams ! as a unit of performance !surpass individuals as well as larger organisational groupings in theresourcefulness and (exibility with which they overcome barriers toperformance.

)eal teams adapt to challenges remarkably well. The frustrationsassociated with stuck teams include3

• $ loss of energy or enthusiasm





• $ sense of helplessness

• $ lack of purpose or identity

• 'istless, unconstructive and one%sided discussions without candour

• 7eetings in which the agenda is more important than the outcome

• 2ynicism and mistrust

• nterpersonal attacks made behind people’s backs and to outsiders• 'ots of 5nger pointing at top management and the rest of the

organisation

n the worst cases, stuck groups stop trying for team performancealtogether and become pseudo%teams. The costs are high. =ot only isthe speci5c team performance opportunity lost, but such episodesdemoralize people, resulting in much of the reluctance people haveregarding the team approach in general.

There is no way to completely avoid stuck teams ! obstacles really are afact of life for teams and sometimes they will be insurmountable.ndeed, unless a team’s own purpose and performance goals present asigni5cant challenge, there may not be a foundation for a real teameort. #ven team%friendly environments include barriers that can, attimes, cause teams to get stuck and self%destruct. ;inally, all potentialteams have hierarchical, functional, and individual dierences that areat once a source of strength and a source of problems

Team development is sometimes obstructed by some commonly

observed behaviours as mentioned below3• &aboteur ! $n individual engages in malicious behaviours designed to

destroy or signi5cantly impair the progress made by the team.

• &niper ! @roup productivity tends to reduce if a member takes stingyshots at group members by throwing verbal:non%verbal "barbs’.

• $ssistant trainer ! The team mate tries to demonstrate his awarenessof group process by making interventions in order to impress theothers. +e may make procedural suggestions at the point of beingobnoxious.

• *enier ! 6hen an individual of a team is confronted he plays the "who

me’ game, i.e. he backs o immediately. This kind of a persongenerally refuses to take a strong stand on a problem.

• $nxious 7ember ! &uch an individual may engage in counterproductive behaviours as smoothing over con(ict, and avoidingconfrontations.

• *ominator ! &ome team members simply take up too much of time bytalking. They control the group through their verbosity.

• &ide Tracker ! The group’s energy is siphoned o by new concerns,which de(ect rather than work on the problem that is being solved.





• 9olarizer ! These are individuals point out dierences among teammembers rather then help them see similarities thus preventing thecohesion of the group.

• $ttention &eeker ! The behaviour is designed to cover up the groupmembers’ anxiety by excessive oking, or by sharing experiences toconvey good impression.

• 2lown ! The behaviour is loud and boisterous that sets a tone of playrather than problem solving.

$part from the team behavioural obstacles the various other blockagesfaced by a team are as follows3

• , +ea. sense o$ direction: Teams lose their way when they pursueinappropriate or ill%de5ned goals. They also get lost when theyassume that everyone in the team understands and agrees on whyand how they are working together. t is not that dierent

interpretations by themselves are bad for teams< indeed, whendiscussed openly, varying perspectives can enrich a team’s sense of purpose and approach. 1ut when those dierences remainunexpressed and unresolved, they generate confusion about theteam’s fundamental reason for being and undercut the incentive towork together to achieve common goals.

• nsu'icient or une-ual commitment to team per$ormance: nstuck teams, interpersonal con(icts and entrenched positions oftenget interpreted as a lack of commitment on the part of one or moreindividuals to work as a team. The team gets diverted from its

performance goals and falls into endless conversations aboutpersonal styles and biases. This, in turn, further weakens the trustand respect which is critical to the mutual accountability andcommitment re/uired for team performance.

• Critical s.ill gaps: &kill gaps are an inevitable part of teams. ;ewteams start with every skill completely developed and in place. Iet,there are also no teams that succeed with a signi5cant, unresolvedskill de5ciency relative to its obectives. Often the most troublesomegaps have to do with technical or functional competencies. 1ut teamsalso get stuck when they lack the necessary team skills of problem

solving, decision making, and interpersonal relations needed forperformance.

• &=ternal con$usion) hostility) or indi'erence: $ll organisations,whether friendly or hostile to teams, inevitably create some obstaclesfor them. &ome might confuse the team with contradictory or overlyambitious sets of demands. Others might overtly or covertly 5ght theteam. &till others might seemingly care less about what the teamdoes or whether or not it succeeds. &ometimes, an atmosphere canenergize a team. 1ut it can also prevent a potential team from evergetting o the ground, or wear out the team once it does.





• Leadership in need o$ help: This is perhaps ust a special categoryof skill gap. 7ost people can learn to be eective team leaders. 1ut,like teams themselves, team leaders most often begin their roleswithout all the needed skills in place. 6hen team leaders themselvesneed help, it falls to other members to 5ll the gap until the leader’sskills develop.

,pproaches to etting Enstuc.

The key to getting unstuck lies in addressing particular obstacles thatconfront the team. There are 5ve approaches that work well, often insome combination. The 5rst two, revisiting team basics and going forsmall wins, address performance directly. The other three ! exposingthe team to new information and dierent approaches, seeking outsidecounsel or training, and reforming the team ! provide indirect spursthat, when successful, trigger a renewed team focus on performance.#ach of these approaches lie within the team leader’s own grasp. The

leader needs to orchestrate this process carefully and systematically.

E. !evisit the 5asics: =o team can rethink its purpose, approach, andperformance goals too many times. $ll teams ! and certainly, stuck teams ! bene5t from going back to ground zero and spending thetime to undercover all hidden assumptions and dierences of opinionthat, when assessed by the full team, might provide the foundationfor clarifying the team’s mission and how to accomplish it.

C. o $or small +ins: =othing galvanizes a stuck team as well asperformance itself. #ven the act of setting a clear and speci5c goal

can lift a team out of the morass of interpersonal con(ict and despair. $chieving speci5c goals is even better.

B. n6ect ne+ in$ormation and approaches: ;resh facts, dierentperspectives, and new information play a maor role in thedevelopment of teams. 2ompetitive benchmarks, internal casehistories, best practices, front%line work measures, customerinterviews ! these and other sources of insight can provide stuck teams with the fresh perspective needed to reshape their purpose,approach, and performance goals.

D. "a.e advantage o$ $acilitators or training: 6hether they are

complete outsiders or company employees outside the team itself,facilitators, can get stuck teams moving in a constructive direction.Fsually, successful facilitators bring problem%solving, communication,interpersonal, and teamwork skills to teams who lack them. Theultimate key, however, to whether a facilitator provides enduring helpdepends entirely on how eectively the facilitator’s eorts help theteam turn its collective attention back to its purpose and performancechallenge. &tuck teams, like any potential team, can bene5t from anygood training program that highlight the importance of key skills,





common team purposes, good teamwork, clear goals, and the role of the leader.

J. Change the team9s mem5ership: 7any teams avoid getting orstaying stuck by changing their own membership. &ometimes thisoccurs when teams literally separate or add members. &ome teamsactually set rules of membership that re/uire periodic rotation of

members to ensure fresh input and vitality over time.

#ach of the 5ve approaches to unfreezing a team can either springfrom the team’s own eorts or happen as a result of managementintervention. f done well, such intervention can be a boon to a stuck team. f done poorly, however, such actions can get interpreted asmanagement intrusions that pose yet one more burden on the team.

t is good for teams to stay stuck for awhile- because of what theylearn through overcoming obstacles on their own, without help from

outside. )eal teams thrive on obstacles. The trick, however, is todistinguish between those teams that are constructively andenergetically trying to 5gure out how to get beyond some barrier toperformance and those that either have given up or are in danger of doing so. f a team is really stuck beyond its collective capability, theleader: management must intervene.

Characteristics and #.ills o$ &'ective "eam Leaders

'eadership is the key to making organisational life not only moreproductive but more humane. The team leader has a uni/ue and crucial

role in the development of the group. Team members invariably watchtheir leader’s management style and evaluate his or her ability topromote openness, co%operation and team debate. 6ithout eort,personal integrity and trust, a team cannot be developed.

The successful leader understands that a group has its own personality,attitudes, standards and needs. +e achieves his success by taking thesethings into account. +e has constantly to respond to the needs of thegroup. $t times this means withdrawing from his position "way outfront’ and concentrating on "serving those who serve him’. On these

occasions he is prepared to represent the group and speak with its voice. $t the same time, he avoids "over%identifying’ with the group.

The team leader must be aware of the needs of the group and havesuicient understanding of the concept of team building to steer thegroup through a series of developmental states. $n open approach is

vital. $ll issues aecting the group must be talked through, feedback given and received and time spent clarifying expectations. The teamleader must demonstrate the high level of openness that is an essentialcharacteristic of the team approach and be watchful towards team





accomplish. &econd, it implies a continual training activity in whichsubordinates are given instruction to enable them to carry out theparticular assignment in the existing situation. Third, it necessarilyinvolves the motivation of workers to try to meet the expectations of themanager. ;ourth, it consists of maintaining discipline and rewardingthose who perform properly. n short, leading is the 5nal action of a

manager in getting others to act after all preparations have beencompleted.

$s some of the older methods of motivation become less eective, theimportance of the leader increases. 1onuses and similar 5nancialincentives are limited in what they can achieve< and as the amounts rise,men can aord to take value udgments as to whether to work less hardfor less money. @ood fringe bene5ts and welfare provisions may attractpeople to an organization, but they will not, in the long term, aectperformance on the ob. 7oreover, in many 5elds the satisfaction

provided by the ob itself is no longer an incentive as the skills, whichgave the ob its interest, are superseded by new machinery or automaticcontrol mechanisms.

The responsibility for ensuring that each person gives of his best to hiswork rests s/uarely with the leader. The leader should be responsibleand accountable for the work of his subordinates. +e has to get work done through them, and his aim must be to make full use of theirstrengths, abilities and /ualities, minimize the eects of theirde5ciencies and, where possible, constantly try to improve their

performance. This is the obect of eective leadership. t makes senseboth psychologically and economically. ;or most individuals it isimportant that their abilities should be fully used. ;or the enterpriseand for the country it is essential that manpower shall not be wasted.The eectiveness of a leader depends on this ability to in(uence, and bein(uenced by, the group and its members in the implementation of acommon task.

n practice this means that the leader 3>E?#nsures that the re/uired tasks are continually achieved

>C?7eets the needs of his group for team%work and team%spirit>B?7eets the needs of each individual member of the group.

The successful leader functions in all three areas, often simultaneously.These three areas interact upon each other. 1elow is a simple modelthat illustrates the above explained3


Task




The three circles overlap. f the task circle is backed out, so too arelarge segments of the group and individual circles. Thus lack of attention to the task causes disruption in the group and dissatisfactionto the individual. 2onversely, achievement of obectives is essential if group and individual morale is to be high. f we black out the groupneeds circle from the model then the other two needs are aected.Fnless the leader actively sees that the needs of the group, as a group,are satis5ed, his chances of achieving the re/uired results, in the long

term, are eopardized. gnore the needs of the individual and theeectiveness of both task and team is reduced.

The areas of group and individual needs may also be looked on asstorage batteries, which may from time to time become exhausted ! forinstance after a period of high pressure. n this case the leader must seethat they are re%charged by paying them extra attention.

$ leader has to be natural. $n arti5cial presence can prevent the leaderfrom being natural, balanced, and rounded. 'eaders need each of those

/ualities, because if they have to waste energy constraining theirnatural selves then the necessary freedom to be creative and intuitivewill be destroyed. The leader needs to be relatively obective in

udgments. $lthough great leaders do not need to be perfect, they needto know how to take the organisation to ever%greater heights of achievement.

The leader needs to be strategic, visionary, attractive, and fun to work for. $bove all, the leader needs to be creative, because creativity is the

vital catalyst for the creation of wealth, excitement and fun. 2reativityis one of those special attributes that give meaning to life.

Today’s organisation needs liberating leadership, enabling those inmanagerial roles to harness the skills and talents of everyone in theirparticular section. $s liberating leaders, they create situations wherecontinuous improvement can occur. They demonstrate, by their ownbehaviour, how people can be liberated to maximize their skills. Theyrecognize the need for continuing change and urge everyone to meetthe challenges that brings, supporting and encouraging them to reachtheir full potential.


Team7aintenance

ndividual=eeds




n a liberating environment, managers no longer have to take commandand control of everything, with a responsibility for all decision%making.nstead, they must become facilitators, coaches, enablers andsupporters, encouraging those closest to the tasks to take their owndecisions. 'iberating leadership should be promoted at all levels of anorganisation. t represents a radically new form of leadership that

reects position, status and hierarchy. n short, liberating leadership is*emocracy at 6ork.

$ leader listens to the ideas, needs, aspirations, and wishes of thefollowers and then within the context of his well%developed system of beliefs, responds to these in an appropriate fashion. The 5rstresponsibility of a leader is to de5ne reality. The true leader enables hisfollowers to realise their full potential, both personal and corporate. +eis responsible, for identifying, developing and nurturing futureleadership. #ective leaders encourage contrary opinions, which to

them is an important source of vitality. 'eaders owe a clear statementof values to the organisation. These values should be well understood,be agreed to and shape out corporate and individual behaviour. @oodleaders owe their followers certain maturity and corporate rationality.7aturity is expressed in a sense of self%worth and belonging, a sense of expectancy and responsibility, a sense of accountability and e/uality.

#ective leaders owe their people space, in the sense of freedom.;inally, the most important of all, leaders are responsible foreectiveness. They are responsible for doing the right thing and must

deal with it personally< realising eectiveness comes through enablingpeople to reach their potential % both, personal and corporate potential.

Leader as a Change ,gent

There is a distinct link between leadership and change, especiallychange, that is imposed and can be seen as unwanted but necessarychange. 6e can think of change as being confronted with dierentcircumstances re/uiring dierent responses and behaviours on our part,which need to become ingrained ways of how we conduct ourselves.

*ealing eectively with change is essentially about being able to alterprevious behaviour and develop dierent behavioural practices that areade/uate for changed circumstances. This re/uires learning, whichpresupposes the development of dierent ways of observing and takingaction.





$ leader should be (exible and adaptable in being able to foresee anddeal with change in order to stay competitive. The notion of thelearning organisation was popularized a number of years ago, and whatis re/uired now are leaders who are (exible and adaptable learners.Organisations have been likened to living systems. 8ust as living

systems need to adapt to changes in the environment in order tosurvive, so do people and the groups they are part of. 1iologically it hasbeen shown that adapting is about learning, about not remainingtrapped in habitual ways of being and responding. The demandsnowadays are for business leaders to be willing to become dierentobservers of what is re/uired< it is through observing dierently thatcreative and innovative responses are generated.

'eaders are also, re/uired to do more than that. Their way of being,their ways of observing and acting, also need to be in(uential in shifting

others as learners. To be able to move others out of their traditionalways of observing and learning without alienating them, so that thecollective wisdom that resides with many organisational employeesbecomes an invaluable resource in dealing with the change process.

6ays to detect whether a leader can be a change agent

• +ow clearly is there an articulated visionA

• s there buy in- to the vision and does it address the primaryconcerns of employeesA

• +ow acutely are the leaders listening to others, and if they aren’twhat are they missingA

• +ow do the moods of leaders aect the workplaceA

• +ow do the leaders rate as learnersA and

• To what extent do their conversational actions generate new insights,productive actions and positive results from othersA

Leadership in *igh <"ech &nvironment

Technical professionals are highly specialized and managing them

according to traditional principles may meet with only minimal success.

"echnical pro$essionals +ant autonomy:They are fre/uently achievement%orientated people who seek motivationfrom their work.Technical professionals’ desire for autonomy usually means that theywant a large role in setting goals and making decisions. 7any wouldprefer to manage themselves.

"echnical pro$essionals need a sense o$ achievement:





They often 5nd the greatest challenge in tasks that re/uire high levelsof skill and eort< they want to do diicult obs well and makesigni5cant accomplishments.&upport and recognition from management and colleagues alsogenerates commitment, along with their organisation’s and theirprofession’s acceptance and recognition of the results they achieve.

"echnical pro$essionals $ear 5urnout:1urnout happens when the professional loses a sense of accomplishmentfrom work, is emotionally exhausted, and feels powerless to in(uencechange.

$ fear of obsolescence often accompanies this. 6hen skills areunderutilized, apathy, burnout, or alienation may result.

"echnical pro$essionals are loyal to their pro$ession frst:'oyalty to the company often is second. 2ollege graduates in entry%level

marketing positions, for example, are more apt to align careerobectives with the company promotion path than are enteringengineers or accountants.

"echnical pro$essionals resist participating in company missions:6ith their tendency to pursue professional goals 5rst and their need forcontrol over their work, technical professionals are more resistant thanare most occupational groups to committing to mandate organisationgoals.

"echnical pro$essionals need collegial support) stimulation) andsharing:The potential for competition is high among bright, ambitious peoplewith strong egos. t can cause insecurity for some. That insecurity canreduce risk taking and, in time, take a toll on innovation.

2ollegial support is important to these professionals, many of whomseek an environment that uses the energy derived from dierentknowledge and experience base. Technical leaders must manage aproductive balance between teamwork and individual creativity.

"he Leadership Challenge

&pecial knowledge, strategies, and tactics would be a substantialchallenge to leadership candidates with high levels of interpersonal skilland aptitude. The challenge is even greater for most technical leaders,who often come to management positions because of their technicalcompetence, not their inter%personal abilities. 7any such leadersassume their responsibilities without ade/uate role models. $nd while

superior technical ability can in(uence short%term managerial success,For Private Circulation Only



Business Leadership Program /@

interpersonal eectiveness is necessary for a technical leader’s long%term achievement.

n general, technical leaders who come from technological backgroundshave abilities, personalities, and interests that are oriented moretowards things than people. They can manage the technical aspects of the ob but are not adept at managing the people involved in it. 1ut thefast%paced, competitive world of technology re/uires balanced leaderswho are responsive to the needs of technical professionals and to theorganisation’s strategic obectives.

7ost technical professionals have aptitudes that do not focus oninterpersonal skills< their education leaves little room, if any, for courses

in behaviour science. n addition, the organisation hires them on thebasis of technical competence, and most of them work for someonewhose orientation is similar ! heavily technical, and light on peopleskills. The training functions in technology%orientated organisationsmust know how to compensate for that lack.

&uccessful leaders 3

• 2oach for peak performance

• )un organisational interference

• Orchestrate the professional development of their subordinates

• #xpand individual productivity through team work • ;acilitate self%management

Technical professionals are more self%directed than most occupationalgroups, so classic management prescriptions ! with the manager as acontroller of work ! are likely to be demotivating.

Coach $or pea. per$ormanceThe most eective technical leaders are coaches< they listen, ask /uestions, facilitate, integrate, and provide administrative support.

They develop ideas rather than demonstrate power by withholding it.They encourage self%management rather than promote dependency.2oaching strategies and their accompanying skills are most notable inthree critical leadership situations3

• $ligning individual and organisational goals3 The most eectivetechnical leaders are sensitive to blending individual andorganisational goals through a balanced leadership approach thatrelies heavily on coaching. They are able to use technology to servemarket needs while remaining sensitive to the needs of the technicalprofessional.




Business Leadership Program /1

• 7aking performance analysis3 &uccessful technical leaders bringtheir critical and logical thinking to the analysis of performanceproblems ! missed deadlines and cost overruns, for example. Theyare good at determining whether a performance discrepancy is due toa skill de5ciency >rarely the case? or to inappropriate performanceconse/uences >usually the case?.

$s a result, the technical professionals they manage /uickly addressand correct performance de5ciencies.

• 7anaging 2hange3 2hange is a way of life in the technicalorganisation< the leader is often the one who determines whetherpeople resist or welcome it.7any technical professionals welcome change, challenge, and variety.1ut further investigation usually turns up a leader who coaches themthrough change by making certain that they know the reasons for it.

$n eective coach also involves technical professionals extensively inthe implementation of change.

!un organisational inter$erence&uccessful leaders teach subordinates how to take advantage of organisational opportunities, such as engaging in a high%visibilityproect that might resolve a maor /uality issue. They are also /uick toremove organisational obstructions from the path to innovation. Theydo so by the following means3

• 9roviding resources to support creative endeavors

• 9reventing the organisational bureaucracy from interfering with thetechnical professional’s work

• Taking steps to gain management support for a professional’s idea orproposal.

Orchestrate pro$essional development#nriching the ob is an important strategy for motivating the technicalprofessional. 0ariety, an emphasis on performance over process, andchallenge must be integral parts of the work. The most eective

technical leaders address three critical components of professionaldevelopment3

• They provide3 the business perspective. Technical professionalsoften generate ideas, become absorbed in following them, andwander o the organisation’s strategic path. The leader must focusthat energy by providing a vision of where the organisation is todayand where it is heading.

• They build3 and encourage champions. Taking ownership of aninnovative idea and running with it is a powerful professionaldevelopment experience. The leader’s responsibility is to nurture and

protect the fragile growth of ideas that might otherwise be trampledFor Private Circulation Only




by the bureaucracy or uprooted by someone uneasy with theunfamiliar.

• They facilitate3 career development. $lthough career development isprimarily the technical professional’s responsibility, eective leaderstake a proactive role in encouraging it.

&=pand individual productivity through team+or. #ncouraging innovation re/uires shifts in fundamental managementtechni/ues< the most important of which may be the use of teamwork.&cience and technology are becoming too complex for most technicalprofessionals to be able to make meaningful contributions on their own.7ore and more basic inventions, minor and maor breakthroughs, andcreative inspirations come from group collaborations.

Facilitate sel$<managementThe technical professional’s need for autonomy, achievement,

professional growth, and challenge 5nds its fullest satisfaction when thestructure of the ob and the relationship with the manager promote andsupport self%management for the employee.

• #haring in$ormation: nformation enhances a sense of empowerment. 9rofessionals who receive as much information aspossible about a proect have much higher motivational levels.

• Delegating responsi5ility: The delegation of meaningful tasks andresponsibilities is enriching and empowering. Technical leaders whoseek opportunities to delegate and who skillfully communicate andtransfer responsibilities maintain motivated proect teams.

• &ncouraging up+ard communication: #ndorsing and reinforcingtwo%way communication plays a maor role in facilitating self%management. This builds trust and an increased sense of ownershipin proects and organisational obectives.

Conclusion

There is a need to look into training within technology%riddenorganisations to develop technical leaders who can address the specialneeds of professionals. &uch training will enable organisations torealize the highest degrees of innovation, teamwork, and sustainedcommitment among technical professionals.




Business Leadership Program //





ROUG !O"#

GLeadership is the capacity to translate vision into realityH< %arren I Bennis

‘Lots of people can have good ideas, but that’s not leadership. A real leader can turnthose ideas into action, by inspiring and motivating people and getting the very bestout of them.’

$ntroductionOrganisations are like aircrafts. They don’t run themselves, except during downfall. They need the right people to make them work, and not just any people. The eectiveness of anemployee – particularly individuals in leadership positions – determines how theorganisational machine’ will perform. !mployees need some guidance, some suggestionsa"out where to go and how to get there. !thological studies also suggest that people have anactual need for leadership.The #nglo$%axon root of the words lead, leader, and leadership is laed, which means path’ or road’. The ver" laeden means to travel’. Thus a leader is one who shows fellow travellersthe way "y walking ahead.

&eadership is the most important means of direction. To lead is to guide, direct, integrate andenergi'e the eorts of people towards a common goal. # leader is one who in(uences theattitudes and "ehaviour of others in an organised activity. &eadership is an art and as such itmust "e felt, experienced and created. )ecognising diversity in corporate life helps us toconnect the great variety of talents that people "ring to work and service of the organisation.

*iversity allows each of us to contri"ute in a special way, to make our special talent an art of the corporate eort. The art of leadership lies in polishing and ena"ling those talents.

&eadership deals more with ideas, "eliefs and relationships. +ence, it has to do with thewhy- of institutional and corporate life, rather than the how-. t is the art of li"eratingpeople to do what is re/uired of them, in the most eective and humane way possi"le,something to "e learned over time.!oncept of Leadership

&eadership is the process "y which an executive in(uences the work and "ehaviour of others

in choosing and attaining speci0ed o"jectives for the "ene0t of an organisation as well as itsmem"ers. # person is said to have an in(uence on others when others are willing to carry outhis wishes, accept his advice, guidance and direction. &eadership is thus a function of in(uencing the "ehaviour of su"ordinates for the attainment of group goals and personalo"jectives. # leader is the one who guides and directs other people and provides purpose anddirection to human eorts. # leader, like the conductor of an orchestra, is a part of the group,

yet distinct from it. +e integrates, guides and inspires the mem"ers of the group towards theaccomplishment of common o"jectives. Thus leadership is more than personal a"ility andskill. # good leader should "e competent, "ut he can "e a true leader only when he possessesa sense of fair play, o"jectivity, integrity and a sense of responsi"ility.

&eadership is de0ned as a process in which one person sets the purpose or direction for oneor more other persons, and gets them to move along together with him or her and with eachother in that direction with competence and full commitment.-

n the !ncyclopedia of %ocial %ciences leadership has "een de0ned as the relation "etweenan individual and a group around some common interest and "ehaving in a manner directedor determined "y him.- t is thus the function of interaction "etween the leader, thesu"ordinates and the situation in which they interact with each other i.e. a purpose of "oth,the traits and the situation.

&eadership may "e formal or informal. 1ormal leadership is institutional in nature whileinformal leadership is personal. 1ormal leaders are those appointed to positions within a

formal organisation structure. The executive is a formal leader in the sense that he occupiesa position and holds delegated authority. 2y using this authority, he can in(uence and directsu"ordinates. nformal leaders are those who exercise in(uence "ecause of their personality and competence.%hat is &'ective Leadership(

#n eective leader is one who really makes things happen in his organisation and exploresnew paths. +e makes the jo" exciting as he makes sure that the entire workday has structure





and meaning and the workforce understands the rationale of their work. This kind of a leader will make his shareholders and workforce rich and his customers happy with the product. +eunderstands that organi'ations are more than just economic entities. 3nlike any politician or social worker a leader he runs an organisation that has more realities than just economicones. +e is a fertile imagineer’ a"out the organisation’s future.)he *ey )raits of LeadersTraits are "ehaviours and styles that are accumulated as one gets trained to "ecome a leader.They result either from training, ha"it or inherent received genetic /ualities. They may "e"est understood as tendencies or repeated "ehaviour patterns. !xamples of traits areintelligence, e/uanimity, decency and power.Traits are dierentiated from skills "y the distinction that skills are necessary whereas traitsare useful and indicative. Traits are characteristics and mannerisms, which tend to "eassociated with many leaders, "ut cannot "e considered essential in the same way that someskills emphatically are. 1or example, a 0ne trait, for a leader, is not to need to dominatepeople, situations, or at meetings. 2y contrast, it is a trait to have presence without noise,and a tendency to "e more of a listener than a talker. t is a skill to ensure that one knowshow to "e heard, whenever it is necessary, to make an important point.The vital traits of a leader are the4- a"ility to get into leadership positions- competency of good /uality judgement than any relevant peer group- capacity for survival

-potential to select eective su"ordinates

- capa"ility to inspire ordinary’ people to perform a"ove par - eiciency to make a profound dierence to the organisationThe a"ility to get into leadership positions $ This is "est o"served in cases of people who gaina reputation for always "eing in the right place at the right time’. t is not merely an accidentthat they are present at the right place5 they move rapidly and create more opportunities to"e in the right time.The competency to arrive at good /uality judgement than any relevant peer group – The 0rstmanifestation of these individuals is often at school, where they rise as leaders. They areperceived as mature individuals. These same /ualities can "e o"served when they 0rst go outto work. Their "osses soon exploit them to carry out important tasks. They are the 0rst to "epromoted "ecause they "ecome known for "eing a safe pair of hands’. t is their good

judgement, which is viewed as superior.

The capacity for survival – &eaders survive "ecause they manage to get every"ody to reali'ethat they have made the right judgement and that diicult decisions have to "e taken. Thegravest decisions to "e executed usually re/uire the thickest skin. 1or example making thelarger investment decisions, or deciding to put the corporation up for sale, or moving into or out of major markets, are the types of decisions which cause the greatest angst to leaders andtheir followers. The mark of a great leader is his potential to convince the group as tounderstand why a particular decision taken is considered to "e "est in that situation. # greatleader does not confront people with a decision "ut persuades and de"ates the issue, untilpeople understand.The potential to select eective su"ordinates $ +aving to dismiss a friend who has "ecomeineective or who is manifesting characteristics, which are detrimental to the organisation, isthe toughest decision a leader may have to take. This can "e one of the worst forms of leadership failure if the leader does not confront these pro"lems. To make the right decisions

a"out people re/uires a special com"ination of intuition and experience. The great leader usually has an intuition a"out who could 0t a particular jo" and when will he "e ready for it.The capa"ility to inspire ordinary’ people to perform a"ove par $ They normally make peopleperform a"ove themselves, showing them how to "e "etter. This skill is closely aligned withthe a"ility of good leaders to attract followers. # prime leadership skill is getting people to

follow, and the want to follow. t results form a com"ination of charisma, persuasiveness andsheer determination.The eiciency to make a profound dierence to the organisation $ This particular trait canoften only "e recogni'ed post hoc, i.e. when the leader has left the organisation or department. The feed"ack o"tained from the group helps to decide whether the particular leader "rought a"out a transformation and created an impact within the work group.)he *ey +ills of Leaders%kills are the /ualities that any individual can learn, as long as the necessary aptitude is

there. They are a"ilities and techni/ues that the leaders need to have at their disposal. These





are exempli0ed in team skills, planning a"ility or understanding of accounts. +owever characteristics are /ualities and values, which de0ne the actions and styles of high /uality leaders, at all stages of their career. They are the deep$rooted /ualities, such as moral 0"re,courage, determination to succeed and capacity to in spire, that de0ne grand leaders.The vital skills of leaders are as follows4!ommunication sills $ #s competence is ineective without conscience, so are wordswithout "ehaviour. # good leader leads "y example, supporting his or her "ehaviour "y ver"alpersuasion. &eaders must communicate needs, missions, trends, concepts, and /uality$/uantity linkages much faster, to more and "etter$educated people and groups. They mustshape their message for each audience, and set an example "y acknowledging dierences aswell as commonalties. !very leader needs multilevel listening skills. This refers to the a"ility that many leaders have to listen to diering messages, carrying a multitude of meanings fromdierent types of people at every level in the organisation. This skill is also used tounderstand the multiple agendas from the same set of messages that are often "eingdelivered to leaders whenever people communicate with them.

-umerical sill $ n addition to the ver"al a"ility, the leader in the modern era also re/uiresa facility with numerical skills 6all "usinesses measure themselves and are measured "y others with num"ers7. &ikewise, most great strategic ideas need to "e tested arithmetically

for their impact on the market and their value on the "ottom line for the "usiness. Assess "eople #n a"ility to assess people and their skills accurately is important. Oneneeds to "e a"le to focus upon a person’s "est /ualities and make people reali'e that one

cares a"out them.%or e'ectively under pressure $ # great leader has the a"ility to undertake highly concentrated activity at intense pressure. n the present era, with vast communicationcapacity and the a"ility to move large amounts of capital around the world almostinstantaneously, "oth crises and opportunities arise with little warning.

Rela/ – # leader needs to know when to relax. This will "e necessary "oth "etween and evenduring the crises. f one cannot relax enough for some time each day, he 8 she is not going toremain 0t for the important "attles and wars.

$nspiring follo0ers $ &eaders who encourage people to strive for and make achievements"eyond their imagination are also creators of immense jo" satisfaction for others.!ommon !haracteristics of Leaders

&eaders share certain common characteristics which permeate the whole of a leader’s or anorganisation’s culture.

$ntegrity 4 is the unyielding "attle for what, rather than who is right. t is the sei'ing of responsi"ility, and the willing acceptance of the accounta"ility that comes with it. ntegrity ismuch more than not telling a lie5 it is not living a lie9!ompassion4 :ood leadership includes searching for, and identifying people doing the rightthings as well as doing things right. t is not managing "y exception. ;anaging "y exception,- means followers never hear from their leader except when something goes wrong.!ogni1ance4 is the power of knowledgea"le perception that ena"les a person to useinformation eectively. t is an understanding of the past, an awareness of the present, and avision of the future. t is the a"ility to understand and use ever$changing, complex, andam"iguous varia"les in the simplest and most productive way possi"le. t means studying thepast, and using the present to prepare for the future.!ourage4 The fourth characteristic of leadership is courage – the courage to act upon your convictions with steadfast focus in the face of unrelenting opposition5 the courage to sacri0ce

and risk, and not to take yourself too seriously5 the courage to give, to enjoy, and to live9 t ischallenging adversity with grit and grace5 and it is demonstrated "y those who move towardsuccess, not away from failure.!ommitment4 One person with commitment has more power than a multitude who have only interest. The level of commitment is the key determinant. :etting others to commit to acommon mission is one of a leader’s most diicult challenges. n a committed culture, youwon’t hear just work here- or %orry, my time is up.-!on2dence4 is the steadfast reliance upon the values, "eliefs, and competence of oneself andothers. <on0dence is cultivated "y using our strengths and skills to extend others andourselves a little further each day. <on0dence is "eing guided "y the stars, not "y the lightsof passing ships.<on0dence develops strong opinions, and leadership communications are predicated on thoseopinions.





)he 3i'erence bet0een 4anagers 5 Leaders&eaders don’t manage and managers don’t lead- $ This implies that the roles of leadershipand management are almost contradictions of each other. ;anagers need to "e team players.They have to get groups of people to work together to achieve and set o"jectives5 they arecoordinators of others. #lternatively leaders, have to satisfy their stakeholders, the peoplewho have power to judge them or have rights over the assets they control. The leadership jo"is not merely a coordination role as5 an act of leadership itself involves poising many people’sinterests. The leaders should know how to set examples, change cultures and atmospheres toevolve the organisation into the form of the future vision. They don’t manage people towardsa result5 they manipulate the entire set of resources – people, assets, and streams of income.The ultimate responsi"ility for success lies in the leader’s hands. #t the end of the day, allmanagers have some"ody a"ove them to take the 0nal decision and ultimate responsi"ility for some aspects of their role. t may "e their 0nance director, technical research managers or their own line manager who gives them their instructions on strategy.3ltimately it is the real leader who, alone, "ears total responsi"ility for the "urden of all the

facets of the organisation’s future and its results.There is also a clear distinction "etween a nominal leader’ and a strategic leader’. #nominal leader’ is the one who is appointed to posts 8 jo"s which calls for real leadership "utdoes not know how to execute that leadership. %uch a leader will always remain a manager.=hile he can organise others to get things done, he cannot ful0ll the ultimate leadership role,which com"ines strategic vision, o"jective judgement and pro0t$creating "usiness skills.

#lthough nominal leaders’ are the managerial fa"ric of every organisation, they will never "ecome strategic leaders, or movers and shakers. &eaders need to understand how to handlepeople.

#nother important dierence "etween nominal and strategic leaders, is that the latter understand people and the former don’t. %trategic leaders understand how people react todecisions and news. They see what is not o"vious, when people are hurt or weighed down "y personal pro"lems. They also accept weaknesses as a part of the fa"ric of corporate society.

Leader 4anager nterested in <hange >refers sta"ility &ong$term oriented 1ocus on %hort$term<oncerned a"out vision >reoccupied "y )ules ? )egulations $ nstruction

*eals with the whys *eals with the hows !mpower %u"ordinates Tends to control @nows how to simplify !njoys <omplexity 3ses intuition )elies only on logic=ide outlook – social concerns >reoccupied "y <orporate <oncerns Leadership Roles and 6unctions &eadership roles are classi0ed under three headings vi'. group task roles, group "uilding andmaintenance roles, and individual roles. #ny leader is expected to carry out thepredetermined tasks of the group and he has his own roles to play in this respect. +e is alsoconcerned with the roles relating to group "uilding and its maintenance. #long with the taskroles and group "uilding roles he has his own individual roles. Thus, a leader has multifariousroles to play.

Leadership Roles:roup Task )oles :roup 2uilding and

;aintenance )oles ndividual )oles

nitiator contri"utor nformation seeker Opinion seeker

nformation giver Opinion giver

!la"orator <oordinator Orienter

!valuator$critic !nergi'er >rocedural technician )ecorder

!ncourager +armoni'er <ompromiser :atekeeper and !xpeditor %tandard setter :roup o"server and<ommentator

1ollower

#ggressor 2locker )ecognition seeker %elf confessor

>lay "oy *ominator +elp seeker %pecial interest >leader





Leadership 6unctions "rimary Leadership 6unctions Accessory Leadership 6unctions !xecutive >lanner >olicy maker !xpert !xternal group representative<ontroller of internal relations

>urveyor of rewards and punishments #r"itrator and mediator

!xemplar %ym"ol of the group%u"stitute for individual responsi"ility

deologist 1ather 0gure%capegoat

#ctual leaders must "e visionaries. They must have a proper vision and perception of therelations of the present and future, and must articulate the possi"ilities of the people. Theleader’s role is conspicuously identi0ed "y the position he occupies, which may provide a highdegree of coordination and eiciency. The "ureaucratic content of the group management inthe ndian "usiness, on the contrary, has "rought with it some sort of ready$made leadership.%uch a philosophy assigns each individual his functions, the area of his authority, and thestandards of pro0ciency. #ny mem"er or group leader is harnessed to ensure the exactperformance essential to keep the system under control.

$ne'ective Leadership 7ehaviour #n o"vious 0rst characteristic that a leader should possess is ruthless honesty with himself.This is a rare /uality in most failing leaders 6and even in some successful ones7. The followingare the most visi"le signals of failure in a leader4

- if one cannot see where the short – or long$term pro0ta"ility will come from- if an individual feels under pressure after the 0rst three months in his jo" 6it is normal

to feel that way during the 0rst three months7- when one feels that the su"ordinate 6s7 can certainly do the jo" "etter- when one feels continuously tired and depressed- when one thinks more a"out past triumphs than future achievements- when one wishes that no"ody sitting in the "oard room should reali'e that he8she

doesn’t have a clue what to do next. &/ecutive Leadership 83e2ned9 !xecutive leadership is an a"ility to in(uence the actions of others. This in(uence must "eone that includes the a"ility to recruit and to retain loyal followers who are eective in theattainment of the company’s goals. # leader’s sources of in(uence stem initially from his

power "ase. That is, once he is hired and made manager in charge, he is given a certainamount of power. #nd his sta people will respond to his wishes merely "ecause he has thatpower.- Though in the long run, his in(uence upon the sta personnel will depend on hisa"ility to persuade them, either "y reasoning power or the power of his personality.Of course, to "e an eective leader in "usiness, one has to have a fundamental grasp of key management areas, such as 0nance, marketing, and administration. 2eyond that, creativity and common sense judgment certainly are essential. =hen executive leadership is proposedalong these lines, leadership improvement can "e approached with optimism. t presumesthat leadership, as a personal skill, can "e ac/uired and improved. &eadership, which isde0ned "y one’s "ehaviour –what to do and how to do it – can "e learned "y an aspiringexecutive. #ll it takes is a little inspiration mixed in with a little perspiration.+ituational Leadership

#ccording to %ituational &eadership, there is no one "est way to in(uence people. =hich

leadership style a person should use with individuals or groups depends on the maturity levelof the people the leader is attempting to in(uence, as illustrated in the following 0gure.%tyle of &eader

+igh )elationshipand

&ow Task

%A

%B

+igh Taskand

+igh )elationship




Business Leadership Program />

6 & O = 7

) e l a t i o n s h i p 2 e h a

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6 + . : + 7

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&ow )elationshipand

&ow Task

+igh Taskand

&ow )elationship

%D

6&O=7 6+:+7T#%@ 2!+#EO3)

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+:+ ;O*!)#T! &O=

. m m a t u r e

;C ;A ;B ;D

;aturity of 1ollower 6s7The preceding 0gure portrays the relationship "etween task$relevant maturity and theappropriate leadership styles to "e used as followers move from immaturity to maturity. #sindicated, the readers should keep in mind that the 0gure represents two dierentphenomena.The appropriate leadership style 6style of leader7 for given levels of follower maturity isportrayed "y the prescriptive curve going through the four leadership /uadrants. This "ell$shaped curve is called a prescriptive curve "ecause it shows the appropriate leadership styledirectly a"ove the corresponding level of maturity. !ach of the four leadership styles $telling,- selling,- participating,- and delegating- – identi0ed in the a"ove 0gure is acom"ination of task and relationship "ehaviour.Task "ehaviour is the extent to which a leader provides direction for people 4 telling themwhat to do, when to do it, where to do it, and how to do it. t means setting goals for them

and de0ning their roles. )elationship "ehaviour is the extent to which a leader engages in two$way communicationwith people 4 providing support, encouragement, psychological strokes-, and facilitating"ehaviours. t means actively listening to people and supporting their eorts.The maturity of followers is a /uestion of degree. #s can "e seen in the 0gure, some "enchmarks of maturity are provided for determining appropriate leadership style "y dividing thematurity continuum "elow the leadership model into four levels 4 low 6;D7, low to moderate6;B7, moderate to high 6;A7, and high 6;C7.

4anagerial Grid +tylesOne very popular approach to identifying leadership styles of practicing managers is )o"ert

). 2lake and Fane %. ;outon’s ;anagerial :rid. t shows that the two dimensions of grid are<oncern for >eople along the vertical axis and <oncern for >roduction along the hori'ontalaxis. The 1ive "asic styles identi0ed in the grid represent varying com"inations of <oncern

for >eople and >roduction4





)eam Leadership :;,;< = >roduction is achieved "y the integration of task and humanrelationship re/uirements. The leader’s major responsi"ility is to attain eective productionand high morale through the participation and involvement of people in a team approach.

"ractical Leadership :>,><= The aim is to maintain a "alance "etween high productivity andgood human relations. The leader strives to 0nd the middle ground so as to have reasona"leproduction with good morale.)asOriented Leadership :;,?<= :ood relations are incidental to high production. Theleader emphasi'es production goals "y focusing on the planning, direction and controlling of all activities.

RelationshipOriented Leadership :?,;<= >roduction is incidental to good humanrelations. The leader focuses on the development of harmonious group relations so that workorganisation is pleasant.

$mpoverished Leadership :?,?<= ;inimum in(uence is exerted in interaction with others. &ittle concern for production or people is expressed. ;ost activities performed are routine. # ;anager should aim to move towards Team &eadership, which is ideal for excellence inmanagement, as a dominant style.

A )ypology of Leaders <harismaticThis style is most successful when a particular "usiness re/uires spending a few years to takeimportant decisions and decisive action. <harismatic leaders persuade people fast to agree totheir strategies and are the most skilled at convincing people that they can outperform their

self$perception.• %uperior ntelligence%uperior intelligence is most successful in "usinesses where there are large num"ers of highly /uali0ed or "right people, where they 0nd it easier to accept a superior intelligenceleader. They tend to develop an exaggerated respect for "rainpower as they have invested somuch of their lives in achieving /uali0cations in contrast to the emotional intelligence, whichis more important for leaders than plain G.• #utocraticThe autocratic style is most successful in a crisis, when an organisation has to change rapidly,whether growing or turning itself from decline to growth. t can also "e useful during periodsof highly competitive "attle for market share, when new products are "attling it out in themarket place.• %hepherdThe shepherd style is most akin, in its "ehaviour patterns, to the shepherd who tends his

(ock. This type of leader treats his or her employees, customers and other stakeholders withcare and solicitude. +e 8she tends to push rather than pull and allows people time to comealongside the leader’s point of view. The shepherd tends to "e a gentle "ut strong soul, whousually understands people very well and attracts much love and devotion from the sta andpersonnel in general. They are usually spoken of in terms such as strong "ut gentle’ anddependa"le’.• #rmy :eneralThis style follows the classical army analogy. The army general type of leader, like his army counterpart, tries to set great examples "ut expects his people to follow his commandsun/uestioningly. They assume o"edience and followership. They exude an air of having atotal grasp of the situation and exhi"it supreme con0dence that their solutions and

explanations are right, appropriate and need not "e /uestioned.Their command style does not come from a need to order people, or an ina"ility to listen toothers, "ut from self$con0dence in their right to lead and a"ility to do so. n the same way that many lower ranks in the armed forces accept their positions un/uestioningly 6especially after suita"le training7, so also do the su"ordinates of this style of leader. 3sually thegeneral is a decent sort, who has a good sense of community and social values of aconservative nature.• >rincely leader The princely leader is seen as a natural aristocrat. +e 8 she appears to have "een "orn to leadand emanates a natural style of leadership, with an easy sense of knowing the right thing todo and when. This type of leader is attractive, radiating a sense of dignity and a natural rightto "e the leader. This serves to facilitate a preference to "e carefully selective a"out whomhe or she talks to, meets or takes data from. This can "e useful, in terms of managing his or





her time, "ut can lead to pro"lems with su"ordinates or "usiness associates who 0nd the styleannoying or who are easily intimidated.The princely leader is most successful in long$esta"lished "usinesses that have powerful"rands and dependa"le market share. They are most vulnera"le when under attack, "ecausethey 0nd it hard to respond with alacrity.• Hature’s nativeThe nature’s native leader is one who always looks comforta"le in the leading position. #typical leader with this style would "e 3@’s >rime ;inister, Tony 2lair or 3% >resident Fohn

@ennedy. They look as if leadership is what they were "orn to do. >eople who work for thesenature’s native leaders cannot possi"ly imagine having them as their su"ordinate. They areenvied for the naturalness of their gifts and /ualities of leadership, "ut are rarely resented –they don’t excite that type of shallow response in people who work with and for them.

Hature’s natives are eective under most circumstances. +owever, they excel in large$scale,multinational or glo"al organi'ations, "ecause their style transcends local or national,culturally narrow "ehaviour and ena"les them to 0t into most nationalities and cultures.

6acets of Leadership &'ectiveness=hether in "usiness, industry, government, or academia, leaders achieve results with andthrough others. =hether called management, supervision, or administration, the underlyingprocess is to esta"lish direction and the coordination in accomplishing results. n everyday settings the exercise of leadership may generate a range of emotional responses likeenthusiasm, apathy, anger, commitment etc. These varied emotions merely tell us thatleadership is demonstrated in many dierent ways.The exercise of eective leadership is a poorly understood process5 however, it can "edescri"ed "y identifying six elements, or aspects of leadership.The 0rst three elements, initiative, in/uiry, and advocacy, reveal how a leader shapes his or her in(uences, on outer events. The other three, con(ict solving, decision$making, andcriti/ue, are concerned with how the leader utili'es the resources of others with and throughwhom results are accomplished.

$nitiative4 # leader exercises initiative whenever he or she concentrates eort on a speci0cactivity $ to start something, to stop something, or to shift the direction or character of acurrent activity. =hen leadership is exercised in a vigorous way and others pick up the spiritof it and join in, much can "e accomplished. f a leader exerts vigorous eort "ut othersignore it, then the o"vious conclusion is that the initiative is ineective.

$n@uiry 4 The leader needs to have a full and comprehensive grasp of the situations for which

he8she is responsi"le. This involves the element of in/uiry4 thorough learning a"out the"ackground and current status of pro"lems, procedures, projects, and so on, and a"out the

facts regarding the people involved in them. =ithout sound knowledge of situations in allthese relevant aspects, it is clear that the exercise of leadership will "e less eective than itmight have "een.

Advocacy 4 %everal people who are together in a working relationship are likely to havedierent points of view on how to approach or deal with various issues. #dvocacy conveys theidea that the leader expresses his or her convictions and stimulates others to do likewise. #llthe mem"ers of the group let each other know where they stand, what they think, and howthey feel a"out issues facing them.!onict +olving4 =henever an issue is complex and there is no self$evident solution, variousparticipants are likely to have dierent perspectives on what to do. %uch conditions oftenlead to con(ict. The approach of 0nding reasons8causes of con(ict permits con(ict solving "y

getting to the roots of disagreement or controversy and reaching "ased on understanding andagreement.The advantages are numerous, and yet it is noteworthy that this approach to con(ict solvingis rare. The main advantage comes from eliminating the source of tensions. n the a"sence of tensions, people can continue to deal with one another in an open way without withholding,ridiculing, manipulating, or "eing defensive.

3ecision 4aing= The act most commonly associated with leadership involves makingdecisions. *ecision making, however, can "e no stronger than the initiative "ehind it, thein/uiry on which it is "ased, the advocated positions which have "een deli"erated, and theresolution of disagreements and controversies through insight.!riti@ue= <riti/ue means learning a"out how things have "een done and how they or similar activities might "e undertaken in a sounder manner in the future. =hen past experienceproves sound, it "ecomes possi"le to get /uicker results, to improve /uality, to innovate – to

do whatever is "asic to success "etter than it has "een done previously.





<riti/ue fre/uently is confused with criticism, "ut the two are not the same. <riticism impliesevaluation and Is of good or "ad, relative to personal worth. <riti/ue involves learning fromexperience what is sound and what is unsound. <riticism is person$ centered, while criti/ueis work$centered. n the latter case people are studying how to increase their eectiveness.)he Role of the )eam Leader The team leader has a uni/ue and crucial role in the development of the group. Teammem"ers invaria"ly watch their leader’s management style and evaluate his or her a"ility topromote openness, co$operation and team de"ate. =ithout eort, personal integrity andtrust, a team cannot "e developed.The team leader must "e aware of the needs of the group and have suicient understandingof the concept of team "uilding to steer the group through a series of developmental states.

#n open approach is vital. #ll issues aecting the group must "e talked through, feed"ackgiven and received and time spent clarifying expectations. The team leader mustdemonstrate the high level of openness that is an essential characteristic of the teamapproach and "e watchful towards team mem"ers, identifying their individual needs andena"ling each to "e developed and strengthened as the work of the team continues.

t is important to ensure that the following guidelines are followed 4• #ll team mem"ers are clear a"out the o"jectives of the team

• ndividual skills are identi0ed and roles clari0ed

• The team is structured appropriately for the needs of the task

•

The team re(ects on its work methods and sets targets for improvement• The team develops a self$discipline that uses time and resources well• The team has suicient opportunities to meet and work through any pro"lems

• The team supports mem"ers and develops close relationships

• The team has open relationships and is prepared to confront diiculties and "lockages toeectiveness

Leader as a !hange AgentThere is a distinct link "etween leadership and change, especially change, that is imposed andcan "e seen as unwanted "ut necessary change. =e can think of change as "eing confrontedwith dierent circumstances re/uiring dierent responses and "ehaviours on our part, whichneed to "ecome ingrained ways of how we conduct ourselves. *ealing eectively with changeis essentially a"out "eing a"le to alter previous "ehaviour and develop dierent "ehaviouralpractices that are ade/uate for changed circumstances. This re/uires learning, which

presupposes the development of dierent ways of o"serving and taking action. # leader should "e (exi"le and adapta"le in "eing a"le to foresee and deal with change inorder to stay competitive. The notion of the learning organisation was populari'ed a num"er of years ago, and what is re/uired now are leaders and who are (exi"le and adapta"lelearners. Organisations have "een likened to living systems. Fust as living systems need toadapt to changes in the environment in order to survive, so do people and the groups they arepart of. 2iologically it has "een shown that adapting is a"out learning, a"out not remainingtrapped in ha"itual ways of "eing and responding. The demands nowadays are for "usinessleaders to "e willing to "ecome dierent o"servers of what is re/uired5 it is through o"servingdierently that creative and innovative responses are generated.

&eaders are also, re/uired to do more than that. Their way of "eing, their ways of o"servingand acting, also need to "e in(uential in shifting others as learners. To "e a"le to moveothers out of their traditional ways of o"serving and learning without alienating them, so that

the collective wisdom that resides with many organisational employees "ecomes an invalua"leresource in dealing with the change process.%ays to detect 0hether a leader can be a change agent

• +ow clearly is there an articulated visionJ

• s there "uy in- to the vision and does it address the primary concerns of employeesJ

• +ow acutely are the leaders listening to others, and if they aren’t what are they missingJ• +ow do the moods of leaders aect the workplaceJ

• +ow do the leaders rate as learnersJ #nd

• To what extent do their conversational actions generate new insights, productive actionsand positive results from othersJ

&eadership in +igh $Tech !nvironmentTechnical professionals are highly speciali'ed and managing them according to traditional

principles may meet with only minimal success.





• Technical professionals want autonomy4They are fre/uently achievement$orientated people who seek motivation from their work.Technical professionals’ desire for autonomy usually means that they want a large role insetting goals and making decisions. ;any would prefer to manage themselves.• Technical professionals need a sense of achievement4They often 0nd the greatest challenge in tasks that re/uire high levels of skill and eort5 they want to do diicult jo"s well and make signi0cant accomplishments. %upport and recognition

from management and colleagues also generates commitment, along with their organisation’sand their profession’s acceptance and recognition of the results they achieve.• Technical professionals fear "urnout4

2urnout happens when the professional loses a sense of accomplishment from work, isemotionally exhausted, and feels powerless to in(uence change. # fear of o"solescenceoften accompanies this. =hen skills are underutili'ed, apathy, "urnout, or alienation may result.• Technical professionals are loyal to their profession 0rst4

&oyalty to the company often is second. <ollege graduates in entry$level marketing positions, for example, are more apt to align career o"jectives with the company promotion path thanare entering engineers or accountants.• Technical professionals resist participating in company missions4=ith their tendency to pursue professional goals 0rst and their need for control over their

work, technical professionals are more resistant than are most occupational groups tocommitting to mandate organisation goals.• Technical professionals need collegial support, stimulation, and sharing4The potential for competition is high among "right, am"itious people with strong egos. t cancause insecurity for some. That insecurity can reduce risk taking and, in time, take a toll oninnovation. <ollegial support is important to these professionals, many of whom seek anenvironment that uses the energy derived from dierent knowledge and experience "ase.Technical leaders must manage a productive "alance "etween teamwork and individualcreativity.)he Leadership !hallenge%pecial knowledge, strategies, and tactics would "e a su"stantial challenge to leadershipcandidates with high levels of interpersonal skill and aptitude. The challenge is even greater

for most technical leaders, who often come to management positions "ecause of their

technical competence, not their inter$personal a"ilities. ;any such leaders assume their responsi"ilities without ade/uate role models. #nd while superior technical a"ility canin(uence short$term managerial success, interpersonal eectiveness is necessary for atechnical leader’s long$term achievement.

n general, technical leaders who come from technological "ackgrounds have a"ilities,personalities, and interests that are oriented more toward things than people. They canmanage the technical aspects of the jo" "ut are not adept at managing the people involved init. 2ut the fast$paced, competitive world of technology re/uires "alanced leaders who areresponsive to the needs of technical professionals and to the organisation’s strategico"jectives.

;ost technical professionals have aptitudes that do not focus on interpersonal skills5 their education leaves little room, if any, for courses in "ehaviour science. n addition, theorganisation hires them on the "asis of technical competence, and most of them work for

someone whose orientation is similar – heavily technical, and light on people skills. Thetraining functions in technology$orientated organisations must know how to compensate for that lack.+uccessful leaders =

• <oach for peak performance


• Orchestrate the professional development of their su"ordinates

• !xpand individual productivity through team work

• 1acilitate self$managementTechnical professionals are more self$directed than most occupational groups, so classicmanagement prescriptions – with the manager as a controller of work – are likely to "edemotivating.!oach for pea performance=





The most eective technical leaders are coaches5 they listen, ask /uestions, facilitate,integrate, and provide administrative support. They develop ideas rather than demonstratepower "y withholding it. They encourage self$management rather than promote dependency.<oaching strategies and their accompanying skills are most nota"le in three criticalleadership situations4• #ligning individual and organisational goals4 The most eective technical leaders are

sensitive to "lending individual and organisational goals through a "alanced leadershipapproach that relies heavily on coaching. They are a"le to use technology to serve marketneeds while remaining sensitive to the needs of the technical professional.

• ;aking performance analysis4 %uccessful technical leaders "ring their critical and logicalthinking to the analysis of performance pro"lems – missed deadlines and cost overruns,

for example. They are good at determining whether a performance discrepancy is due to askill de0ciency 6rarely the case7 or to inappropriate performance conse/uences 6usually the case7.

• ;anaging <hange4 <hange is a way of life in the technical organisation5 the leader isoften the one who determines whether people resist or welcome it. ;any technicalprofessionals welcome change, challenge, and variety. 2ut further investigation usually turns up a leader who coaches them through change "y making certain that they know thereasons for it. #n eective coach also involves technical professionals extensively in theimplementation of change.

Run organisational interference%uccessful leaders teach su"ordinates how to take advantage of organisational opportunities,such as engaging in a high$visi"ility project that might resolve a major /uality issue. They arealso /uick to remove organisational o"structions from the path to innovation. They do so "y the following means4• >roviding resources to support creative endeavours• >reventing the organisational "ureaucracy from interfering with the technical

professional’s work• Taking steps to gain management support for a professional’s idea or proposal.Orchestrate professional development

!nriching the jo" is an important strategy for motivating the technical professional. Eariety,an emphasis on performance over process, and challenge must "e integral parts of the work.The most eective technical leaders address three critical components of professional

development4• They provide4 the "usiness perspective. Technical professionals often generate ideas,

"ecome a"sor"ed in following them, and wander o the organisation’s strategic path. Theleader must focus that energy "y providing a vision of where the organisation is today andwhere it is heading.

• They "uild4 and encourage champions. Taking ownership of an innovative idea andrunning with it is a powerful professional development experience. The leader’sresponsi"ility is to nurture and protect the fragile growth of ideas that might otherwise "etrampled "y the "ureaucracy or uprooted "y someone uneasy with the unfamiliar.

• They facilitate4 career development. #lthough career development is primarily thetechnical professional’s responsi"ility, eective leaders take a proactive role inencouraging it.

&/pand individual productivity through team0or

!ncouraging innovation re/uires shifts in fundamental management techni/ues5 the mostimportant of which may "e the use of teamwork. %cience and technology are "ecoming toocomplex for most technical professionals to "e a"le to make meaningful contri"utions on their own. ;ore and more "asic inventions, minor and major "reakthroughs, and creativeinspirations come from group colla"orations.

6acilitate selfmanagementThe technical professional’s need for autonomy, achievement, professional growth, andchallenge 0nds its fullest satisfaction when the structure of the jo" and the relationship withthe manager promote and support self$management for the employee.• %haring information4 nformation enhances a sense of empowerment. >rofessionals who

receive as much information as possi"le a"out a project have much higher motivationallevels.





• *elegating responsi"ility4 The delegation of meaningful tasks and responsi"ilities isenriching and empowering. Technical leaders who seek opportunities to delegate and whoskill fully communicate and transfer responsi"ilities maintain motivated project teams.

• !ncouraging upward communication4 !ndorsing and reinforcing two way communicationplays a major role in facilitating self$management. This "uilds trust and an increasedsense of ownership in projects and organisational o"jectives.

3ealing 0ith "roblem 4embers

# great deal has "een written a"out pro"lem mem"ers of a group. There are an in0nitenum"er of these, "ut the most common are the overly vocal mem"er and the silent mem"er.:ive time, the group may in its own way silence the vocal mem"er. f not, the leaders canincorporate the following4• #void eye contact with him or her, thus decreasing the opportunity for admission to

discussion• *eli"erately call on other mem"ers of the group5

%ay, ;r. %hah, we’ve heard a great deal from you – let’s hear some other viewpoints.-• f all else fails, the leader can take the vocal mem"er aside at a "reak and suggest

privately that others have contri"utions to make, which he or she is inhi"iting.• To encourage a silent mem"er, it is helpful to know the reasons for the silence. *oes he or

she feel too inexperiencedJ The leader can suggest, &et’s hear from someone else whohas a fresh viewpoint.- *oes the silent mem"er feel a"ove it all-J One solution is to say,

;r. ;ehta has had a great deal of experience in this-. <ould you give us some of your views, KKKKJ-

• Or may"e the silent mem"er just doesn’t feel like participating at the moment. +e or sheshould "e left alone for a while.

!onclusionThere is a need to look into training within technology$ridden organisations to developtechnical leaders who can address the special needs of professionals. %uch training willena"le organisations to reali'e the highest degrees of innovation, teamwork, and sustainedcommitment among technical professionals. t will also ena"le to develop the individuals withthe successful /ualities of a leader.

# leader has to "e natural. #n arti0cial presence can prevent the leader from "eing natural,"alanced, and rounded. &eaders need each of those /ualities, "ecause if they have to wasteenergy constraining their natural selves then the necessary freedom to "e creative and

intuitive will "e destroyed. The leader needs to "e relatively o"jective in judgements. #lthough great leaders do not need to "e perfect, they need to know how to take theorganisation to ever$greater heights of achievement.The leader needs to "e strategic, visionary, attractive, and fun to work for. #"ove all, theleader needs to "e creative, "ecause creativity is the vital catalyst for the creation of wealth,excitement and fun. <reativity is one of those special attri"utes that give meaning to life.Today’s organisation needs li"erating leadership, ena"ling those in managerial roles toharness the skills and talents of everyone in their particular section. #s li"erating leaders,they create situations where continuous improvement can occur. They demonstrate, "y their own "ehaviour, how people can "e li"erated to maximi'e their skills. They recogni'e the need

for continuing change and urge everyone to meet the challenges that "rings, supporting andencouraging them to reach their full potential.

n a li"erating environment, managers no longer have to take command and control of

everything, with a responsi"ility for all decision$making. nstead, they must "ecome facilitators, coaches, ena"lers and supporters, encouraging those closest to the tasks to taketheir own decisions. &i"erating leadership should "e promoted at all levels of anorganisation. t represents a radically new form of leadership that rejects position, status andhierarchy. n short, li"erating leadership is *emocracy at =ork.

# leader listens to the ideas, needs, aspirations, and wishes of the followers and then withinthe context of his own well$developed system of "eliefs, responds to these in an appropriate

fashion. The 0rst responsi"ility of a leader is to de0ne reality. The true leader ena"les his followers to realise their full potential, "oth personal and corporate. +e is responsi"le, for identifying, developing and nurturing future leadership. !ective leaders encourage contrary opinions, which to them is an important source of vitality. &eaders owe a clear statement of values to the organisation. These values should "e well understood, "e agreed to and shapeout corporate and individual "ehaviour. :ood leaders owe their followers certain maturity





and corporate rationality. ;aturity is expressed in a sense of self$worth and "elonging, asense of expectancy and responsi"ility, a sense of accounta"ility and e/uality.

!ective leaders owe their people space, in the sense of freedom. 1inally, the most importantof all, leaders are responsi"le for eectiveness. They are responsi"le for doing the right thingand must deal with it personally5 realising eectiveness comes through ena"ling people toreach their potential $ "oth, personal and corporate potential.

2k >DAL >g. D,A,C,M,DD,DC,DN !iciency in industry and commerce depends upon the maximi'ation of the resourcesavaila"le – 0nancial, technical and human. The most important and the most diicult is themaximi'ation of the human resources, which, at its "est, amounts to eective leadership.Too often a man is made a foreman "ecause he is a good craftsman, or he is made a manager "ecause he is a good chemist, engineer, accountant or salesman, "ut he receives no trainingin management skills. &ittle wonder he sometimes fails or manages without distinction. #manager must, of course, have the technical competence necessary to achieve the resultsre/uired, "ut he must also have the re/uisite understanding and skill needed in his uni/ueposition of having to get work done "y others, that is, to lead others.

#s some of the older methods of motivation "ecome less eective, the importance of theleader increases. n an era of high employment, fear of the sack is fortunately no longer thedriving force it once was. 2onuses and similar 0nancial incentives are limited in what they can achieve5 and as the amounts rise men can aord to take value judgments as to whether towork less hard for less money. :ood fringe "ene0ts and welfare provisions may attract people

to an organi'ation, "ut they will not, in the long germ, aect performance on the jo". ;oreover, in many 0elds the satisfaction provided "y the jo" itself is no longer an incentive asthe skills which gave the jo" its interest are superseded "y new machinery or automaticcontrol mechanisms.

;ore and more the manager has to stand or fall "y his own performance as a leader. Theresponsi"ility for ensuring that each person gives of his "est to his work rests s/uarely withhim, whether he "e called departmental head, chief accountant, oice manager,superintendent or foreman. +e is responsi"le and accounta"le for the work of hissu"ordinates. +e has to get work done through them, and his aim must "e to make full use of their strengths, a"ilities and /ualities, minimi'e the eects of their de0ciencies and, wherepossi"le, constantly try to improve their performance.This is the o"ject of eective leadership. t makes sense "oth psychologically andeconomically. 1or most individuals it is important that their a"ilities should "e fully used. 1or

the enterprise and for the country it is essential that manpower shall not "e wasted.There is an ever increasing demand for managers who are also eective leaders.

+ow then can a manager improve his performance as a leaderJ 2asically his eectiveness asa leader depends on this a"ility to in(uence, and "e in(uenced "y, the group and its mem"ersin the implementation of a common task.

n practice this means46C7 ensuring that the re/uired T#%@% are continually achieved6N7 meeting the H!!*% O1 +% :O)3> for team$work and team$spirit67 meeting the H!!*% O1 !#<+ H*E*3#& mem"er of the group.

The successful leader functions in all three areas, often simultaneously. 6!xamples of actualleadership actions in each of them are given in the respective check lists on pages , L andDB.7These three areas interact upon each other. # simple model illustrates this4


Task

Team ;aintenance

ndividual Heeds




The circles overlap. f the task circle is "acked out, so too are large segments of the groupand individual circles. Thus lack of attention to the task causes disruption in the group anddissatisfaction to the individual. <onversely, achievement of o"jectives is essential if groupand individual morale is to "e high.

2lack out the group needs circle from the model and the other two are aected. 3nless theleader actively sees that the needs of the group, as a group, are satis0ed, his chances of achieving the re/uired results, in the long term, are jeopardi'ed.

gnore the needs of the individual and the eectiveness of "oth task and team is reduced.The areas of group and individual needs may also "e looked on as storage "atteries, whichmay from time to time "ecome exhausted – for instance after a period of high pressure. nthis case the leader must see that they are re$changed "y paying them extra attention.

4eeting $ndividual -eeds=e must not forget that each mem"er of the group needs5 to continue to live and expresshimself as an individual5 to provide for those dependent upon him5 to 0nd satisfaction in hiswork and his recreation5 to win acceptance "y those groups of which he feels a mem"er. nofer to satisfy these needs he must exert himself – he must get involved.

1ortunately for the manager, there is a high coincidence "etween these needs and his owno"ligation to achieve results through the "est use of resources – in this case, human.

f the degree of motivation is to "e suicient to give satisfaction at work he4• must feel a sense of personal achievement in the jo" he is doing, that he is making a

worthwhile contri"ution to the o"jectives of the group or section• must feel that the jo" itself is challenging, is demanding the "est of him, is giving him

the responsi"ility to match his capa"ility • must receive ade/uate recognition for his achievements• must have control over those aspects of his jo" which have "een delegated to him

• must feel that he, as an individual, is developing, that he is advancing in experienceand a"ility.

To provide the right climate’ and the opportunities for these needs to "e met for eachindividual in the group is pro"a"ly the most diicult "ut certainly the most challenging andrearding task of the leader.)eam 4aintenance

#lthough we are employed "y companies on the "asis of individual contracts, it is in groups or teams that the majority of our work is conducted – in the design oice, the purchasing

section, the twilight’ shift, the heavy’ gang. # group exists as an entity and, as with individuals, no two groups are alike. # group haspower to set its own standards of "ehaviour and performance and to impose them even whencontrary to the interest of the individual and the organi'ation.The successful leader understands that a group has its own personality, its own personality, itsown paper, its own attitudes, its own standards and its own needs. +e achieves his success "y taking these things into account. +e has constantly to respond to the needs of the group. #ttimes this means withdrawing from his position way out front’ and concentrating on servingthose who serve him’. On these occasions he is prepared to represent the group and speakwith its voice. #t the same time he avoid over$identifying’ with the group.The key functions of the leader in meeting group needs are4

• To set and maintain group o"jectives and group standards.

• To involve the group as a whole in the achievement of o"jectives.

• To maintain the unity of the group and to see that dissident activity is minimi'ed "erformance of the Role ;ost of what has "een said up till now in this "ook, and in particular the check lists, concernthe leader’s analysis of the task, of the group, and of the individual needs. The leader thentakes a decision and acts.

t would "e wrong to conclude, however, that just anyone attempting to go through theactions, the function of the leader descri"ed here, would inevita"ly "e an eective leader.

+ow he performs these necessary actions, his style of leadership’, is another factor and onthis will depend his acceptance or rejection "y the group and the individuals composing it.

+e must "e suiciently sensitive to the needs of the situation to know when it would "e right, for example, to take decisions and actions directly himself5 when to consult the group "eforedeciding5 when to consult the group "efore deciding5 when to delegate. +e also learns to "e

(exi"le and to suit his actions to the re/uirements of the often changing occasion.

1actors aecting his style of leadership include4





• those in the situation – is it a precedentJ =ill company policy "e aectedJ

• Those in the individuals and the group – are they capa"le of contri"uting usefully to aright decisionJ t is the overall advantage to push more responsi"ility down to themJ

The main factor, however, is that of the person’ of the leader himself. >erhaps a "etter word for this is integrity, in the sense of the wholeness and the wholesomeness’ of the man.This integrity is "est seen re(ected in the sort of comment a su"ordinate makes a"out arespected manager who is also a successful leader4

•

+e is human’ and treats us as human "eings.• +e has no favourites5 he doesn’t "ear grudges.

• t is easy to talk to him – he listens and you can tell he listens.• +e keeps his word and he is honest.

• +e doesn’t dodge unpleasant issues.

• +e explains why – or else why he can’t

• +e’s fair with his praise as well as his criticisms and he critici'es without making anenemy of you.

• +e is fair to us as well as the company.• +e drives himself hard so you don’t mind him expecting the "est of you.

2k. GNM – >g. LM,LL Leadership concerns the total manner in which a manager in(uences actions of su"ordinates. 1irst, it includes the issuing of orders that are clear, complete, and within thecapa"ilities of su"ordinates to accomplish. %econd, it implies a continual training activity inwhich su"ordinates are given instruction to ena"le them to carry out the particular assignment in the existing situation. Third, it necessarily involves the motivation of workersto try to meet ht expectations of the manager. 1ourth, it consists of maintaining disciplineand rewarding those who perform properly. n short, leading is the 0nal action of a manager in getting others to act after all preparations have "een completed.The manner is which activities are directed depends upon the manager’s own personal traitsand the situation involved. n leadership, more than any other function. The manager mustdetermine an approach alone, after surveying the possi"ilities that are open. !ach manager will do well to act as an individual and not to try to act as others act or to proceed accordingto the text"ook. ;oreover, a manager will "e involved in various situations calling for dierent approaches. f su"ordinates are unskilled and need detailed instructions, themanager may 0nd the direct, simple order advisa"le. f the su"ordinates are highly educatedpersons in a research activity, a permissive and consultative approach may "e advisa"le. ncases of emergency, the manager may assume a take charge’ role and give short, clear authoritative commands, whereas if action is not pressing, a deli"erate and analytical attitudemay "e appropriate.

2k >DDD >g. BLA

&eadership is the capacity to translate vision into reality- $ =arren :. 2ennis

2k >DDD >g. BLN$BLL Leadership is a 4utual $nuence "rocess

The discussion on the nature of leadership till now makes a reader "elieve that leadership isunidirectional, i.e., the leader in(uencing his followers. t is true that leadership refers to thein(uence of the leader on followers. #t the same time, the characteristics of employees andtheir tasks do yield in(uence on the leader. &eadership is, therefore, a mutual in(uenceprocess.

Leader’s $nuence on 6ollo0ers4 =hy is leader a"le to in(uence his followersJ =hatmakes followers simply o"ey whatever their leader saysJ # leader is a"le to change the"ehaviour of his followers "ecause he enjoys power which comes to him from at least 0vesources. They are4 6D7 re0ard po0er which refers to the leader’s capacity to reward

followers. 6B7 coercive po0er which is the (ip side of reward power and refers to the leader’scapacity to coerce or punish followers, 6A7 legitimate po0er which refers to the power aleader possesses as a result of occupying a particular position or role in the organi'ation, 6C7e/pert po0er that refers to power that a leader possesses as a result of his knowledge and





expertise regarding the tasks to "e performed "y su"ordinates5 and 6N7 referent po0er whichis dependent upon the extent to which su"ordinates identify with, look up to, and wish toemulate the leader.

6ollo0ers’ $nuence on Leader 4 The fact that the followers and situations will in(uencetheir leader is a recent discovery. %everal sources of in(uence on the leader’s "ehaviour areidenti0ed. The more important of them are4 6D7 responses or performance of su"ordinates56B7 characteristics of su"ordinates, namely, male or female, young or old, personal"ackground, and the like5 6A7 the nature of the task5 6C7 organi'ational policy and climate5 6N7peers and their in(uence on the leader5 and 67 in(uence of superiors on the leader.The importance of leadership is too well$known to need any emphasis.

&eadership is the process of committing a group of people to speci0c goals. =ithoutleadership, an organi'ation would "e what the sage Ealmiki wrote in the )amayana4

&ike a heard of cattle without a keeper &ike an army without a general &ike a night without moon &ike a group of cows without a "ull%uch would "e the country =here the king is not seen.

# leader not only commits his followers to organi'ational goals, he also pools neededresources, guides, and motivates su"ordinates to reach the goals.The leadership process is similar in eect to that of the secret chemical that turns the insect

pupa into a "utter(y with all the "eauty that was the pupa’s potential. &eadership, then,transforms potential into reality. This role is often seen in giant 0rms and tiny units. n allcases, leadership is the ultimate act that identi0es, develops, and uses the potential that is inan organi'ation and its people.

&eadership is not the mere using of people and their potential for reali'ing an organisation’sgoals. t has the ultimate aim of raising the level of human conduct and ethical aspiration of "oth the leader and the led. This aspect of leadership is what 2urns calls the transformingleadership. The leader should elevate, inspire, and evangeli'e his followers to higher thingsin life.

+igh sounding words indeed9 n reality, eect of leadership on organi'ational eectivenessseems to "e relative "ecause of the following possi"ilities

• >oorly performing organi'ations 0nd it diicult to attract "est leaders.

• Hot all leaders have the same a"ilities and experience.• !nvironmental and organi'ational factors can override any eects the leader may

have.• Organi'ations continue to (ourish even after the change of leadership.

6ormal and $nformal Leadership 1ormal leadership occurs when a manager leads "y exercising formal authority. The exerciseof formal authority through such acts as assigning duties derives, from the manager’s oicialposition within the organi'ation’s hierarchy of authority. #ny employee who is assigned amanagerial position has the opportunity and responsi"ility to exercise formal leadership inrelation to su"ordinates. %ome managers have a "etter understanding of the authority and

formal relationship with su"ordinates provided "y a managerial position5 they are morein(uential in ensuring that su"ordinates’ work eort are productive. These managers are"etter leaders.

nformal leadership arises when a person without formal authority is in(uential in directingthe "ehaviour of others. #lthough not formally appointed or elected, he "ecomes a leader through his actions or personal attractions.

1ormal and informal leadership coexist in almost every work situation. ;anager must oftenwork with su"ordinates who defer to a strong informal leader within their peer group.

;anagers themselves may act as formal leaders in some situations and as informal leaders inothers. =hen acting as a formal leader, the manager follows the chain of command andexerts in(uence downward in the hierarchy of authority from manager to su"ordinates. 2y contrast, when acting as an informal leader, the manager in(uences employees outside the

formal organi'ational chain of command. nterpersonal charisma or persuasiveness isre/uired for informal leadership "ecause the informal leader lacks formal authority.

2k >DDD >g. ABA$ABM)ransformational Leadership




Business Leadership Program @

n explaining the concept of transformational leadership, two styles of leadership are talkedof. The are 4 transactional and transformational. Transactional leaders determine whatsu"ordinates needs to do to achieve their own and organi'ational o"jectives, classify thosere/uirements, and help su"ordinates "ecomes con0dent that they can reach their o"jectives"y expending the necessary eorts. The styles leadership we discussed till now "elong to thetransactional leadership. Transformational leadership implies a process where"y anindividual attempts to elevate his or her consciousness 6 chetana 7 so that various commonplace con(icts and dualities "egin at higher levels of synthesis. %tated dierently,transformational leadership attempts to change the whole organi'ation from one style- or culture- to another. #s was pointed in the "eginning of this chapter, transformationalleadership has the ultimate aim of raising the level of human conduct and ethical aspiration of "oth the leader and the led. The leader’s main thrust is to elevate, inspire, and evangeli'e his

followers 6 and himself or herself 7 to higher things in life.The late F.).*. Tata comes to one’s memory in the context. +is /ualities of head and heartmoved every"ody who ever came into contact with him. f Tata group of companies standdistinct in our corporate world – in terms of pro0ta"ility, professional management and socialresponsiveness – credit goes to the transformational leadership of F.).*. Transformationalleaders are characteri'ed "y distinct skills. They are4 6D7 anticipatory skills – foresight into aconstantly changing environment5 6B7 visionary skills – a process of persuasion and example"y which a person or leadership team induces a group to take action in accord with theleader’s purposes or, more likely the shared purposes of a larger group5 6A7 value –

congruence skills – the need of corporate leader to "e in touch with employees5 economic,safety, psychological, spiritual, sexual, aesthetic, and physical needs tin order to engagepeople on the "asis of shared motives, values, and goals5 6C7 empowerment skills – thewillingness to share power and to do so eectively5 and 6N7 self$understanding – introspectiveor self$understanding skills as well as frameworks within which leaders understand "oth their own needs and goals of those of their employees.+ituationstyle match

+ituation Recommended Leadership +tyleD. >eople in a state of confusion or panic

"ecause of crisis such as materialsshortage, e/uipment failure, or naturaldisaster.

+igh task and low relationship or authoritarian.

B. <omplex technology, inexperiencedemployees.

+igh task and low relationship at the outset.

A. 3ndesira"le, repetitive jo", averageemployees.

+igh relationship and low task.

C. %elf$suicient, capa"le, workersperforming jo" they enjoy.

&ow task and low relationship or free$rein.

N. !mployees dislike working, jo" isundesira"le.

+igh relationship and high task.

. %tart$up of new operation, jo"descriptions are vague.


P. :roup of people doing time- untilretirement.


M. nexperienced "ut well meaningemployees.


L. )epetitive work5 employees withaverage motivation.


DQ. !mployees are performing independenttasks re/uiring coordination "y leader.

+igh task5 emphasis on relationship dependson emotional maturity of employees.

DD. !motionally immature employees5average skill level.

+igh task and low relationship.

DB. !mployees are child like or primadonnas- "ut talented.


=e need more of transformational leaders for our economy. Our economy is now thrown open for glo"al competition. 1oreign companies are entering our country in a large num"er. norder to maintain our own identity and to sustain our ethos and at the same time to acceptwhat is good for our "usiness we need more transformal leaders. %peci0cally, we need more

of F.).*. Tatas.





"ecomes uncomforta"le when challenged "y aggressive su"ordinates, and "egins to hold anunjusti0a"le "elief in his or her rightness- or issues.

>eter 1. *rucker o"serves that charisma makes a leader in(exi"le convinced of his owninfalli"ility, with ina"ility to change. +istory @nows- writes he, no more charismatic leadersthan this century’s triad of %talin, +itler, and ;ao – the misleaders who in(icted as much eviland suering on humanity as have ever "een recorded. This is what happened to %talin,

+itler and ;ao, and it is a commonplace in the study of ancient history, that only #lexander the :reat’s early death saved him from "ecoming an ineectual failure-.

Leader as a Change ,gentThere is a distinct link "etween leadership and change, especially change, that is imposed andcan "e seen as unwanted "ut necessary change. =e can think of change as "eing confrontedwith dierent circumstances re/uiring dierent responses and "ehaviours on our part, whichneed to "ecome ingrained ways of how we conduct ourselves. *ealing eectively with changeis essentially a"out "eing a"le to alter previous "ehaviour and develop dierent "ehaviouralpractices that are ade/uate for changed circumstances. This re/uires learning, whichpresupposes the development of dierent ways of o"serving and taking action.

# leader should "e (exi"le and adapta"le in "eing a"le to foresee and deal with change inorder to stay competitive. The notion of the learning organisation was populari'ed a num"er

of years ago, and what is re/uired now are leaders and who are (exi"le and adapta"lelearners. Organisations have "een likened to living systems. Fust as living systems need toadapt to changes in the environment in order to survive, so do people and the groups they arepart of. 2iologically it has "een shown that adapting is a"out learning, a"out not remainingtrapped in ha"itual ways of "eing and responding. The demands nowadays are for "usinessleaders to "e willing to "ecome dierent o"servers of what is re/uired5 it is through o"servingdierently that creative and innovative responses are generated.

&eaders are also, re/uired to do more than that. Their way of "eing, their ways of o"servingand acting, also need to "e in(uential in shifting others as learners. To "e a"le to moveothers out of their traditional ways of o"serving and learning without alienating them, so thatthe collective wisdom that resides with many organisational employees "ecomes an invalua"leresource in dealing with the change process.

=ays to detect whether a leader can "e a change agent• +ow clearly is there an articulated visionJ• s there "uy in- to the vision and does it address the primary concerns of employeesJ

• +ow acutely are the leaders listening to others, and if they aren’t what are they missingJ

• +ow do the moods of leaders aect the workplaceJ

• +ow do the leaders rate as learnersJ #nd• To what extent do their conversational actions generate new insights, productive actions

and positive results from othersJ

Leadership in *igh <"ech &nvironment

Technical professionals are highly speciali'ed and managing them according to traditionalprinciples may meet with only minimal success.

)echnical professionals 0ant autonomy=They are fre/uently achievement$orientated people who seek motivation from their work.Technical professionals’ desire for autonomy usually means that they want a large role insetting goals and making decisions. ;any would prefer to manage themselves.

)echnical professionals need a sense of achievement=They often 0nd the greatest challenge in tasks that re/uire high levels of skill and eort5 they want to do diicult jo"s well and make signi0cant accomplishments.%upport and recognition from management and colleagues also generates commitment, alongwith their organisation’s and their profession’s acceptance and recognition of the results they achieve.





)echnical professionals fear burnout= 2urnout happens when the professional loses a sense of accomplishment from work, isemotionally exhausted, and feels powerless to in(uence change.

# fear of o"solescence often accompanies this. =hen skills are underutili'ed, apathy,"urnout, or alienation may result.

)echnical professionals are loyal to their profession 2rst= &oyalty to the company often is second. <ollege graduates in entry$level marketing positions, for example, are more apt to align career o"jectives with the company promotion path thanare entering engineers or accountants.

)echnical professionals resist participating in company missions==ith their tendency to pursue professional goals 0rst and their need for control over their work, technical professionals are more resistant than are most occupational groups tocommitting to mandate organisation goals.

)echnical professionals need collegial support, stimulation, and sharing=The potential for competition is high among "right, am"itious people with strong egos. t cancause insecurity for some. That insecurity can reduce risk taking and, in time, take a toll oninnovation.

<ollegial support is important to these professionals, many of whom seek an environment thatuses the energy derived from dierent knowledge and experience "ase. Technical leadersmust manage a productive "alance "etween teamwork and individual creativity.

)he Leadership !hallenge

%pecial knowledge, strategies, and tactics would "e a su"stantial challenge to leadershipcandidates with high levels of interpersonal skill and aptitude. The challenge is even greater

for most technical leaders, who often come to management positions "ecause of their technical competence, not their inter$personal a"ilities. ;any such leaders assume their responsi"ilities without ade/uate role models. #nd while superior technical a"ility canin(uence short$term managerial success, interpersonal eectiveness is necessary for a

technical leader’s long$term achievement.

n general, technical leaders who come from technological "ackgrounds have a"ilities,personalities, and interests that are oriented more towards things than people. They canmanage the technical aspects of the jo" "ut are not adept at managing the people involved init. 2ut the fast$paced, competitive world of technology re/uires "alanced leaders who areresponsive to the needs of technical professionals and to the organisation’s strategico"jectives.

;ost technical professionals have aptitudes that do not focus on interpersonal skills5 their education leaves little room, if any, for courses in "ehaviour science. n addition, theorganisation hires them on the "asis of technical competence, and most of them work for someone whose orientation is similar – heavily technical, and light on people skills. The

training functions in technology$orientated organisations must know how to compensate for that lack.

%uccessful leaders 4• <oach for peak performance


• Orchestrate the professional development of their su"ordinates• !xpand individual productivity through team work

• 1acilitate self$management

Technical professionals are more self$directed than most occupational groups, so classicmanagement prescriptions $–with the manager as a controller of work – are likely to "e

demotivating.





!oach for pea performance

The most eective technical leaders are coaches5 they listen, ask /uestions, facilitate,integrate, and provide administrative support. They develop ideas rather than demonstratepower "y withholding it. They encourage self$management rather than promote dependency.

<oaching strategies and their accompanying skills are most nota"le in three criticalleadership situations4

• #ligning individual and organisational goals4 The most eective technical leaders aresensitive to "lending individual and organisational goals through a "alanced leadershipapproach that relies heavily on coaching. They are a"le to use technology to serve marketneeds while remaining sensitive to the needs of the technical professional.

• ;aking performance analysis4 %uccessful technical leaders "ring their critical and logical

thinking to the analysis of performance pro"lems – missed deadlines and cost overruns, for example. They are good at determining whether a performance discrepancy is due to askill de0ciency 6rarely the case7 or to inappropriate performance conse/uences 6usually

the case7. #s a result, the technical professionals they manage /uickly address and correctperformance de0ciencies.

• ;anaging <hange4 <hange is a way of life in the technical organisation5 the leader isoften the one who determines whether people resist or welcome it.

;any technical professionals welcome change, challenge, and variety. 2ut further investigation usually turns up a leader who coaches them through change "y makingcertain that they know the reasons for it. #n eective coach also involves technicalprofessionals extensively in the implementation of change.

Run organisational interference

%uccessful leaders teach su"ordinates how to take advantage of organisational opportunities,such as engaging in a high$visi"ility project that might resolve a major /uality issue. They arealso /uick to remove organisational o"structions from the path to innovation. They do so "y the following means4• >roviding resources to support creative endeavors• >reventing the organisational "ureaucracy from interfering with the technical

professional’s work• Taking steps to gain management support for a professional’s idea or proposal.

Orchestrate professional development

!nriching the jo" is an important strategy for motivating the technical professional. Eariety,

an emphasis on performance over process, and challenge must "e integral parts of the work.

The most eective technical leaders address three critical components of professionaldevelopment4• They provide4 the "usiness perspective. Technical professionals often generate ideas,

"ecome a"sor"ed in following them, and wander o the organisation’s strategic path. Theleader must focus that energy "y providing a vision of where the organisation is today andwhere it is heading.

• They "uild4 and encourage champions. Taking ownership of an innovative idea andrunning with it is a powerful professional development experience. The leader’sresponsi"ility is to nurture and protect the fragile growth of ideas that might otherwise "etrampled "y the "ureaucracy or uprooted "y someone uneasy with the unfamiliar.





• They facilitate4 career development. #lthough career development is primarily thetechnical professional’s responsi"ility, eective leaders take a proactive role inencouraging it.

&/pand individual productivity through team0or

!ncouraging innovation re/uires shifts in fundamental management techni/ues5 the mostimportant of which may "e the use of teamwork. %cience and technology are "ecoming toocomplex for most technical professionals to "e a"le to make meaningful contri"utions on their own. ;ore and more "asic inventions, minor and major "reakthroughs, and creativeinspirations come from group colla"orations.

6acilitate selfmanagement

The technical professional’s need for autonomy, achievement, professional growth, andchallenge 0nds its fullest satisfaction when the structure of the jo" and the relationship withthe manager promote and support self$management for the employee.

• +haring information= nformation enhances a sense of empowerment. >rofessionals who

receive as much information as possi"le a"out a project have much higher motivationallevels.

• 3elegating responsibility= The delegation of meaningful tasks and responsi"ilities is

enriching and empowering. Technical leaders who seek opportunities to delegate and whoskillfully communicate and transfer responsi"ilities maintain motivated project teams.

• &ncouraging up0ard communication= !ndorsing and reinforcing two$way communication plays a major role in facilitating self$management. This "uilds trust and anincreased sense of ownership in projects and organisational o"jectives.

!onclusion

There is a need to look into training within technology$ridden organisations to developtechnical leaders who can address the special needs of professionals. %uch training willena"le organisations to reali'e the highest degrees of innovation, teamwork, and sustainedcommitment among technical professionals.

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