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UN
P A U L ’

I VE R S I TY
.
S T
SE R TY
VANT
S OF GO D AND HUMANI

ST. PAUL’S UNIVERSITY

SPU Distance Learning Course Handbook

BALM 419/COM 203: LEADERSHIP

DEVELOPMENT

[ALICE NDIRANGU]

SPU Distance & E - Learning Program

© Revised 2016
_________________________________________
Course Content:
1.0 Introduction
2.0 Leadership Qualities;
3./4Leadership and Management;
5.0Aims of management development,
 Management development: needs and priorities,
6.0 Group and Functional Approach,
 Team building
7.0 Situational Approach;
 Nature and
 Elements of leadership and management
8.0 Management development activities,
 coaching,
 mentoring,
 succession planning,
9.0 Approaches to management development;
 Emotional intelligence and leadership qualities,
 cultural Intelligence;
10/11. Responsibility for management development
 Selection;
 Strategic Thinking and Leadership.
 Revision
INTRODUCTION
Understanding Leadership
Until approximately 1930, there was not much academic interest in the area of leadership
Fredrick Taylor says it is a Scientific Management of (time/motion studies of productivity) (late
1800‟s) Max Weber puts it that a leader possessed power by virtue of his position (1922) Mary
Parker Follett argues that it is participatory management in “power with” as opposed opposed to
“power over” (1926) Leadership –

A new definition by Chester Barnard in 1938 puts leadership as, The ability of a superior to
influence the behavior of subordinates and persuade them to follow a particular course of action.
(Barnard 1938

Definition:

 A Leader is someone who can influence others and who has managerial authority. This implies that
Leadership is the process of influencing a group towards the achievement of goals.
 Stated another way, a leader is an individual who is able to influence the attitudes and opinions of
others. Leadership is not synonymous with management; it is a higher order of capability.
Organizational leadership is the ability to influence the attitudes and opinions of others in order to
achieve a coordinated effort from a diverse group of employees. For this to happen, organizational
leaders need to develop their skills and abilities.
 There are very many ways of defining leadership –
(a) Leadership as the focus of group processes – here the leader is at the center of group change and
activity and embodies the will of the group.
(b) Leadership conceptualized from a personality perspective – this view suggests that, leadership is
a combination of special traits or characteristics that individuals possess and that enable them to
induce others to accomplish tasks.
(c) Leadership as an act or behavior – this refers to the things leaders do to bring about change in a
group.
(d) Leadership in terms of power relationships that exists between leaders and followers, which
implies that leaders have power and wield it to effect change to others.
 (e) Leadership as an instrument of goal achievement in helping group members to achieve their
goals and meet their needs. This implies leadership that transforms followers through vision
setting, role modeling, and individualized attention.
(f) Leadership from a skills perspective stresses the capabilities (knowledge and skills) that make
effective leadership possible. Leadership abilities are in most cases ranked as the key to success.
 Various components identified as central to the phenomenon of leadership include:
(a) Leadership is a process - This means that it is not a trait or a characteristic that resides in the
leader, but is a transactional event that occurs between the leader and his/her followers. Process
implies that a leader affects and is affected by followers. It emphasizes that leadership is not a linear,
one-way event but rather an interactive event.
(b) Leadership involves influence – It is concerned with how the leader affects followers. Without
influence, leadership does not exist.
(c) Leadership occurs within a group context – Groups are the context in which leadership takes place.
Leadership involves influencing a group of individuals who have a common purpose.
(d) Leadership involves goal attainment – Leadership has to do with directing a group of individuals
towards accomplishing some task or end. Leadership occurs and has its effects in contexts where
individuals are moving toward a goal.

Based on these components, we arrive at the following definition: Leadership is a process whereby an
individual influences a group of individuals to achieve a common goal. In the process of leadership, it is
the leader, who initiates the relationship between leader and co-workers, creates the communication
linkages, and carries the burden for maintaining the relationship.
 Leadership is the ability to influence colleagues, achieve desired results, and give purpose, clarity, and
direction to an organization. Effective leadership stimulates and inspires the members of the
organization to perform better in their assigned tasks/roles.
 Leadership can also be said to be the ability to influence people both by what it is and what it does:
both being and action. It empowers, motivates, and organizes people to achieve a common objective as
well as providing moral guidance.
 Leadership is the ability of a superior to influence the behavior of a subordinate or group and persuade
them to follow a particular course of action.
 The first job of a leader is to define a vision for the organization.... Leadership is the capacity to
translate vision into reality. The ultimate test of practical leadership is the realization of intended, real
change that meets people‟s enduring needs.
 Leadership is a function of knowing yourself, having a vision that is well communicated, building trust
among colleagues, and taking effective action to realize your own leadership potential.
 Leadership is the art to of influencing and directing people in such a way that will win their obedience,
confidence, respect and loyal cooperation in achieving common objectives.
 Leadership is the process of influencing the behavior of other people toward group goals in a way that
fully respects their freedom. The emphasis on respecting their freedom is an important one, and one
which must be the hallmark of Christian leadership. Jesus influenced many diverse people during his
ministry but compelled no-one to follow Him.
 Leadership occurs when one person induces others to work toward some predetermined objectives.

Nature of Leadership

Effective leadership is a key factor in the life and success of an organization Leadership
transforms potential into reality.

Leadership is the ultimate act which brings to success all of the potent potential that is in an
organization and its people

. Leaders propose new paradigms when old ones lose their effectiveness.

Leadership is a major way in which people change the minds of others and move organizations forward
to accomplish identified goals.
Nature of Leadership
(a) Trait Vs Process leadership – Sometimes we here statements like, “He is born to be a
leader” or “She is a natural leader”. These statements express a trait perspective toward leadership. The
trait perspective suggests that certain individuals have special innate or inborn characteristics or qualities
that make them leaders, and it is these qualities that differentiate them from nonleaders. Some of the
personal qualities used to identify leaders include unique physical factors (e.g., height), personality
features (e.g., extroversion), and ability characteristics (e.g., speech fluency).
(b) Assigned / Emergent leadership
Some people are leaders because of their formal position within an organization, whereas others are
leaders because of the way other group members respond to them. These two common forms of
leadership are called assigned leadership and emergent leadership. Leadership that is based on
occupying a position within an organization is assigned leadership. Team leaders, plant managers,
department heads, directors, and administrators are all examples of assigned leadership.

Yet the person assigned to a leadership position does not always become the real leader in a particular
setting. When an individual is perceived by others as the most influential member of a group or
organization, regardless of the individual‟s title, the person is exhibiting emergent leadership. The
individual acquires emergent leadership through other people in the organization who support and
accept that individual‟s behavior. This type of leadership is not assigned by position, but rather emerges
over a period of time through communication. Some of the positive communication behaviors that
account for successful leader emergence include being verbally involved, being informed, seeking
others‟ opinions, initiating new ideas, and being firm but not rigid (Fisher, 1974).

In addition to communication behaviors, researchers have also found that personality plays a role in
leadership emergence. For example, certain personality traits are related to leadership emergence.
Individuals who are more dominant, more intelligent, and more confident about their own performance
(general self-efficacy) are more frequently identified as leaders by their fellow colleagues. Therefore,
when an individual is engaged in leadership, that individual is a leader, whether or not the individual
was assigned to be the leader or the individual emerged as a leader.

C,Leadership and Power

The concept of power is related to leadership because it is part of the influence process. Power is the
capacity or the potential to influence. People have power when they have the ability to affect others‟
beliefs, attitudes, and course of action. Ministers, doctors, coaches and teachers are all examples of
individuals who have the potential to influence us. When they do, they are using their power, the
resource they draw on to effect change in us.
In organizations, there are two major kinds of power: position power and personal power. Position
power refers to the power a person derives from a particular office or rank in a formal organizational
system. Vice presidents or department heads have more power than staff personnel because of the
position they have in the organization. Personal power refers to the power a leader derives from
followers. When leaders act in ways that are important to followers, it gives leaders power. For example,
managers have power because their subordinates find them to be good role models. Others have power
because they are viewed a simply competent or considerate by their subordinates. In both cases, these
managers‟ power is ascribed to them based on how they are seen in their relationships with others.

The most widely cited research on power is French and Raven‟s (1959) work on the bases of social
power. In their work, power was conceptualized from the framework of a dyadic relationship that
included both the person influencing and the person being influenced. French and Raven identified five
common and important types of power:

a. Reward
b. Coercive
c. Legitimate
d. Referent
e. Expert
Each of these types of power increases a leader‟s capacity to influence the attitudes, values, or behaviors
of others.

In discussion of leadership, it is not unusual that leaders are described as wielders of power, as
individuals who dominate others. In these instances, power is conceptualized as a tool that leaders use to
achieve their own ends. Contrary to this view of power, Burns (1978) emphasized power from a
relationship standpoint. For Burns, power is not an entity that leaders use over others to achieve their
own ends, but instead it occurs in relationships and should be used by leaders and followers to benefit
their collective goals.
(c) Leadership and Coercion
Coercion is one of the specific kinds of power that are available to leaders. Coercion involves the use of
force to effect change. It means influencing others to do something by manipulating the penalties and
rewards in their work environment. Coercion frequently involves the use of threats, punishment, and
negative reward schedules.

It is important to distinguish between coercion and leadership. Coercive people will not be used as
models of what ideal leadership is about. Leadership is reserved for those individuals who influence a
group of individuals toward a common goal. Leaders who use coercion are interested in their own goals
and seldom are interested in the wants and needs of subordinates. Using coercion runs counter to
working with colleagues to achieve a common goal.

(d) Leadership and Management

Leadership is a process that is similar to management in many ways. Leadership involves influence, as
does management. Leadership requires working with people, which management requires as well.
Leadership is concerned with effective goal accomplishment and so is management.

But leadership is different from management. The primary functions of management are planning,
organizing, staffing, and controlling. These functions are still representative of the field of management
today.

The overriding function of management is to provide order and consistency to organizations, whereas
primary function of leadership is to produce change and movement. Management is about seeking order
and stability; leadership is about seeking adaptive and constructive change.

While different in scope, Kotter (1990) contended that both management and leadership are essential if
an organization is to prosper. For example, if an organization has strong management without
leadership, the outcome can be stifling and bureaucratic. Conversely, if an organization has strong
leadership without management, the outcome can be meaningless or misdirected change for change‟s
sake. To be effective, organizations need to nourish both competent management and skilled leadership.
The significant difference between the two is that; to manage means to accomplish activities and master
routines, while to lead means to influence others and create visions for change. The distinction is made
clear by the fact that; managers are people who do things right and leaders are people who do the right
thing.

It is also contended that leadership is multidirectional influence relationship and management is a

unidirectional authority relationship. While leadership is concerned with the process of developing
mutual purposes, management is directed toward coordinating activities in order to get a job done.
Leaders and followers work together to create real change, while managers and subordinates join forces
to sell goods and services.

There is also the argument, that leaders and managers themselves are distinct – they are basically
different types of people. Managers are reactive and prefer to work with people to solve problems but do
so with low emotional involvement. They act to limit choices. He suggested that leaders are emotionally
active and involved. They seek to shape ideas instead of responding to them, and act to expand the
available options to long-standing problems. Leaders change the way people think about what is
possible.

When managers are involved in influencing a group to meet its goals, they are involved in leadership.
When leaders are involved in planning, organizing, staffing, and controlling, they are involved in
management. Both processes involve influencing a group of individuals toward goal attainment.

(e) Leadership and Human Values

According to the philosophy of values, the universe is self-sufficient, free from supernatural cause or
control. In line with this, some behavioral scientist argue that all moral values are ephemeral and of
human origin, while others endorse ethical relativism, that is, that there are no universally valid
principles, since all moral principles are valid relative to cultural or individual values. In fact, ethical
relativism assumes that organizations should lay emphasis on the values of the personnel if all values are
relative. But some behavioral scientists contradict this, endorsing hedonistic ethical values, that is, that
individuals seek their own pleasure and that the highest good for oneself is the most pleasure with the
least pain. Therefore, organizations should encourage their personnel to be more accepting of their
hedonistic tendencies, as human beings are basically hedonistic and reward seeking.

Positivism assumes that since knowledge is limited to observable facts, scientific theories can be shown
to be true on the basis of evidence only. Hence, scientists can be objective and impartial observers and
their empirical observations will eventually lead to a complete understanding of reality. In this way,
logical positivists make a sharp distinction between facts and regard values as intellectually
meaningless.

The foregoing discussion demonstrates the importance of studying values for managing people more
effectively. Most organizations have so far tended not to incorporate their personnel‟s values into quality
of work life, productivity and performance. However, there is a growing realization that to achieve
organizational goals, value systems must be owned and practised by all the personnel. In fact,
organizations must view their personnel‟s core values as a potential resource and leverage on them.

But the question is, why only values? That is because values are what we care about most and what
motivate us. When we incorporate our deepest values in our work harder because the outcome matters to
us. We become more committed and get greater fulfillment from what we give and from what we
accomplish. The most effective leaders are those who know their own values and act by them and are
able to help others do the same. Self-regulation based on values and attitudes has become an alternative
to modern bureaucratic ways of regulation and behavior control in society as well as in business. Value-
based leadership is not restricted to the human aspect alone. Value-added business processes convert
process inputs into value-added output, eliminating the non-value adding ones and maximizing the
value-added ones. Philosophically, everything we do is value based. We believe we are doing the right
thing when we anticipate satisfaction from an enterprise.

How an organization can inculcate value systems, particularly the spiritual ones, among personnel to
enhance their quality of work life and productivity has been the concern of much research and have been
demonstrated also (Singh, in press).
Summary
Leadership is a topic with universal appeal, and in the popular press and academic research literature
there is much written about leadership. Despite the abundance of writing on the topic, leadership has
presented a major challenge to practitioners and researchers interested in understanding the nature of
leadership. It is a highly valued phenomenon that is very complex.

Leadership is an influence process that assists groups of individuals toward goal attainment. Leadership
is defined as a process whereby an individual influences a group of individuals to achieve a common
goal.

Because leaders and followers are both a part of leadership process, it is important to address issues that
confront followers as well as those that confront leaders. Leaders and followers need to be understood in
relation to each other.

The trait perspective suggests that certain people in our society have special inborn qualities that make
them leaders. This view restricts leadership to only those who are believed to have special
characteristics. Leadership is a process that can be learned and that is available to everyone.

Two common forms of leadership are assigned and emergent. Assigned leadership is based on having a
formal title or position within an organization. Emergent leadership results from what one does and how
one acquires support from followers. Leadership, as a process, applies to individuals in both assigned
roles and emergent roles.

Related to leadership is the concept of power, the potential to influence. There are two kinds of power:
position and personal. Position power, which is much like assigned leadership, refers to the power an
individual derives from having an office in a formal organizational system. Personal system comes from
followers. It is given to leaders because followers believe leaders have something of value. Treating
power as a shared resource is important because it de-emphasizes the idea that leaders are power
wielders.

Leadership and coercion are not the same. Coercion involves the use of threats and punishment to
induce change in followers for the sake of the leader. Coercion runs counter to leadership because it
does not treat leadership as a process that includes followers, and it does not emphasize working with
followers to achieve common goals.

Leadership and management are different concepts that have a considerable amount of overlap. They are
different in that management traditionally focuses on the activities of planning, organizing, organizing,
staffing, and controlling whereas leadership emphasizes the general influence process. Management is
concerned with creating order and stability, while leadership is about adaptation and constructive
change. Other researchers argue that managers and leaders are different types of people, managers being
more proactive and more emotionally involved. The overlap between leadership and management is
centered on how they both involve influencing a group of individuals in goal attainment.

Basic concepts in leadership development

The Leader:
This implies a role relationship with others in the group and interaction over a period of time
within which the leader repeatedly performs functions and acts of leadership in the group. Such
acts may be shared with other group members,however, the buck stops at the leader‟s table.
The Followers: Followers also have a role to play under the direction of the leader. Followers
are not mere aggregation, but people in constant active interaction in direction toward desired
goals.
The Situation: It refers to a set of values and attitudes that have to be faced by group members
wherein activity for achievement of goals has to be planned and implemented [Chitambar, 1973].
The situation includes:
• Interpersonal relationships within the group
• Characteristics of the group as a unit
• Characteristics of the culture within which the group exists
and from which members are drawn
• physical conditions within which the group is to act and
• the perceptual representation of these elements and the
attitudes and values held by the members, within the group
and among themselves.
The Task: The task defines the activities which are to be performed in common movement and
achievement of desired goals by the group. The task sets varying demands and requirements for
leadership and hence their nature is of
importance and significance to the motivation of leaders.
After these key elements, there are certain aspects of leadership you
must understand [Chitambar, 1973]:

LEADERSHIP QUALITIES

 Integrity/Honesty
 Ability to delegate
 Communication
 Sense of humour
 Confidence
 Commitment
 Positive attitude
 Creativity
 Intuition
 Ability to inspire
INTEGRITY AND HONESTY
 When you are responsible for a team of people, its important to raise the integrity bar
very high. Your department and staff are a reflection of yourself, and if you make honest
and ethical behaviour a key value, your team will follow suit.
ABILITY TO DELEGATE
 Its important to remember that trusting your team with your idea is a sign of strength, not
weakness. Delegating tasks to your subordinates is one of the most important skills you
can develop as a leader
The key to delegation is identifying the strengths of your team, and capitalizing on them.
Find out the strengths and weaknesses of each of your team members, and assigns tasks
appropriately. With delegation, it will prove to your team that you trust and believe in
them. It‟s a fine balance, but one that will have a huge impact on the productivity of your
department.

COMMUNICATION
Knowing what you want accomplished may seem clear in your head, but if you try to
explain it to someone else and are met with a blank expression, you know there is a
problem. .If this has been your experience, then you may want to focus on honing your
communication skills. Being able to clearly and succinctly describe what you want done
is extremely important. Creating a productive work environment depend on healthy lines
of communication.
Whether that stems from an open door policy to your office, or making it a point to talk
to your staff on a daily basis, making yourself available to discuss interoffice issues is
vital. Your team will learn to trust and depend on you, and will be less hesitant to work
harder
SENSE OF HUMOUR
Morale is linked to productivity, and it‟s your job as the team leader to instil a positive
energy. That‟s where your sense of humour will finally pay off.
Encourage your team to laugh at the mistakes instead of crying.
If you are constantly learning to find the humour in the struggles, your work environment
will become a happy and healthy space, where your employees look forward to working
in, rather than dreading it.
CONFIDENCE
Part of your job as a leader is to put out fires and maintain the team morale.
Keeping up your confidence level, and assure everyone that setbacks are natural and the
important thing is to focus on the larger goal.
As the leader, by staying calm and confident, you will help keep the team feeling the
same. Remember, your team will take cues from you, so if you exude a level of calm
damage control, your team will pick up on that feeling. COMMITMENT
 If you expect your team to work hard and produce quality content, you are going to need
to lead by example.
There is no greater motivation than seeing the boss down in the trenches working
alongside everyone else, showing that hard work is being done at every level.
It‟s important to show your commitment not only to the work at hand, but also to your
promises. Learn to keep your word.
You want to create a reputation for not just working hard, but also be known as a fair
leader.
POSITIVE ATTITUDE

You want to keep your team motivated towards the continued success of the company, and
keep the energy levels up. Remember that everyone on your team is a person.
Keep the office mood a fine balance between productivity and playfulness
CREATIVITY
from your set course and make a decision on the spur of the moment. This is where your
creativity will prove to be vital.
It is during these critical situations that your team will look to you for guidance and you
may be forced to make a quick decision.
As a leader, its important to learn to think outside the box (on your feet) and to choose
which of two bad choices the best option. Often is times its best to turn to your team for
ideas.
INTUITION
When leading a team through uncharted territory, there is no roadmap on what to do.
Everything is uncertain, and the higher the risk, the higher the pressure. That is where
your natural intuition has to kick in.
Guiding your team through the process of your day-to-day tasks can be honed down to an
art. But when something unexpected occurs, or you are thrown into a new scenario, your
team will look to you for guidance.
Learning to trust yourself is as important as your team learning to trust you.
ABILITY TO INSPIRE
Being able to inspire your team is great for focusing on future goals, but it is also
important for the current issues.
When you are all mired deep in work, morale is low, and energy levels are fading,
recognize that everyone needs a break now and then.
Acknowledge the work that everyone has dedicated and commend the team on each of
their efforts.
It is your job to keep spirits high, and that begins with an appreciation of the hard work.
 LEADERSHIP AND MANAGEMENT
INTRODUCTION
Leadership is a process that is similar to management in many ways. Leadership involves influence, as
does management. Leadership requires working with people, which management requires as well.
Leadership is concerned with effective goal accomplishment and so is management.

But leadership is different from management. The primary functions of management are planning,
organizing, staffing, and controlling. These functions are still representative of the field of management
today.

The overriding function of management is to provide order and consistency to organizations, whereas
primary function of leadership is to produce change and movement. Management is about seeking order
and stability; leadership is about seeking adaptive and constructive change.

LEADERSHIP VERSUS MANAGEMENT

While different in scope, Kotter (1990) contended that both management and leadership are essential if
an organization is to prosper. For example, if an organization has strong management without
leadership, the outcome can be stifling and bureaucratic. Conversely, if an organization has strong
leadership without management, the outcome can be meaningless or misdirected change for change‟s
sake. To be effective, organizations need to nourish both competent management and skilled leadership.

The significant difference between the two is that; to manage means to accomplish activities and master
routines, while to lead means to influence others and create visions for change. The distinction is made
clear by the fact that; managers are people who do things right and leaders are people who do the right
thing.
FUNDAMENTAL DIFFERENCES BETWEEN THE ROLE OF A MANAGER AND A
LEADER

MANAGERIAL LEADERSHIP SKILLS

FUNCTIONS
 Plan and budget  Create vision and excitement
 Coordinate, control, and  Set a direction and motivate
execute activities and inspire people to follow
 Organize and staff  Align people
 Work within existing  Build new relationships and
structure structures

FUNCTIONS OF MANAGEMENT

INTRODUCTION
For theoretical purposes, it may be convenient to separate the function of management
but practically these functions are overlapping in nature.
Each function blends into the other & each affects the performance of others.
PLANNING

It is the basic function of management.

It deals with deciding in advance the most appropriate future course of actions for
achievement of pre-determined goals.
Planning is deciding in advance - what to do, when to do it and how to do it.
Planning bridges the gap from where we are to where we want to be. Planning is an
exercise in problem solving and decision making.
Planning is necessary to ensure proper utilization of human and non-human resources.
It is an intellectual activity and it helps in avoiding confusion, uncertainties, risks,
wastages, etc.
 ORGANISING
It is the process of bringing together physical, financial and human resources and
developing productive relationship amongst them for achievement of organizational
goals.
According to Henry Fayol, “To organize a business is to provide it with everything useful
for it to function effectively and efficiently i.e. raw material, tools, capital and personnel.
To organise involves:
1.Identification of activities.
2. Classification and grouping of activities.
3. Assignment of duties.
4. Delegation of authority and creation of responsibility.
5. Coordinating authority and responsibility relationships.
Organizing as a process involves:
It is the function of manning the organization structure

STAFFING.
The main purpose of staffing is to put the right woman/man on the right job.
Staffing involves:

Manpower Planning.

Recruitment, Selection & Placement.

Training & Development.
Remuneration.
Performance Appraisal.
Promotions & Transfer.
DIRECTING

It is actuates the organizational methods to work efficiently for achievement of

organizational goals.
 Direction is that inert-personnel aspect of management which deals directly with
influencing, guiding, supervising, motivating sub-ordinate for the achievement of
organizational goals.
Direction has following elements:

Supervision
Motivation
Leadership
Communication
CONTROLLING
It implies measurement of accomplishment against the standards and correction of
deviation if any to ensure achievement of organizational goals.
The purpose of controlling is to ensure that everything occurs in conformity with the
standards.
An efficient system of control helps to predict deviations before they actually occur.
Controlling has following steps:

Establishment of standard performance.

Measurement of actual performance.

Comparison of actual performance with the standards and finding out deviation if any.

Corrective action.

LEADERSHIP QUALITIES

Integrity/Honesty

Ability to delegate
Communication
Sense of humour
Confidence
Commitment
Positive attitude
Creativity
Intuition
Ability to inspire
INTEGRITY AND HONESTY

When you are responsible for a team of people, its important to raise the integrity bar very
high.
Your department and staff are a reflection of yourself, and if you make honest and ethical
behaviour a key value, your team will follow suit.
ABILITY TO DELEGATE

Its important to remember that trusting your team with your idea is a sign of strength, not
weakness.

Delegating tasks to your subordinates is one of the most important skills you can develop as a
leader
The key to delegation is identifying the strengths of your team, and capitalizing on them.
Find out the streingths and weaknesses of each of your team members, and assigns tasks
appropriately.
With delegation, it will prove to your team that you trust and believe in them. It‟s a fine
balance, but one that will have a huge impact on the productivity of your department.
COMMUNICATION

Knowing what you want accomplished may seem clear in your head, but if you try to explain
it to someone else and are met with a blank expression, you know there is a problem.

If this has been your experience, then you may want to focus on honing your communication
skills. Being able to clearly and succinctly describe what you want done is extremely
important. Creating a productive work environment depend on healthy lines of
communication.

Whether that stems from an open door policy to your office, or making it a point to talk to
your staff on a daily basis, making yourself available to discuss interoffice issues is vital.
Your team will learn to trust and depend on you, and will be less hesitant to work harder
SENSE OF HUMOUR

Morale is linked to productivity, and it‟s your job as the team leader to instil a positive
energy. That‟s where your sense of humour will finally pay off.

Encourage your team to laugh at the mistakes instead of crying.

If you are constantly learning to find the humour in the struggles, your work environment
will become a happy and healthy space, where your employees look forward to working in,
rather than dreading it.
CONFIDENCE

Part of your job as a leader is to put out fires and maintain the team morale.
Keep up your confidence level, and assure everyone that setbacks are natural and the
important thing is to focus on the larger goal.
As the leader, by staying calm and confident, you will help keep the team feeling the same.
Remember, your team will take cues from you, so if you exude a level of calm damage
control, your team will pick up on that feeling.
COMMITMENT

If you expect your team to work hard and produce quality content, you are going to need to
lead by example.

There is no greater motivation than seeing the boss down in the trenches working alongside
everyone else, showing that hard work is being done at every level.
It‟s important to show your commitment not only to the work at hand, but also to your
promises. Learn to keep your word.
You want to create a reputation for not just working hard, but also be known as a fair leader.
POSITIVE ATTITUDE

You want to keep your team motivated towards the continued success of the company,
and keep the energy levels up. Remember that everyone on your team is a person.
Keep the office mood a fine balance between productivity and playfulness.

CREATIVITY
 Some decisions will not always be so clear-cut. You may be forced at times to deviate
from your set course and make a decision on the spur of the moment. This is where your
creativity will prove to be vital.
It is during these critical situations that your team will look to you for guidance and you
may be forced to make a quick decision.
As a leader, its important to learn to think outside the box (on your feet) and to choose
which of two bad choices is the best option. Often times its best to turn to your team for
ideas.
INTUITION
When leading a team through uncharted territory, there is no roadmap on what to do.
Everything is uncertain, and the higher the risk, the higher the pressure. That is where
your natural intuition has to kick in.
Guiding your team through the process of your day-to-day tasks can be honed down to an
art. But when something unexpected occurs, or you are thrown into a new scenario, your
team will look to you for guidance.
Learning to trust yourself is as important as your team learning to trust you.
ABILITY TO INSPIRE
Being able to inspire your team is great for focusing on future goals, but it is also
important for the current issues.
When you are all mired deep in work, morale is low, and energy levels are fading,
recognize that everyone needs a break now and then.
Acknowledge the work that everyone has dedicated and commend the team on each of
their efforts.
It is your job to keep spirits high, and that begins with an appreciation of the hard work.

GROUP APPROACH
Leaders play key roles in building a strong environment that allows the group to raise and
explore its own questions. Competent facilitators are enthusiastic about course content, direct
student involvement, introduce 'leading' questions, analogies and practical examples, yet create
space for the group to hold its own learning.
Co-produce and co-direct the activities
Each group establishes its own culture for learning week by week, so maintaining a flexible
agenda is necessary. Leader-leader, leaders-students and students-students interrelationships
form a focal point for learning. With each session, relative participation by students and leaders
in knowledge construction can change, so that learning in PASS becomes an experiment in
leadership. The challenge for the group leader is to recognise the value of each individual
contribution towards reaching shared goal(s) and to incorporate this contribution into the
knowledge pool.
Set group expectations
The leaders must address contexts for the learning at each session, by explaining the nature of
the activities to be worked, putting the groups together, aligning their objectives for either
cooperative or competitive role-play and assigning group members for specific roles within the
group. Doing this sets the boundaries for group activities and helps raise both individual and
group consciousness.
Good facilitative leadership is born out of concern for the outcomes of all members of the
group.
The key to maintaining high quality group involvement is the leader who initiates and maintains
good
group interaction. The successful leader consciously builds and maintains a positive social-
emotional climate within the group through personal behavior, attitudes, and actions, which can
also be learned
by the students. Leaders should not only know and practice effective group leadership and
provide a
model for students to emulate, but also help students learn and practice these skills themselves.
1) A Function Model Of Team Leadership
Most scholars studying groups agreed on two critical functions of leadership:

a) To help the group accomplish its task (task function)

b) To keep the group maintained and functioning (maintenance function)

Scholars studying intact work teams have also referred to these same two functions as team performance
and team development.
Team performance refers to leadership functions of task, and team development refers to leadership
functions of relational maintenance. If the team is well maintained and developed, then the members
will be able to work effectively together and get their job done. If the team is productive and successful,
it will be easier to maintain a positive climate and good relations. Failing teams take this failure out on
each other in the team, and teams in which members do not like each other do not seem to accomplish
very much. In addition to dealing with and balancing the ongoing task and relational needs of the team,
the leader also has to help the group to adapt to the external environment. Effective team leaders need to
learn to analyze and balance the internal and external demands of the group and react appropriately by
changing or remaining consistent.

Experienced members in a mature team might well take on and share these “leadership” behaviors
themselves. As long as the team‟s critical needs have been met, then the leadership behavior whether
enacted by the leader or team members has been effective.

The functional perspective was designed to be practical and to answer the question, what functions does
a leader have to perform to help a group be more effective? The leader possesses special responsibility
for functioning in a manner that will help the group achieve effectiveness. Effective leaders have the
ability to determine what leadership interventions are needed (if any) to solve team problems.

2)Dimensions Of Leadership On Teams

In determining the appropriate functions of leadership at any particular point in time, it becomes readily
apparent that team leadership is a very complex process. The ability to monitor the situation (objection
meditation) and the ability to take action (action meditation) are both necessary for effective leadership.
A good leader helps the group to develop an organizing framework or a set of procedures. This structure
helps the leader, as well as other group members, interpret the information inside as well as outside of
the group, make judgments, and take actions for the good of the group. Effective team performance
begins with the leader‟s mental model of the situation.

This mental model reflects not only the components of the problem confronting the team, but also the
environmental and organizational contingencies that define the larger context of team action. The leader
develops a model of what the team problem is and what solutions are possible in this context, given
particular environmental and organizational constraints and resources.

To respond appropriately to the problem envisioned in the mental model, a good leader needs to be
behaviorally flexible and have a wide repertoire of actions or skills to meet the diverse needs of the
team. When the leader‟s behavior matches the complexity in the situation, then the leader is behaving
with “requisite variety”, or the required set of behaviors necessary to meet the group‟s needs. Effective
team leaders can both construct accurate mental models of the team‟s problems by observing team
functioning and take appropriate requisite action to solve these problems.

Monitoring
To develop an accurate mental model of team functioning, leaders need to monitor both the internal and
external environments of the team to continually gather information, reduce equivocality, provide
structure, and overcome barriers. A leader must first seek out information to understand the current state
of the team‟s functioning (information search), and then this information must be analyzed, organized,
and interpreted so that the leader can decide how to act (information structuring). In addition to scanning
the team and observing internal and external activities, leaders can also help their information search
process by obtaining feedback from team members, engaging in networking with others outside the
team, conducting team assessment surveys, and evaluating group outcomes. Leaders can interpret
information gathered more effectively if they are aware of the dynamics of teams and leadership and
how these dynamics relate to team effectiveness.
All members of the group can engage in monitoring and collectively help the group adapt to changing
conditions.

Action Taking
Action meditation is at the heart of leadership because it involves selecting from among competing
courses of action and helping the group create a system of organizing that allows it to make quality
decisions. The first skill of action mediation is the ability to facilitate decision-making and task
accomplishment (task/team performance), and the second is the ability to manage interpersonal relations
(maintenance/team development).

The complex nature of team leadership demonstrates that there are no simple recipes for team success.
Team leaders must learn to be open and objective in understanding and diagnosing team problems and
skillful in selecting the most appropriate actions to help achieve the team‟s goals.

2) Characteristics Of Effective Teams

 Clear, Elevating Goal

Team goals need to be very clear so that one can tell if the performance objective has been realized.
Groups fail because they are given a vague task and then asked to work out the details. The goal needs
to be involving or motivating so that members believe it to be worthwhile and important. Teams often
fail because they let something else replace their goals such as personal agendas or power issues.

 Results-Driven Structure
Top management teams typically deal with power and influence, task forces deal with ideas and plans,
customer service teams deal with clients, and production teams deal with technology. Problem
resolution teams need to have a structure that emphasizes trust so that all will be willing and able to
contribute. Creative teams need to emphasize autonomy so that all can take risks and be free from undue
censorship. All teams need to have clear roles for group members, a good communication system,
methods to diagnose individual performance, and an emphasis on fact-based needs.
  Competent Team Members
Groups should be composed of the right number and mix of members to accomplish all the tasks of the
group. Members need to be provided with sufficient information, education, and training to become or to
remain competent team members. Team members need to have certain “core competencies” that include
the ability to do the job as well as problem-solving ability. Members need to possess certain teamwork
factors such as openness, supportiveness, action orientation, and a positive personal style.

 Unified Commitment
Excellent teams have developed a sense of unity or identification. Involving members in all aspects of
the process can frequently develop such team spirit.

 Collaborative Climate
Trust based on honesty, openness, consistency, and respect seems to be essential for building a
collaborative climate in which members can stay problem focused, be open with one another, listen to
each other, feel free to take risks, and be willing to compensate for each other. Integration of individual
actions is seen as one of the fundamental characteristics of effective teams. Effective team leaders
ensure a collaborative climate by making communication safe, by demanding and rewarding
collaborative behavior, by guiding the team‟s problem-solving efforts, and by managing one‟s own
control needs.

 Standards of Excellence
Effective group norms are important for group functioning. The standards need to be clear and concrete,
and all team members need to be required to perform to standard. A team leader can facilitate this
process by:

a) Requiring results – making expectations clear

b) Reviewing results – providing feedback to resolve performance issues
c) Rewarding results – acknowledging superior performance.

 External Support and Recognition

Teams that are supported by external sources by being given the resources needed to do their jobs, by
being recognized for team accomplishments, and by tying rewards collectively to team member
performance rather than individual achievement can achieve excellence.
  Leadership
Leadership is the central driver of team effectiveness influencing the team through four sets of
processes:
 Cognitive
 Motivational
 Affective
 Coordination

Cognitively the leader helps the team understand the problems confronting the team. Motivationally the
leader helps the team become cohesive and capable by setting high performance standards and helping
the group to achieve them. Affectively the leader helps the team handle stressful circumstances by
providing clear goals, assignments, and strategies. Integratively the leader helps coordinate the team‟s
activities by matching members‟ skills to roles, providing clear performance strategies, monitoring
feedback, and adapting to environmental changes.

An effective leader performs the following behaviors:

 Keep the team focused on the goal

 Maintains a collaborative climate
 Builds confidence among members
 Demonstrates technical competence
 Set priorities
 Manages performance

Leaders can reduce the effectiveness of their team when they are unwilling to confront inadequate
performance, when they dilute the team‟s ability to perform by having too many priorities, and by
overestimating the positive aspects of team performance, i.e. by being too easy.
3) Team Leadership Model
Leaders need to monitor:
a) Performance conditions (goals, structure, resources)
b) Performance processes (effort, knowledge, strategies)
c) Outcome states (satisfaction, performance).
The first decision confronting the leader is this: should I continue monitoring these factors, or should I
take action based on information already gathered and structured? If an action or intervention is to be
taken, the leader must make the second strategic decision and determine what level of the team process
needs leadership attention, i.e., internal task or relational team dynamics.

The other decision for leadership is to determine the most appropriate function or skill to be performed
in the intervention. To be an effective leader, one needs to respond with the action that is required of the
situation. The leader needs to make a strategic choice and respond with the appropriate action to
minimize the constraint.

Researchers have historically focused exclusively on two types of internal team behaviors: task and
relational. Recently, with increased focus on intact work teams, leadership behaviors need to include the
external environmental context as well. The leader needs to possess the ability to perform these skills as
well as the ability to make a strategic choice about which behavior is needed at the moment.

Internal Task Leadership Functions

 Goal focusing (clarifying, gaining agreement)
 Structuring for results (planning, organizing, clarifying roles, delegating)
 Facilitating decision making (informing, controlling, coordinating, mediating, synthesizing, issue
focusing)
 Training team members in task skills (educating, developing)
 Maintaining standards of excellence (assessing team and individual performance, confronting
inadequate performance)
Internal Relational Leadership Functions
 Coaching team members in interpersonal skills
 Collaborating
 Managing conflict and power issues
 Building commitment and esprit de corps
 Satisfying individual member needs
 Modeling ethical and principled practices.

If after monitoring the relationships among team members, the leader observes that some of the group
members are in conflict, then perhaps the leader needs to intervene to manage that conflict (managing
conflict and power issues).

The third set of skills or behaviors reflects those the leader needs to implement to improve the
environmental interface with the team.

External Environmental leadership Functions

 Networking and forming alliances in environment
 Advocating and representing team to environment
 Negotiating upward to secure necessary resources, support and recognition for team
 Buffering of team members from environmental distractions
 Assessing environmental indicators of team‟s effectiveness
 Sharing relevant environmental information with team

If after monitoring the environment, the leader learns that the organization superiors are unaware of the
team‟s successes, the leader might initiate an „FYI” policy (advocating and representing team to
environment). The leader can negotiate with upper management to provide the needed support or to alter
the goals accordingly (negotiating upward to secure necessary resources).
4) How Team Leadership Model Works
Team leaders can use the model to help them make decisions about the current state of their teams and
what, if any, specific actions they need to take to improve the team‟s functioning. In using the model,
the team leader would engage in the leader mediation process in which he or she would decide if
monitoring or taking action was most appropriate for the team. Finally, the leader would decide which
function(s) or skill(s) would need to be enacted to meet the needs of the team.

The leader might see this as an internal relationship problem because of the authoritative and autocratic
behavior of one group member. The team leadership model helps to point the way for constant team
analysis and improvement much like that of sports teams.

The leader‟s two primary functions are to monitor and to take action. By using the model to guide the
inquiry into whether or not one‟s team is performing in an effective manner, a leader can diagnose the
areas of concern. The leader can then take corrective action outside the team by ensuring necessary
resources and contextual supports as well as take corrective action inside the team by strengthening the
task and relational functions of the team.

5) Strengths, Criticisms And Application

Strengths

This model is designed to answer many questions not answered in earlier small-group research by
focusing on real-life organizational work group and the leadership needed therein. A second strength of
the model is that it provides a cognitive guide that helps leaders to design and maintain effective teams
especially when performance is below standards. Any model or theory that would try to simplify such a
complex process would be inappropriate and inadequate.

This model takes into account the changing role of leaders and followers in organizations. The model
does not focus on the “position power” of a leader but instead focuses on the critical functions of
leadership as diagnosis and action taking. This approach to team leadership can help in selecting team
leaders.

Criticisms

One weakness is that the entire model is not completely supported or tested. The applied focus on team
effectiveness and the organizational work group is a relatively new approach to studying teams.

Although one of the strengths of this model is that it takes into account the complex nature of team
leadership, this very complexity is also one of this approach‟s greatest weaknesses. This theoretical,
approach in addition to being highly complex, does not offer on-the spot answer to specific situations for
the team leader?

Finally, the fact that the team leadership model suggests new and creative directions for leadership
training could be constructed as strength. More focus and attention need to be given as to how to teach
and provide skill development in the areas of diagnosis and action taking so that such leadership skill
development can be implemented easily within all levels of the organization.

Application

If the team was not performing effectively (team effectiveness), then the leader could make the first
strategic choice by monitoring the situation or by acting to improve team functioning. If an action seems
warranted, then the leader needs to decide if the action should be directed inward toward team
functioning or outward toward the environment or both.

Team members are asked to fill out the questionnaire, as is the team leader. The results of this
information are fed back to the team members and team leader, allowing them to see areas of greatest
strength and weakness. By comparing the scores by leaders and by members, the leader can determine
which dimensions of team or leadership effectiveness are in need of improvement. The team and leader
can then work to prepare action plans to correct the highest priority problems in the team. Such a team
assessment approach is very helpful to monitoring and diagnosis of team problems. It aids in
determining the complex factors affecting team excellence to build a committed team involved in action
planning.

Situational Leadership
The section is on the method for analyzing a situation and responding with the appropriate
leadership approach. “situational” approach to analyzing management styles, 2) relationship and
task dimensions to leadership, 3) individual strengths assessment, 4) criteria for determining
subordinate‟s leadership needs, ) and 5) four leadership approaches.
Elements of Leadership Development Programs
Major talent management functions all play a part in a comprehensive leadership development
program and can be well supported by a unified talent management technology platform. These
functions include
• Recruitment, to source leadership talent

• Assessments, to evaluate leadership capabilities both internally and externally

• Performance management, to monitor and make course corrections in developing leaders

• Succession planning, to avoid future leadership gaps

• Career planning, to enable employees to understand their leadership options and set
development goals

• Development, to create a roadmap to fill skills gaps

A successful leadership development program begins with the alignment of leadership

development with company strategy and an understanding of the type of leadership style(s)
needed to execute that strategy. A continuum of steps positions an organization for current and
future leadership needs.
CHECKLIST FOR LEADERSHIP
DEVELOPMENT

1 Determine the best leadership style for

your organization
2 Identify current and potential leaders
within the company
3 Identify leadership gaps
4 Develop succession plans for critical
roles
5 Develop career planning goals for
potential leaders
6 Develop a skills roadmap for future
leaders
7 Develop retention programs for current
and future leaders

Mentoring Defined
Mentoring is a power-free, mutually beneficial learning situation focused on the professional
growth of the individual being mentored
The mentor and the protégé are partners in the learning process.
Mentoring is an effective way to provide professional development and to enhance learning in
the workplace. Through the mentoring relationship, the mentor has the opportunity to listen to
the protégé‟s goals and share experiences and knowledge that will contribute to the protégé‟s
growth.
The mentoring relationship is a special relationship built on trust, support, and encouragement.
A mentor provides career development guidance to the protégé. These relationships vary
according to the needs and interests of the protégé and the organization. Successful relationships
require time, commitment, and clear
plans of action.
While training is probably the most familiar method used to develop an employee‟s skills and
improve their performance, mentoring is an often-overlooked tool for developing human
potential that can aid individual career advancement and help organizations prepare for
succession. In this module, participants will learn how to best capitalize on the knowledge,
experience and skills of their employees utilizing a focused approach and systematic application.
Participants will identify and discuss the value of mentoring to the overall organization as well as
the individual mentor and mentee. They will learn the importance of executive buy-in and how to
gain it, the key ingredients of successful mentoring relationships, and how to structure and
support an effective mentoring process. Participants will leave the session with a clear picture of
what is needed to get a mentoring program started in their organization or improve the
effectiveness of an existing program.
Objectives of mentorship
The Mentoring Program is meant to foster your development, expand your knowledge,
Skills, and abilities, and broaden your understanding of APHIS and its mission. The
Primary purpose of this program is to help develop and prepare a diverse, high-performing
Workforce.
The specific objectives and/or goals of the mentorship program are to:
Increased awareness of the caliber of employees and the talent pool available
for future staffing decisions

Strategic thinking and Leadership

The focus of this section is on the key role of an organization leader as strategist. Successfully
formulating and executing strategy requires a different way of thinking – a “big picture‟ focus
and awareness of the organization as a system. Strategic leaders provide the vision and direction
for growth and productivity of their team, business unit, or organization. Participants will gain
practical tools for strategy formulation and implementation and develop skills for effectively
incorporating both the analytical and human dimensions in the strategic management process.
Behavioral Examples (at the Managerial level):
1. Builds and uses an adequate knowledge base and knowledge management
System to recognize success factors, provide feedback, and alert to change and opportunity.
2. Contributes to a strategic thinking and planning process by monitoring and analyzing the
impact of national and international policies, and social, economic, and political trends.
3. Develops and aligns strategies of the unit to accomplish the goals of the organization.
4. Involves key stakeholders and employees in the strategic planning process for an
organizational unit.
5. Makes realistic assessments of resource requirements and priorities for re organizational unit
as input to strategic thinking.
6. Plans for and invests in training and other developmental activities for self and others
enhancing the abilities of the group to meet strategic goals.
7. Plans the implementation and management of the Agency‟s strategic plan.
8. Broadly reaches out to other organizations, groups, and disciplines to solicit ideas and
perspectives of others in order to generate the best solutions.
 Sample questions
a) With suitable examples, Explain five qualities of an effective leader
b) Giving relevant examples, Distinguish between leadership and management
c) Effective leadership is key for success of any organisation. Discuss the “Nature of
leadership”
d) Discuss five the elements of leadership development.
e) With relevant examples explain the types of economic systems practiced in the world
10marks
f) Discuss the genesis of structural adjustment programmes “SAPS”10marks
g) Explain the role of “SAPS”as a tool in economic growth in developing countries.
10 marks
h) Analyse the impact of Globalization on Environment in Africa 10marks
i) With examples, Discuss the causes of unemployment in developing Countries today
10marks
Key Texts:
1. Adair, John. (2009). How to Grow Leaders: The Seven Key Principles of Effective Leadership
Development. Kogan Page; London.

2. Armstrong, Michael (2006). A Handbook of Human Resource Management Practice. Kogan

Page; London.

References
1. Conger, J.A. & Riggio, R.E. eds (2007). The Practice of Leadership. San Francisco. Jossey-
Bass.
2. Adair, J. (2007). Effective Leadership Development. Mumbai. Jaico Publishing House.
3. Owen, J. (2006). The Leadership Skills Handbook: 50 Key Skills from 1,000
Leaders. London: Kogan Page.
4. Cooper, D. J. (2003). Leadership for Follower Commitment, Oxford: Butterworth Heinmann