teambuilding and leadership final draft.ppt

ıt ıs a presentatıon for tvet trainers drawn from colleges and industries

1. Starter
•Opening remarks
•Getting to know each other
•Back ground -Overall objective.
•Expectations

2. Soft skill Masterclass for TVT
Team building and leadership Course

3. Structure of the course
•An insight to Soft skills
•Team and team building
•Communication skills
•Leadership skills
•Problem solving and decision making

4. Learning outcome
By the end of this session, the participant will be able to:
•Define soft skills and its significance
•Understand basic theories and principles of teambuilding
and leadership
•Understand different stages of team building process
•Identify benefits and challenges of team building
•Build and maintain an effective team
•Develop communication skills
•Develop leadership skills
•Explain different problem solving and decision making
techniques
•Develop Negotiation skills

5. Team Building and leadership session plan.
Time Topic Training method Training/Learning
aid
8:30-9:30 Sign in. Introduction ,
getting to know each
other.
presentation,
discussion
Discussion, PPT,
Q&A
9: 30 –10:30
Understanding team
Video, presentation,
discussion, activities
Video, , PPT,
Discussion group
activities
10:30 –10:45 Coffee break
10:30–11:30 Communication skills presentation,
discussion
PPT, activity
11:30 –12:00Activities presentation,
discussion
PPT, activity
12:00 –12:30Leadership presentation,
discussion
PPT, activity
12: 30 -2:00 Lunch break

6. Time Topic Training method Training/Learning
aid
2:00-2:15 energizer
2:15 –3:00Leadership –factors,
attributes, roles
Video, presentation,
discussion
Video, , PPT,
Discussion
3:00 –3:30 Group activity Activity PPT, activity
3: 30 –3: 45 Coffeebreak
3: 45 –4: 30Problem solving and
decision making
-Negotiation skills
presentation,
discussion
PPT, activity, video
4:30 –4: 45Discussion and review
5: 00 End of the day
Team Building and leadership session plan.

7. Getting started –An insight in to soft skills

8. Soft skills defined
Soft skills refer to a cluster of personal qualities, habits,
attitudes and social graces that make someone a good
employee and compatible to work with.
Communication skills-team work and collaboration-leadership
skills -emotional intelligence-time management -Adaptability and
Resilience -Problem-Solving and Critical Thinking, among others.
According to Collins English Dictionary term "soft skills" defined
as "desirable qualities for certain forms of employment
that do not solely depend on acquired knowledge
They include common sense, the ability to deal with people, and a
positive flexible attitude
https://www.researchgate.net/publication/337181806_Soft_skills_and_its_applic
ation_in_work_place

9. Soft skills defined (continued..)
Soft skills are a synonym for ‘Peoples Skills’,
‘Interpersonal Skills’ and also ‘Transferable Skills” .Soft
skills are Personal attributes that enhance an individual’s
interactions, job performance and career prospects.
In other words they are the subtle behaviors and
communication styles that help make a work
environment or interaction with another person
easier to manage.
While technical skills are crucial for job
performance, soft skills are equally important for
success in the workplace.

10. Significance of soft skills –literature review
•Literature review on significance of soft skills in work place Studies
by Stanford Research Institute and the Carnegie Mellon Foundation
among Fortune 500 CEOs established that 75% of long term job
success resulted from soft skills mastery and only 25% from
technical skills.
•Researchers at Boston University, University of Michigan's Ross
School of Business found that workers with soft skills training are
12% more productive than those without them.
•Harvard University reported that 85% of success at the work place
is attributed to Soft skills and only 15% to technical skills.
•
•A public interest study conducted by McDonald’s in UK predicted
over half a million people will be held back from job sectors by
2020 due to lack of soft skills

14. Introduction –Team building
•To be effective people need to work together toward a common goal
in a coordinated and cooperative way.
•Team building is a systematic process designed to improve working
relationships and team functioning such as problem-solving,
decision-making, and conflict resolution that enables the group to
overcome any goal-blocking barrier.
•Result-orientated mission is the real purpose of team building.
•A team-building goal therefore could be simply to identify and
develop effective communication.
•When it comes to training and development process, team and
team buildingis anintegral part and a requirement.
https://ventureteambuilding.co.uk/intro-to-team-building/

15. “Coming together is a beginning; keeping
together is progress; working together is
success.” JD Rockefeller
“Talent wins games, but teamwork and
intelligence win championships." -Michael
Jordan
“If everyone is moving forward together, then
success takes care of itself.” -Henry Ford. ...
Ethiopian quotes?
Quotes

16. We’re all pulling in the same direction.”
“We’re all pieces of a puzzle.”
“We’re all rowing in the same boat.
We’re all in the same boat.”
We’re all on the same page
Metaphors

17. •A “hive.” Think bees. In a hive, the team always supersedes the
individual.
•What is good for the team is always good for the individual,
whether the team member recognizes it or not.
•The hive operates from a singular mission and message and
stays on course —or dies.
•A circus -coordination, trust, and a whole lot of practice.
•A Symphony Orchestra
•Like Puzzle Pieces
•A Soccer Team
Analogies

18. Geese and Teamwork

19. Bees –Teamwork bridges the gap

20. Ants –size doesn’t matter

21. “The whole is greater than the sum of it’s parts”
Aristotle

23. Understanding team

24. Contemporary team building theory
Five Cs of Team Building. : Ruth Wageman, J. Richard Hackman, and
Erin Lehman,
Context: The Context refers to the organizational
environment and support provided to the team
Composition: Composition refers to the selection
and combination of team members based on their
skills, knowledge, and diversity
Competencies: Competencies refer to the collective
skills, knowledge, and abilities of team members
Coaching: Coaching involves providing guidance,
feedback, and support to team members
Collaboration: Collaboration emphasizes the need
for effective teamwork and communication within
the team

25. What is Team
Two or more people working interdependently towards a
common goal.
Getting a group of people together does not make a
“team
A team develops products that are the result of the
team's collective effort and involves synergy.
Synergy is the property where the whole is greater than
the sum of its parts
.

26. A group of two or more persons
Regular interactions among members
Influence the behavior of team members
Mutually accountable
Interdependent
Social entity
Achievement of common goal

27. What is Team –Together Every one
Achieves More
•Teams can be temporary, or indefinite.
•With individuals sharing responsibility, the
team as a whole can take advantage of all of the
collective talent, knowledge, and
experience of each team member.
.

28. Team Building
The process of gathering the right people and getting
them to work together for the benefit of a project
Team building is an organized effort to improve team
effectiveness
. [Source WST]
http://maxwideman.com/pmglossary/PMG_T00.htm
Team Management
The direction to a group of individuals who work as a unit.
Effective teams are result-oriented and are committed to
project objectives, goals and strategies.
[Source PMDT]
http://maxwideman.com/pmglossary/PMG_T01.htm

29. Dimension Examples of team typologies

Goals and task Problem-solving / developmental /etc.

Members Single disciplinary team/ multidisciplinary team
Functional / cross-functional team:
Intra-organizational team/ Inter-organizational
Team

Size Small (say 3-4 members) / middle/large
(say 8 or more members)

Leadership Manager led/ team leader/ self-directed
work team

Team typologies examples

30. Interaction Physical presence / virtual (online) / mix of the two
Time or work
cycle Temporary / permanent
Decision-
making
Interacting groups, brain storming, nominal group,
electronic meeting
techniques

31. Team Roles:
A unit of defined responsibilities that may be assumed by
one or more individuals.
[Source SA-CMM]
http://maxwideman.com/pmglossary/PMG_R06.htm

32. Norms of a team
Norms are acceptable standards of behaviors within a
group that are shared by group’s members.
They tell members what they should or should not do
depending on the circumstances.
In the work environment the most important norms deal
with performance-related process.
All members should become familiar with these norms
and are expected to follow them. It is a good idea to
agree on the norms and include them in the team charter

33. Team charter: A useful document for team building
A team charter is a written document that defines the team's mission,
objectives, scope of operation, time frame, and consequences.
The purpose statement: explain why the team is being formed.
The purpose statement should align with and support the organization's
vision and mission statements.
The objectives: what the team is expected to achieve, stated in measurable
terms.
The scope of the team's charter is to define organizational or operational
boundaries within which the team is expected and allowed to operate.

34. Discussions and activities

35. Discussions and activity

36. Types of Team

39. Types of Team-1
•Formal team
•Informal team

40. Types of team -2

41. Types of Team
Problem-Solving Teams
•Members often from the same department
•Share ideas or suggest improvements
•Rarely given authority to unilaterally implement
any of their suggested actions

42. Types of Team
Self-Managed Work Teams
10-15 employees in highly-related jobs
Team takes on supervisory responsibilities:
Work planning and scheduling
Assigning tasks
Operating decisions/actions
Working with customers
May select and evaluate members
Effectiveness is situationallydependent

43. Cross-Functional Teams
Members from same level, but diverse areas within and between
organizations
Exchange information
Develop new ideas and solve problems
Coordinate complex projects
Development may be time-consuming due to complexity and
diversity
Virtual Teams Computer technology ties dispersed team
together
Special challenges: Less social rapport
More task-oriented
Members less satisfied

44. Importance of teamwork in present work
environment
“To provide accurate information that would assist
individuals in achieving a better quality of life.”
People working together can sustain the enthusiasm and
lend support needed to complete the work of each
program
A Teams succeeds when its members have:
a commitment to common objectives
defined roles and responsibilities
effective decision sys

45. Benefits and challenges

46. Benefits and challenges
BENEFITS
PROMOTING UNITY
its ability to promote unity within an organization.
cross-functional, bringing in individuals from several different departments.
varying levels of seniority and authority, sometimes without a corresponding
hierarchy within the team.
collaboration can help create a sense of unity within an organization
.
PROMOTING DIVERSETHINKING
variety of backgrounds in terms of expertise, experience and cultural factors. This
diversity can lend itself to innovative ideas and cutting-edge.
MOREWORKINLESSTIME
a group of five people will be able to work more efficiently than five individuals
working separately..

47. CHALLENGES
LACKOFEFFECTIVECOMMUNICATION
Communication among team members often is
difficult..
Assigned tasks, overall goals and feedback can
be misinterpreted,
PERSONALITYCONFLICT
can also lead to substantial team conflict that
can damage the morale of the organization and
derail the team's success toward achieving its
assigned task.
Benefits and challenges

48. Team roles
Task Roles
1. Defining problems
2. Seeking information
3. Giving information
4. Seeking opinions
5. Giving opinions
6. Testing feasibility

50. Team Skills
Listen
Question
Persuade
Respect
Help
Share
Participate

51. Team Vs. Group

52. Group:
•A group refers to a collection of individuals who
come together for a specific purpose, activity, or
shared interest.
•Group members may have individual goals or
objectives, and their primary focus is often on their
own tasks or responsibilities.
•Interactions within a group are typically less
structured, and there may not be a clear leader or
assigned roles for each member.
•Groups can be formal, such as work teams within an
organization, or informal, like a group of friends.

53. Team
•A team is a specific type of group that is characterized by a
shared goal or objective that requires collaboration and
cooperation among its members.
•Unlike a group, a team has a higher level of interdependence,
collaboration, and shared responsibility. Team members work
together towards a common goal and often have
complementary skills and roles.
•Teams generally have a more formal structure with assigned
roles, responsibilities, and a designated leader or coordinator.

54. Understanding
•In a group, members think
they are grouped together
for administrative purposes
only.Individuals sometimes
cross purpose with others.
•In aTEAM, members
recognisetheir
independence and
understand both personal
and team goals are best
accomplished with mutual
support.Time is not wasted
struggling over "Turf" or
attempting personal gain at
the expense of others.

55. Ownership
•In a group, members tend
to focus on themselves
because they are not
sufficiently involved in
planning the unit's
objectives. They approach
their job simply as a hired
hand. "Castle Building" is
common.
•In aTEAM, members feel a
sense of ownership for their
jobs and unit, because they
are committed tovalues-
based commongoalsthat
they helped establish

56. CreativityandContribution
•In a group, members are
told what to do rather than
being asked what the best
approach would
be.Suggestionsandcreativi
tyare not encouraged.
•In aTEAM, members
contribute to the
organisation'ssuccess by
applying their unique
talents, knowledge
andentrepreneurial
creativityto team
objectives.

57. Trust
•In a group, members
distrust the motives of
colleagues because they do
not understand the role of
other members. Expressions
of opinion or disagreement
are considered divisive or
non-supportive.
•In aTEAM, members work
in a climate oftrustand are
encouraged to openly
express ideas, opinions,
disagreements and
feelings.Questions are
welcomed.

58. Common Understanding
•In a group, members are so
cautious about what they say,
thatreal understandingis not
possible. Game playing may
occur and communication
traps be set to catch the
unwary.
•In aTEAM, members
practice open and
honestcommunication.
They make an effort
toenpathise,listenand
understand each other's
point of view.

59. Conflict Resolution
•In a group, members find
themselves in conflict
situations they do not know
how to resolve.Their
supervisor/leader may put
off intervention until
serious damage is done, i.e.
a crisis situation.
•In aTEAM, members realise
conflict is a normal aspect
of human interaction but
they view such situations as
anopportunityfor
betterunderstanding of
perceptions, generation of
new ideas andcreative
problem solving. They work
toresolve conflictquickly
andconstructively.

61. Team development stages
1965, Bruce W. Tuckman
Forming
This is the first stage of
team development.
In this stage the members
try to explore and
understand the behaviour of
the team members.
They make their efforts in
understanding the
expectations of the team
members.
Awareness

62. Storming
In the second stage, members start
competing for status, leadership and
control in the group.
Individuals understand others
behaviourand assert their role in the
group.
As a result inter-personal conflict
starts. Members try to resolve the
issues related to the task and working
relations.
They also resolve the issues related
to the role of the individual in the
group.
Conflict
Team conflict is normal in
this phase, and is a catalyst
for creativity.
But the leader must address
any conflict immediately
and directly so issues don't
fester.
Team development stages

63. Norming
The members start
moving in a cohesive
manner.
They establish a balance
among various conflicting
forces.
They develop group
norms and consensus for
the achievement of the
group goal.
At this stage, cooperative
feelings develop among the
team member
Cooperation
Resistance is overcome
group feeling and
cohesiveness develop, \
new standards evolve, and new
roles are adopted.
In the task realm, intimate,
personal opinions are expressed
Team development stages

64. Performing
In this stage, the team
makes effort for the
performance of task and
accomplishment of
objectives
The established pattern of
relationships improves
coordination and helps in
resolving conflicts.
Members trust each other
and extend their full
cooperation for the
achievement of the group
goal.
Productivity,
Individual members
take greater
responsibility
Team leaders can take
a step back from the
leadership role at this
stage.
Team development stages

65. Adjourning
As you must be aware
that the team is formed
for some purpose.

When this purpose is
fulfilled, the team may be
adjourned.
Thus, the breaking up of
the team is referred to
adjournment.
Separation
Team development stages

66. Communication skills

67. Definition –widely used
“ Communication is the process of
exchanging information, ideas, thoughts,
and feelings between individuals or
groups through various mediums and
channels."

68. Types of communication

69. Verbal Communication
Verbal communication refers to the use of
spoken or written words to convey
messages, ideas, information, and
thoughts between individuals or groups.
It involves the use of language as a
medium of communication. –Spoken,
written

70. Verbal communication
It takes the form of
•talks, a public address,
•verbal discussions,
•telephonic talks,
•telecommunications and other artificial media,
such as audio-visual aids speeches and orders,
holdings of meetings and
•conferences,
•presentations,
•social get-togethers,
•training sessions,
•public address systems, museums, exhibitions,
counseling etc.

71. Non -verbal communication
Nonverbal communication refers to the transmission
of messages or information through nonverbal cues,
gestures, facial expressions, body language, posture,
eye contact, and other forms of nonverbal behavior.
It complementsand often accompanies verbal
communication,adding additional layers of meaning
and context to the message being conveyed.
Here are some key aspects of nonverbal
communication:

72. Non verbal communication

73. Direct Vs. indirect
•In direct communication, the message is conveyed explicitly and
straightforwardly, leaving little room for ambiguity or
misinterpretation. Direct communicators tend to be clear,
concise, and assertive in expressing their thoughts, needs, or
expectations
Example: "I need you to complete the report by tomorrow. Please
make sure it's reviewed and submitted by the end of the day."
•Indirect communication involves conveying messages indirectly,
often through hints, subtleties, nonverbal cues, or context.
Indirect communicators may rely on implied meanings, nonverbal
gestures, or shared cultural normsto convey their intentions or
expectations.
Example: "It would be great if someone could take care of the report
before the end of the day. We've had some challenges meeting
deadlines lately."

74. Functions of communication
The information function : share ideas, knowledge
The command and instructive functions serve to make the
employee aware of his obligations to the formal organization and
to provide him with additional guidance on how to perform his
duties adequately.
The influence and persuasion function (also known as
motivational function) encourages the appropriate individual to
perform or to exhibit a certain behaviour. Messages communicated
are used to convince individuals that their actions can be
personally or organizationally beneficial.
The integrative function refers to the fact that the communication
of messages / ideas, if properly handled, should help to relate the
activities of the workers to their efforts complement rather than
detract from each other.

75. Organizational Communication
Organizational Communication can also be
classified as
1. Downward Communication
2. Upward Communication
3. Lateral Communication
4. Interactive Communication
The main aims of interactive communication are:
1. Task coordination
2. Problem solving
3. Information sharing, and
4. Conflict resolution

76. Communication process

77. Characteristics of feedback
Intention: Effective feedback is directed towards improving work
performance and making the worker a more valuable asset. It is not a
personal attack.
Specificity: Be specific rather than saying things like “you always” or
“you never”. Vague criticism causes resentment.
Description:. It tells the receivers what he or she has done in objective
terms, rather than presenting a value judgment.
Usefulness: Effective feedback is information that the receiver can use to
improve performance. If it is not something the receiver can correct, it is
not worth mentioning.
Timeliness:
Clarity:
Validity: In order, for feedback, to be effective, it must be reliable and valid.
Readiness:

78. Listening in Communication
Listening helps in the following ways:
Building trust
Establishing Credibility
Gaining Support
Getting things done
Collecting Information
Exchange
Reflecting
Demonstrate respect

80. Types of listening
Discriminative
Comprehensive
Critical
Biased
Evaluative
Appreciative
Sympathetic
Empathetic
Therapeutic
Dialogic
Relationship

81. The Effective Listener
Makes eye contact
Exhibits affirmative head nods and appropriate facial
expressions
Avoids distracting actions or gestures that suggest
boredom
Asks questions
Paraphrases using his or her own words
Avoids interrupting the speaker
Doesn’t over talk
Makes smooth transitions between the role of
speaker and that of listener

82. Bad listening habit
Lack of interest in the subject
Focus on the person, not on the content
Interrupting
Focus on the detail, missing the big picture
Force-fitting their ideas into your mental models
Body language that signals disinterest
Creating or allowing distractions
Ignoring what you do not understand
Letting emotions block the subject
Daydreaming

84. Active listening

85. Communication styles
Expresser style
•tend to get excited. They like
challenges and rely heavily on
hunches and feelings.
•Depending on the type of
business, this can be a downfall
as sometimes hard data should
be used for decision-making
purposes.
•These people are easily
recognized because they don’t
like too many facts or boring
explanations and tend to be
antsy if they feel their time is
being wasted with too many
facts.
Adriver style
•like to have their own way
and tend to be decisive.
•They have strong viewpoints,
which they are not afraid to
share with others.
•They like to take charge in
their jobs but also in the way
they communicate.
•Drivers usually get right to the
point and not waste time with
small talk.
•

86. Communication styles
Arelater style
•like positive attention and
want to be regarded warmly.
•They want others to care
about them and treat them
well.
•Because relaters value
friendships, a good way to
communicate well with them
is to create a communication
environment where they can
feel close to others.
Ananalytical style
•Will ask a lot of questions
and behave methodically.
•They don’t like to be
pressured to make a
decision and prefer to be
structured.
•They are easily recognized
by the high number of
questions they ask.

87. Communication skills -Summary

93. The two parts of a message –the content and the message –must complement each
other.
Be sure of the appropriateness of the entire message you send. The major barriers to
successful communication are message overload, and message complexity.
You must also realize that both the sender and the receiver filter messages and that the
message they sent may not be the message that was received.
For effective communication, avoid both too little and too much communication.
Break complex messages into parts and carefully explain the relationship of the parts.
Pay attention to the messages being transmitted, avoid premature evaluation of
messages, and make use of a vocabulary common to the individual whom the
communication is being directed.
Pay also attention to psychological phenomena that can interfere with effective
communication. Defensive reactions operate in everyone without the individual being
conscious of their operation. Any communication from either a senior or a subordinate
that is considered threatening can evoke a defensive reaction.

94. Leadership

95. Bass' Theory of Leadership: (Stogdill, 1989; Bass,
1990).
The Trait Theory-Some personality traits may lead people
naturally into leadership roles.
The Great Events Theory -A crisis or important event may
cause a person to rise to the occasion, which brings out
extraordinary leadership qualities in an ordinary person..
The Transformational or Process Leadership Theory -People
can choose to become leaders. People can learn leadership
skills.

98. How is Leadership Defined?
•There are many definitions of leadership. Many lines have been
written attempting to capture the essence in just a few words.
•The Oxford English Dictionary definition of leadership is simply:
•"The action of leading a group of people or an organisation, or
the ability to do this.“
•We need now to define 'lead' in this context, which is more
helpful with regards to appreciating the breadth and depth of the
word 'leadership'.Here are the most relevant points from the
dictionary:
•Be in charge or command
•Organiseand direct
•Set a process in motion
•Be a reason or motive for (others to act, change, etc.)

99. How is Leadership Defined?
•To do this well at any level is not simple, just as finding a
definition is not simple either.
•A leadershipdefinitionis obviously quite limited because it
is only a few words or a couple of sentences.
•Some definitions of leadership convey a
particularessencevery well, but that is all a single
definition can represent -just an essence.
•Any single definition of leadership can only attempt to
convey the essence or most important quality of
leadershipfrom a particular standpointor point of view.

100. How is Leadership Defined?
A standpoint of leadership tends to dictate the definition.
For example:
•Anethicalstandpoint will produce a definition focused onethics
•Aresultsstandpoint will produce a definition focused onresultsorachieving an end
result
•Acommunications and motivationalstandpoint will produce a definition focused
oncommunication with and motivating followers
•And so on
•Therefore when we try to understand leadership we shouldavoid placing too much
reliance on a single definition, or even several definitions, especially when we try to
explain it to others.
•Definitions do not explain leadership-definitions can at best merely convey the essence
of leadership from a particular point of view.
•To understand, explain, and apply leadership, we must be able todescribeit in greater
depth.

101. Models vs. Philosophies vs. Styles of
Leadership
Of the many major terms which refer to concepts or
theories about leadership,three termstogether
offer a useful structure by which to categoriseand
explore the wide range of theories within the
subject.
•They are:
•Leadership Models
•Leadership Philosophies
•Leadership Styles

102. If you want to become a leader or improve yourself as such,
using these three categories should help you understand better
the different ideas and teachings.
•Leadership ideas can be:
•Models-learned/taught/applied in a very practical sense, or
•Philosophies-about attitude and where power comes, or
•Styles-interesting as typical leadership behaviours-helpful in
understanding leadership generally, and to a lesser degree may be
faceted within leadership models.
•This three-way split is also a useful way to appreciate leadership
theory from anacademic anglesince it provides order and
classification for the many theories existing on the subject.
Models vs. Philosophies vs. Styles of
Leadership

103. models Definition
ofphilosophies
Definition ofstyles
A leadership model
contains theories or
ideas on how to lead
effectively and/or
become a better
leader.
Action-Centred
Leadershipis an
example of amodel.
A leadership
philosophy contains
values-based ideas
of how a leader
should be and act;
and the sources of a
leader's power.
Servant
Leadershipis an
example
ofphilosophy
A leadership style is
a classification or
description of the
main ways in which
real-life leaders
behave.
Transformational
Leadershipis an
example of astyle.
Models vs. Philosophies vs. Styles of
Leadership

104. •These three categories are different ways of looking at it.We could say
instead: different aspects of leadership.
•Different aspects can cause confusion when we try to understand what
leadership is -especially if we use only one aspect to consider the subject.
•For example,one person may be lookingfrom a 'style' standpoint while
another may be thinking about the 'philosophy'. The two people might hold
similar or overlapping views, and yet because the standpoints are different (and
usually, therefore, the terminology and reference points are different too), it can
seem that there is conflict about what leadership is, when actually there may be
close agreement.
–Therefore, two people may disagree about something purely because they are
approaching it from a different standpoint, when actually they may be seeing the
same thing or two things which substantially overlap.
•So, in addition to providing a helpful theory structure, using the three stated
categories also helps to show thatlots of thinking are overlapping and
compatiblewhen it might otherwise seem conflicting and wildly diverse.
Models vs. Philosophies vs. Styles of
Leadership

105. Leadership: concepts and definition
Concept
Good leaders are made not born. If you have the desire and willpower, you
can become an effective leader. Good leaders develop through a never
ending process of self-study, education, training, and experience (Jago,
1982).
Definition
Leadership is a process by which a person influences others to accomplish
an objective and directs the organization in a way that makes it more
cohesive and coherent. This definition is similar to Northouse's (2007, p3)
definition —Leadership is a process whereby an individual influences a
group of individuals to achieve a common goal

106. Four Factors of Leadership:
•Leader
•Follower
•Communication
•situation

107. Myths about leadership
1. Leadership is a rare skill. Untrue. While great leaders may be rare,
everyone has leadership potential.
2. Leaders are born, not made. Not so. The truth is that major
capacities and competencies of leadership can be learned, and we are
all capable of learning given the will to learn.
3. Leaders are charismatic. Some are, but most are not.
4. Leadership exists only at the top of the organization. In fact, the
larger the organization, the more leadership roles it is likely to have.
5. The leader controls and directs. Again, not so. Leadership is not so
much the exercise of power as the empowerment of others. Leaders
lead by inspiring rather than ordering -by enabling people to use their
own initiative.
Once these myths are cleared away, the question becomes not one of
how to become a leader, but rather how to improve one's effectiveness
at
leadership.

108. Leadership styles

109. Autocratic Leadership Style
•The classical approach
•Manager retains as much power and
decision-making authority as possible
•Does not consult staff, nor allowed to give
any input
•Staff expected to obey orders without
receiving any explanations
•Structured set of rewards and
punishments

110. Democratic Leadership Style. Also known
as participative style
•Encourages staff to be a part of the decision
making
•Keeps staff informed about everything that
affects their work and shares decision making
and problem solving responsibilities

111. Bureaucratic Leadership Style
•Manages “by the book¨
•Everything done according to procedure or
policy
•If not covered by the book, referred to the next
level above
•A police officer not a leader
•Enforces the rules

112. •Laissez-Faire Leadership Style
•Also known as the “hands-off¨style
•The manager provides little or no direction
and gives staff as much freedom as
possible
•All authority or power given to the staff
and they determine goals, make decisions,
and resolve problems on their own
Laissez-Faire Leadership
Style
•Also known as the “hands-off¨style
•The manager provides little or no
direction and gives staff as much
freedom as possible
•All authority or power given to the
staff and they determine goals,
make decisions, and resolve
problems on their own

113. Other leadership styles/contemporary

115. Transformational Leadership
•Creates and sustains a context that maximizes
human and organizational capabilities;
•Facilitate multiple levels of transformation; and
•Align them with core values and a unified purpose
•Make change happen in:
Self,
Others,
Groups, and Organizations

116. Transactional Leadership
•Emphasizes getting things done within the
umbrella of the status quo
•In opposition to transformational leadership
•“By the book" approach -the person works within
the rules
•Commonly seen in large, bureaucratic
organizations

117. Creative Leadership
•Ability to uniquely inspire people,
•To generate shared innovative
responses and solutions
•To complex and readily changing
situations

118. Corrective Leadership
Empowers staff to facilitate collaborative and synergism
Working with and through other people instead of bowing to
authoritarianism
Empowers staff to facilitate collaborative
and synergism
Working with and through other people instead
of bowing to authoritarianism
Corrective Leadership

119. Change Leadership
•Endorses alteration
•Beyond thinking about individuals and individual
organization, single problems and single solutions
•Rethinking systems to introduce change on parts of the
whole and their relationship to one another

120. Intelligence Leadership
To navigate the future by embracing ambiguity and
reframing problems as opportunities
A proactive stance in taking their organizations into
uncharted territory

121. Multicultural Leadership
•Fosters team and individual effectiveness
•Drives for innovation by leveraging multicultural
differences
•Teams work harder in an atmosphere of understanding
and mutual respect
•Fosters team and individual effectiveness
•Drives for innovation by leveraging multicultural
differences
•Teams work harder in an atmosphere of understanding
and mutual respect

122. Pedagogical Leadership
Paradigm shift from leader/teacher
centered "orientation" to an interactive,
connective organizational system using a
democratic learning and communicative
style
An alternative to instructional leadership by enabling the
learning and intellectual growth of those led

123. 7 attributes essentialto leadership: Bennis(1999)
• technical competence: business literacy and grasp of
one's field;
• conceptual skill: a facility for abstract or strategic
thinking;
• track record: a history of achieving results;
• people skills: an ability to communicate, motivate, and
delegate;
• taste: an ability to identify and cultivate talent;
• judgment: making difficult decisions in a short time frame
with imperfect data;
• character: the qualities that define who we are.

126. Management vs. leadership
Management is perfectly adequate when things are
routine and predictable; but when the organization
hits turbulence and uncertainty, leadership is called
for

127. Differences b/n leader and manager
https://www.nextgeneration.ie/blog/2018/03/the-difference-between-leadership-
and-management

128. Leaders are people who do the right thing; managers
are people who do things right,” is often quoted to
make a distinction between managing processes and
leading people.
1
The obvious implication of this
statement is that leadership is about always doing
the right thing
Management vs. leadership

129. Leading, not Managing
Managementdeals mostly with the status quo and
leadership deals mostly with change, we are going to
have to try to become much more skilled at creating
leaders.
Leadershipcan blast through the many sources of
corporate inertia. Only leadership canmotivatethe
actions needed to alter behavior in any significant way
Leadership can get change to stick, by anchoring it in
the very culture of the organization.

130. Essential attributes of leadership..
•Integrity. ...
•Delegation. ...
•Communication. ...
•Self-Awareness. ...
•Gratitude. ...
•Learning Agility. ...
•Influence. ...
•Empathy.

131. Golman’s leadership style

132. 5 levels of leadership

133. Maxwell’s laws of leadership
THE LAW OF THE LID: Leadership Ability Determines a Persons Level of
Effectiveness
THE LAW OF INFLUENCE: The True Measure of Leadership Is Influence = -
Nothing More, Nothing Less.
THE LAW OF PROCESS: Leadership Develops Daily
THE LAW OF NAVIGATION: Anyone Can Steer the Ship, but It Takes a Leader to
Chart the Course.
THE LAW OF ADDITION :Leaders Add Value by Serving Others
THE LAW OF SOLID GROUND: Trust Is the Foundation of Leadership
THE LAW OF RESPECT : People Naturally Follow Leaders Stronger Than
Themselves
THE LAW OF INTUITION: Leaders Evaluate Everything with a Leadership Bias

134. THE LAW OF MAGNETISM: Who You Are Is Who You Attract.
THE LAW OF CONNECTION: Leaders Touch a Heart Before They Ask
for a hand
THE LAW OF THE INNER CIRCLE :A Leader¿sPotential Is
Determined by Those Closest to Him.
THE LAW OF EMPOWERMENT: Only Secure Leaders Give Power to
Others
THE LAW OF THE PICTURE: People Do What People See
Further reading: https://catdir.loc.gov/catdir/toc/ecip0717/2007018067.html
Maxwell’s laws of leadership continued..

135. Leadership loops

136. Problem solving and decision making

137. Solving Problems as a Team
One of the most common objectives of a team is to
solve a certain problem.
It is usually why a team is created.
Team members bring a diverse set of skills to the
team -a great scenario and the best chance in finding
a solution.
Because the team is comprised of individuals that
bring a unique skill set-“the whole is greater than its
parts” setup which is a valuable tool.

138. What is problem solving
Problem solving is the act of defining a problem;
determining the cause of the problem; identifying,
prioritizing, and selecting alternatives for a
solution; and implementing a solution.
https://asq.org/quality-resources/problem-solving#Process

139. Components of all sorts of Problems
An undesirable situation.When conditions are
desirable, there isn’t a problem.
A desired situation.
Obstacles between undesirableand
desirable situation.

140. 12 approaches to problem-solving
Define the problem.
Identify possible causes.
Brainstorm options to solve the problem.
Select an option.
Create an implementation plan.
Execute the plan and monitor the results.
Evaluate the solution.
www.indeed .com

141. https://www.1000ventures.com/products/bec_mc_gps_pp.html

142. List of Problem-Solving Tools
1. Affinity Diagram
2. Benchmarking
3. Brainstorming
4. Check Sheet/Tally Sheet
5. Control Chart/Shewhart
Chart
6. Decision Tree
7. Fishbone/Ishikawa Diagram
8. Five Whys
9. Flowchart
10. Force Field Analysis
11. Gantt Chart
12. Goals Grid
13. Histogram
14. Mindmap
15. Nominal Group Technique
16. Paired Comparison
17. Pareto Chart
18. Relationship Diagram
19. Run Chart
20. Scatter Diagram/Scatter Plot
21. Standard Data Displays
22. Stratification
23. Tree Diagram
24. Weighted Comparison
25. The six hats

143. Problem solving tools –we focus on
Brainstorming
5 whys
The six hats

144. Brainstorming
Brainstorms are a simple and effective method for
generating ideas and suggestions.
They allow group members to use each other as
creative resources and are effective when a subject
is being introduced.
The goal is to rapidly generate a large quantity of
ideas. Subsequent sorting and prioritizing of the
ideas is usually needed to refine the results.

145. Brainstorming
What? A technique for generating large amounts of information
and ideas, often quite creative, in a relatively short, intense time
period
When? Whenever the goal is to identify ideas about, issues
pertaining to, or insights into a given problem or situation. It is
frequently used to generate information about potential problems,
causes, solutions, and barriers to implementation
How? The problem or situation is stated or defined.
• The kinds of information wanted are defined.
• The ground rules are explained: 1. no judgment or discussion of
ideas during the generation phase 2. build on or add to the ideas
of others 3. no idea is too wild or wacky

147. Steps to better brainstorming
Know your organization decision making
criteria
Ask the right question
Choose the right people
Divide and conquer
On your mark, get set, go!
Wrap it up
Follow up quickly
https://www.mckinsey.com/capabilities/strategy-and-corporate-finance

148. Decision-making
Decision-making and problem-solving are
basic ingredients of leadership.
More than anything else, the ability to make
sound, timely decisions separates a leader
from a non-leader.
It is the responsibility of leaders to make
high quality decisions that are accepted
and executed in a timely fashion.

149. Negotiation skill

150. What is negotiation?
•Negotiation is a discussion to settle disputes and reach
agreements between two or more sides.
•Negotiation is a “give and take” process resulting in a
compromise where each side makes a concession for the
benefit of everyone involved.
•There are many situations where you may need to be
anegotiator.
•You might be involved in negotiating apartnership, asking
for araise, rallying for abudget increase, buying or selling
property orclosing a salewith a customer.
•They all call for negotiating skills if you want to be successful.

151. 12 important negotiation skills
1.Communication-Active listening
Active listening skillsare also crucial for
understanding another person’s opinion in
negotiation.
3. Emotional intelligence -is the ability to control your
emotions and recognize others’ feelings. Being
conscious of the emotional dynamics during
negotiation can help you stay calm and focused on the
core issues.

152. 12 important negotiation skills
4. Expectation management -If you believe you might
not be able to agree to each other’s terms, you could
try adjusting your expectations.
5. Patience -Rather than seeking a quick conclusion,
negotiators often practicepatienceto properly assess
a situation and reach the best decision for their clients.
6. Adaptability -Each negotiation is unique, and the
situation may change from one day to the next. For
example, an involved party may change their demands
abruptly

153. 12 important negotiation skills(continued..)
7.Persuasion -The ability to influence others is an
important negotiation skill. It can help you define why
your proposed solution benefits all parties and
encourage others to support your point of view.
.
8. Planning -Negotiation requires planning to help you
determine what you want and how the terms will be
fulfilled. You should consider the best possible
outcome, your least acceptable offer and what you will
do if an agreement isn’t reached.

154. 12 important negotiation skills
(continued..)
9. Integrity -Integrity, or having strong ethical and moral
principles, is an essential skill for negotiations. Being
thoughtful, respectful and honest allows the other side
to trust what you say.
10. Rapport building -The ability tobuild rapportlets you
establish relationships with others where both sides feel
supported and understood.

155. 12 important negotiation skills(continued..)
11. Problem-solving -Negotiation requiresproblem-
solvingto see the problem and find a solution.
12. Decision-making -Good negotiators canact
decisivelyduring a negotiation.
It may be necessary to agree to a compromise during
a bargaining arrangement. You need to be able to
react decisively..

156. 5 Strategies of Win-Win Negotiations
❶Start with defining a shared vision of a desired future you want to
achieve.
❷Focus on long-term mutual gain and be ready to make short-term
tactical changes in your plan if they help to achieve strategic
success.
❸Think holistically, keep the big picture of the desired future in
mind and always remember that there are not just one, but many
ways to draw it.
❹See yourselves not as bargainers, but as creators and strategic
design thinkers who design a better future jointly.
❺Be strategically flexible. Keep your mind open to emerging
strategic opportunities when you face a major road block in
negotiations. Be ready to adapt your strategies accordingly to
achieve a Win-Win solution.

158. https://emeritus.org/blog/different-types-of-leadership/
https://www.businessballs.com/leadership-styles/leadership-models-
philosophies-styles-definitions-descriptions-terminology/#models-vs-
philosophies-vs-styles
1000ventures.com
https://www.indeed.com/career-advice/career-development/negotiation-skills

159. Discussion and activities
Evaluation and feedback

160. Thank you