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Chapter17_9thEd2.pptxChapter 17
Skills for Optimizing Leadership as Situations Change
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Chapter Outline
Creating a compelling vision
Managing conflict
Negotiation
Diagnosing performance problems in individuals, groups, and organizations
Team building at the top
Punishment
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Creating a Compelling Vision
Leaders often struggle to give a compelling description of how they add value and to get anyone excited to become part of their team
A leader’s vision can have a pervasive effect on followers and teams
Should be a personal statement that answers the following questions:
Where is the team going, and how will it get there?
How does the team win, and how does it contribute to the broader organization’s success?
How does the speaker define leadership?
What gets the speaker excited about being a leader?
What are the speaker’s key values?
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Figure. 17.1: The Four Components of Leadership Vision
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Conflict
Occurs when:
Opposing parties have seemingly incompatible interests or goals, such as when team members:
Have strong differences in values, beliefs, or goals
Have high levels of task or lateral interdependence
Are competing for scarce resources or rewards
Are under high levels of stress
Face uncertain or incompatible demands
Leaders’ actions are inconsistent with their stated goals and vision
There is lack of communication
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Managing Conflict
Conflict resolution process is affected by several factors
Size of an issue, extent to which the problem is defined egocentrically, and the existence of hidden agendas
Seeing a conflict situation in win-lose, either-or, or zero-sum terms
Perceiving the conflict as unresolvable
Some level of conflict may help boost innovation and performance
Conflict is viewed as useful when it enhances group productivity and as counterproductive when it hinders group performance
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Conflict Resolution Strategies, 1
Conflict resolution can be thought of in terms of the following independent dimensions:
Cooperativeness versus uncooperativeness
Assertiveness versus unassertiveness
Approaches to managing conflict using the two-dimension scheme
Competition: Desire to achieve one’s own ends at the expense of someone else
Accommodation: Entirely giving in to someone else’s concerns without making any effort to achieve one’s own ends
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Conflict Resolution Strategies, 2
Sharing: Both parties give up something, yet gain something
Collaboration: Effort to fully satisfy both parties
Avoidance: Indifference to the concerns of both parties
Leaders should attempt to work out a resolution by looking at long-term rather than short-term goals
Should seek win-win outcomes that try to satisfy both sides’ needs and continuing interests
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Figure 17.2: Conflict-Handling Orientations
Source: Adapted from Kenneth W. Thomas and Ralph H. Kilmann, The Thomas-Kilmann Conflict Mode Instrument. (Mountain View, CA: CPP, Inc., 1974, 2002.)
Jump to Figure 17.2: Conflict-Handling Orientations, Appendix
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Fisher and Ury’s Tips for Negotiating
Prepare for the negotiation
Anticipate each side’s key concerns, issues, attitudes, negotiating strategies, and goals
Separate the people from the problem
Do not place blame
Communicate clearly
Focus on interests, not positions
One should focus on one’s own interests and one’s counterpart’s interests
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Diagnosing Performance Problems
Model of Performance
Performance is a function of the product of expectations, capabilities, opportunities, and motivation
Framework for understanding why a follower or team may not be performing up to expectations and what the leader can do to improve the situation
Multiplicative rather than a compensatory model
Deficit in any component results in a substantial decrement in performance that cannot be easily made up by increasing the other components
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Components of the Model of Performance, 1
Expectations
Leaders should ensure that followers understand their roles, goals, performance standards, and the key metrics for determining success
Capabilities
Abilities and skills are the components that make up capabilities
Opportunities
Leaders should ensure that followers and teams have the needed equipment, financial resources, and opportunities to exhibit their skills
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Components of the Model of Performance, 2
Motivation
Leaders can resolve motivation problems in followers and teams in the following manner:
Select followers who have higher levels of achievement or intrinsic motivation for the task
Set clear goals or do a better job of providing performance feedback
Reallocate work across the team or redesign the tasks to improve skill variety, task significance, and task identity
Restructure rewards and punishments to closely link them to performance levels
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Team Building at the Top
Executive teams are similar to other types of teams but different in the following ways:
Most top teams never function as a whole
When a team-related situation arises, team members must use their technical individual skills and the skills required for high-performance teamwork
Executive teams can enhance teamwork throughout the organization and can change organizational systems
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Trip Wire Lessons
Trip Wire 1: Call the performing unit a team but manage members as individuals
Trip Wire 2: Create an inappropriate authority balance
Trip Wire 3: Tell a large group of people in general terms what needs to be accomplished, and let them work out the details
Trip Wire 4: Specify challenging team objectives, but skimp on organizational supports
Trip Wire 5: Assume that members already have all the competence they need to work well as a team
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Punishment
Administration of an aversive event or the withdrawal of a desirable event or stimulus, which decreases the likelihood that a particular behavior will be repeated
Myths about punishment
Punishment results in undesirable emotional side effects in the recipient
Punishment is unethical and inhumane
Punishment rarely eliminates the undesirable behavior
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Effects of Punishment on Satisfaction and Performance
If administered properly, punishment can lead to positive organizational outcomes
May help increase job satisfaction, may decrease role ambiguity and absenteeism, and may improve performance
Intense levels of punishment in a noncontingent manner can have a devastating effect on the work unit
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Administering Punishment
To make punishment effective, leaders should:
Recognize their bias toward internal attributions
Gather as many facts as possible before deciding whether to administer punishment
Focus on the act, not the person
Be consistent across both behaviors and leaders
Clarify the rationale and identify the future consequences of misbehavior
Provide guidance about how to improve
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Summary
A leader’s vision can have a pervasive effect on followers and teams
Conflict may help bolster innovation and performance
Leaders should take the time to prepare for a negotiating session, separate people from the problems, and focus on interests rather than on positions
The performance model shows that performance is a function of expectations, capabilities, opportunities, and motivation
Executives do not always need to perform as a team to be effective
Properly administered punishment does not cause undesirable emotional side effects, is not unethical, and may effectively suppress undesirable behavior
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appendices
Figure. 17.1: The Four Components of Leadership Vision, Appendix
The term ideas is presented on the top-left portion of the figure. The following questions are listed below ideas: what is the team’s current situation?, where is the team going?, and how will the team get there? The term expectations is presented on the top-right portion of the figure. The following points are listed under the term expectations: operating principles and performance standards. Ideas and expectations are linked by a horizontal double-headed arrow. The term emotional energy is presented at the center of the figure, and the point under the term reads passion about the team. Emotional energy is linked to ideas and expectations using double-headed arrows. The term edge is presented below emotional energy. Both the components are connected by double-headed arrows. The points below the term edge read tough calls and stories, analogies, and metaphors.
Jump Back to Figure. 17.1: The Four Components of Leadership Vision
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Multimedia Lecture Support Package to Accompany Basic Marketing
Lecture Script 6-21
Figure 17.2: Conflict-Handling Orientations, Appendix
The x-axis of the graph is labeled party’s desire to satisfy others’ concern, and a horizontal double-headed arrow is presented along the axis to indicate a continuum. The end of the axis near the origin is labeled uncooperative, and the opposite end is labeled cooperative.
The y-axis of the graph is labeled party’s desire to satisfy own concern, and a vertical double-headed arrow is presented along the y-axis to indicate a continuum. The end of the axis near the origin is labeled unassertive, and the opposite end is labeled assertive.
Five dots are plotted in the plot area. The first dot is labeled avoidant, or neglect, and is plotted close to unassertive on the y-axis and uncooperative on the x-axis. The second dot is labeled accommodative, or appeasement. This dot is plotted on the end labeled cooperative on the x-axis and unassertive on the y-axis. The third dot is labeled sharing, or compromise, and it is plotted roughly below the center of the plot area. The fourth dot is labeled competitive, or domination. This dot is plotted on the end of the y-axis labeled assertive. The fifth dot is labeled collaborative, or integration. This dot is aligned close to the point labeled assertive on the y-axis and cooperative on the x-axis.
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