-HBO - Leadership Report
Transcript of -HBO - Leadership Report
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LEADERSHIP THEORIESLEADERSHIP THEORIES
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A Leadership Story:
““Mana e!ent is doin thin s ri ht"Mana e!ent is doin thin s ri ht"
#eadership is doin the ri ht thin s$#eadership is doin the ri ht thin s$
%&arren Bennis and 'eter (r)*+er,
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What Is Leadership?
Leadership The ability toin uence a grou!to"ar# the
achie$ement of goals%Management
&se of authorityinherent in #esignate#formal ran' to obtaincom!liance fromorgani(ationalmembers%
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DefinitionsDefinitions) Leadership is lifting a person’s vision to high sights,
the raising of a person’s performance to a higher
standard, the building of a personality beyond itsnormal limitations. — eter !ruc"er
) Leadership has been described as the #process ofsocial in$uence in %hich one person can enlist the
aid and support of others in the accomplishment of acommon tas"&.
) Leadership is the art of getting someone else to dosomething you %ant done because he %ants to do it.'
( !%ight !. )isenho%er
) %hile leaders set the direction, they must also usemanagement s"ills to guide their team to the rightdestination in a smooth and e*cient %ay.
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+hat is leadership, and %hat is thedi erence bet%een leadership and
management-
) n a nutshell, the di erence bet%eenleadership and management is/* Leadership is setting a ne% direction or
vision for a group that they follo%.) e0/ a leader is the spearhead for that
ne% direction
* Management controls or directspeople1resources in a group according toprinciples or values that have alreadybeen established.
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) Leadership withoutmanagement
) ...sets a direction or visionthat others follo%, %ithoutconsidering too much ho%the ne% direction is going tobe achieved. 2ther peoplethen have to %or" hard in the
trail that is left behind,pic"ing up the pieces andma"ing it %or".* )0/ in Lord of the 3ings, at
the council of )lrond,4rodo Baggins rescues the
council from con$ict byta"ing responsibility forthe 5uest of destroyingthe ring 6 but most of themanagement of the groupcomes from others.
) Management withoutleadership
) ...controls resources tomaintain the status 5uo orensure things happenaccording to already6established plans.
* )0/ a referee manages asports game, but doesnot usually provide'leadership' becausethere is no ne% change,no ne% direction 6 the
referee is controllingresources to ensure thatthe la%s of the game arefollo%ed and status 5uois maintained.
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L)7!)3S8
98)23 )S
9rait9heories
Behavioral9heories
-2hio State Studies-:ni. 2f Michigan State
;ontingency9heories
-4iedler Model-8ersey and Blanchard’s
Situational 9heoryath room and ?etton’s
Leader articipation Model
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9rait 9heories9rait 9heories
Leadership 9raits/Leadersh ip 9raits/
- Ambition an# energy
- The #esire to lea#- Honest an# integrity
- Self-con+#ence
- Intelligence
- High self-monitoring
- ,ob-rele$ant'no"le#ge
Leadership 9raits/Leadersh ip 9raits/
- Ambition an# energy
- The #esire to lea#
- Honest an# integrity
- Self-con+#ence
- Intelligence
- High self-monitoring
- ,ob-rele$ant'no"le#ge
9raits 9heories of9raits 9heories ofLeadershipLeadership
Theories that consi#er!ersonality social!hysical orintellectual traits to#i.erentiate lea#ers
from non-lea#ers%
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Trait Theories
Limitations :
- No )ni.ersa# traits /o)nd that predi*t #eadership ina## sit)ations0
- Traits predi*t 1eha.ior 1etter in “2ea+$ than“stron $ sit)ations0
- Un*#ear e.iden*e o/ the *a)se and e//e*t o/
re#ationship o/ #eadership and traits0- Better predi*tor o/ the appearan*e o/ #eadership
than distin )ishin e//e*ti.e and ine//e*ti.e#eaders0
Limitations :
- No )ni.ersa# traits /o)nd that predi*t #eadership ina## sit)ations0
- Traits predi*t 1eha.ior 1etter in “2ea+$ than“stron $ sit)ations0
- Un*#ear e.iden*e o/ the *a)se and e//e*t o/
re#ationship o/ #eadership and traits0- Better predi*tor o/ the appearan*e o/ #eadership
than distin )ishin e//e*ti.e and ine//e*ti.e#eaders0
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Behavioral 9heoriesBehavioral 9heories
- 9rait theory/9rait theory/Leaders are born, not made.Leaders are born, not made.
- Behavioral theory/Behavioral theory/Leadership traits can beLeadership traits can betaught.taught.
- 9rait theory/9rait theory/Leaders are born, not made.Leaders are born, not made.
- Behavioral theory/Behavioral theory/Leadership traits can beLeadership traits can betaught.taught.
Behavioral 9heories of Leadership Theories !ro!osing that s!eci+c beha$iors#i.erentiate lea#ers from non-lea#ers%
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Ohio State Studies) 7 famous series of studies on leadership %ere
done in 2hio State :niversity, starting in the@A Cs. 9hey found t"o critical characteristics either of %hich could be high or lo" and %ereindependent of one another.
) 9he research %as base on 5uestionnaires toleaders and subordinates. 9hese are "no%nas the Leader Behavior !escription
Duestionnaire EL!BDF, "hich "as #esigne# to#isco$er ho" lea#ers carry out their acti$ities andthe Supervisor Behavior !escriptionDuestionnaire ES!BDF. By @AGH, the L!BD%as on version I .
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2hio State Studies
nitiating Structure The e/tent to "hich a lea#eris li'ely to #e+ne an#structure his or her role an#
those of sub-or#inates in thesearch for goal attainment%
;onsideration
The e/tent to "hich a lea#er is li'ely to ha$e 0ob relationshi!s characteri(e# by mutualtrust res!ect for subor#inate1s i#eas an#regar# for their feelings%
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2hio State Studies) 9he rst element %as tagged Initiating Structure and
deals %ith Task Behavior, focusing on production issues.* )0ample/ measuring production output.
) 9he second element, Consideration for Workers, focusedon the human side of the business and %as also calledRelationship Behavior.* )0ample/ orientation of ne% employees
) n this %ay the 2hio State Studies brought together the
seemingly ju0taposed Scienti c Management and 8uman3elations Movement.
) 7n important nding of the 2hio State studies %as thatthese t%o dimensions are independent.* 9his means that consideration for !orkers and initiating
structure e0ist simultaneously and in di erentamounts. 7 matri0 %as created that sho%ed thevarious combinations and 5uantities of the elements.
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2hio State Studies
) ;onsideration is more strongly relatedto the individual.* 9he follo%ers of leaders %ho %ere
high in consideration %ere more
satis ed %ith their jobs and moremotivated and also had morerespects for their leaders.
) nitiating structure %as more stronglyrelated to higher level of group andorgani(ation !ro#ucti$ity and more !ositi$e!erformance e$aluations%
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Universit of !i"hi#anStudies
)mployee62riented LeaderEm!hasi(ing inter!ersonal relations2 ta'ing a!ersonal interest in the nee#s of em!loyeesan# acce!ting in#i$i#ual #i.erences among
members%roduction62rientedLeader
3ne "ho em!hasi(es
technical or tas' as!ects ofthe 0ob%
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:niversity of MichiganStudies
) 7 series of studies on leadership %eredone in Michigan :niversity, starting inthe @A Cs. :nder the general directionof 3ensis Li"ert, the focus of theMichigan studies %as to determine theprinciples and methods of leadershipthat led to productivity and jobsatisfaction. 9%o types of leadershipbehaviors %ere identi ed/* employee orientation Estress the human6
relations aspect, employees are vie%edas human beings %ith personal needsF
* production orientation Estress on thetechnical and production aspects of the
job, employees vie%ed as the means of
getting the %or" doneF.
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The
Managerial4ri#56la'e an# Mouton7
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Scandinavian Studies
!evelopment62riented Leader3ne "ho $alues e/!erimentation see'ing ne"i#eas an# generating an# im!lementingchange%
Researchers in 8inlan# an#S"e#en 9uestion "hether thereare only t"o #imensions5!ro#uction-orientation an#
em!loyee-orientation7 thatca!ture the essence oflea#ershi! beha$ior% Their!remise is that in a changing"orl# e.ecti$e lea#ers "oul#e/hibit development6orientedbeha$ior%
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;ontingency 9heories
) 9he leaderNs ability to lead iscontingent upon various situationalfactors, including the leaderNspreferred style, the capabilities andbehaviors of follo%ers and alsovarious other situational factors.
) ;ontingency theories contend that
there is no one best %ay of leadingand that a leadership style that ise ective in some situations may notbe successful in others.
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;ontingency 9heories
) ;ontingency theory is similar tosituational theory in that there is anassumption of no simple one right %ay.9he main di erence is that situationaltheory tends to focus more on thebehaviors that the leader should adopt,given situational factors Eoften aboutfollo%er behaviorF, %hereas contingencytheory ta"es a broader vie% thatincludes contingent factors about leadercapability and other variables %ithin thesituation.
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;ontingency 9heories
4iedler’s ;ontingency Model The theory that e.ecti$e grou!s #e!en# on a!ro!er match bet"een a lea#er1s style ofinteracting "ith subor#inates an# the #egree to"hich the situation gi$es control an# in uence tothe lea#er%Least referred ;o6+or"er EL ;FDuestionnaire
An instrument that !ur!orts to measure "hethera !erson is tas'- or relationshi!-oriente#%
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4indings from 4iedlerModel
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;ognitive 3esource9heory
3esearch Support /
- Less intelligent individuals perform better in
leadership roles under high stress than do moreintelligent individuals.
- Less e0perienced people perform better inleadership roles under lo% stress than do moree0perienced people.
3esearch Support /
- Less intelligent individuals perform better inleadership roles under high stress than do moreintelligent individuals.
- Less e0perienced people perform better inleadership roles under lo% stress than do moree0perienced people.
;ognitive 3esource 9heoryA theory of lea#ershi! that states that stresscan unfa$orably a.ect a situation an# thatintelligence an# e/!erience can lessen the
in uence of stress on the lea#er%
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8ersey and Blanchard’sSituational Leadership 9heory
) n contrast to 4iedler’s contingencyleadership model and its underlyingassumption that leadership style ishard to change, the 8ersey6Blanchard situational leadershipmodel suggests that successful lea#ers#o a#0ust their styles .
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8ersey and Blanchard’sSituational Leadership 9heory
) 4or 8ersey and Blanchard the "ey issue inma"ing these adjustments is follo"ermaturity as indicated by their readiness toperform in a given situation.
) #3eadiness,& in this sense, is largelybased on t%o major factors ( follo%erability and follo%er con dence.
) 8ersey and Blanchard believe that leadersshould be e/ible and adjust their styles asfollo%ers and situations change over time.
L d hi St $ d
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Leadership St $es and%o$$o&er Readiness
'Herse and ($an"hard) Wi$$in#Un&i$$in#
A*$e
Una*$e Dire"tiveDire"tiveHi#h Tas+Hi#h Tas+
andand
Re$ationshipRe$ationshipOrientationsOrientations
SupportiveSupportive
Parti"ipativeParti"ipative!onitorin#!onitorin#
%o$$o&erReadiness
LeadershipLeadershipSt $esSt $es
8 d Bl h d’
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8ersey and Blanchard’sSituational Leadership
9heorySituational Leadership 9heory ESL9FA contingency theory that focuses onfollo"ers1 rea#iness%
Leader/ decreasing needfor support andsupervision
4ollo%erreadiness/ability and
%illingness
:nable and:n%illing
:nable but+illing
7ble and+illing
!irective 8igh 9as" and 3elationship 2rientations
Supportive articipative
7ble and:n%illing
Monitoring
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Leadership Styles and 4ollo%er 3eadinessE8ersey and BlanchardF
) Partici!ating Style —) )mphasiOing shared
ideas and participativedecisions on tas"directions this is a lo%6
tas", high6relationshipstyle.
) Selling Style —) )0plaining tas"
directions in asupportive andpersuasive %ay this is a
high6tas", high6relationship style.
) Delegating Style —) 7llo%ing the group to
ta"e responsibility fortas" decisions this isa lo%6tas", lo%6relationship style.
) Telling Style —)
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8ersey and Blanchard’s SituationalLeadership 9heory
) 9he participating style participating style isrecommended for lo%6to6moderatereadiness situations. 8ere, follo%ersare capable but also un%illing orinsecure about the tas"s. 7s youmight e0pect, this participation style%ith its emphasis on relationships issupposed to help follo%ers shareideas and thus dra% forthunderstanding and tas" con dence.
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8ersey and Blanchard’s SituationalLeadership 9heory
) 9he selling stylesellin g style is recommendedfor moderate to high6readinesssituations. 8ere, follo%ers lac"capability but are %illing orcon dent about the tas". n thiscase, the selling style and itsemphasis on tas" guidance isdesigned to facilitateperformance through persuasivee0planation.
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8ersey and Blanchard’s SituationalLeadership 9heory
) +hen follo%er maturity is high, thesituational leadership model callsfor a delegating styledele gating style %hich might bedescribed as o ering minimalleadership intervention. 9he styleis one of turning over decisions tofollo%ers %ho have high tas"readiness based on abilities,%illingness and con dence abouttas" accomplishment.
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Herse and ($an"hard,s Situationa$ LeadershipTheor
- When fo$$o&er maturit is $o&- * "ontrast-the mode$ "a$$s for the telling styletelli ng style &ith its
emphasis on tas+ dire"ted *ehaviors . Thete$$in# st $e &or+s *est in this situation of$o& readiness- * #ivin# instru"tions and*rin#in# stru"ture to a situation &here
fo$$o&ers $a"+ "apa*i$it and are un&i$$in#or inse"ure a*out their tas+s.
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Herse and ($an"hard,s Situationa$ LeadershipTheor
- ! anagers using the situationalleadership model must be able toimplement the alternative leadershipstyles as needed. 9o do this, they haveto understand the maturity offollo%ers in terms of readiness fortas" performance and then use the
style that best ts. n terms of theappropriate style6situation match ups,the situational leadership modelsuggests the follo%ing.
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Leader/!em*er E0"han#eTheor
Leader1!em*er E0"han#e 'L!2) Theor
Lea#ers create in-grou!s an# out-grou!s an#subor#inates "ith in-grou! status "ill ha$ehigher !erformance ratings less turno$er
an# greater 0ob satisfaction%
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Leader/!em*er E0"han#eTheor
- One of the thin#s ou ma have noti"ed in our &or+and stud #roups is the tenden"ies of $eaders todeve$op 3spe"ia$4 re$ationships &ith some teammem*ers.
- This tenden" is "entra$ to $eader1mem*er e0"han#e
theor - or LM3 theory as it is often "a$$ed.- The theor *asi"a$$ re"o#ni5es that in most- or at $east
man - $eadership situations not e.eryone is treated thesa!e 1y the #eader .
- Instead- peop$e fa$$ into “in$ #roups and “o)t$ #roups inre$ationships &ith their $eaders. O*vious$ - the #roup
ou are in "an have 6uite a si#nifi"ant inf$uen"e on oure0perien"e &ith the $eader.
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Leader/!em*er E0"han#eTheor
- The notion under$ in# $eader1mem*er e0"han#e theor isthat as a $eader and fo$$o&er intera"t over time- theire0"han#es end up definin# the fo$$o&er,s ro$e.
- Whether due to persona$it simi$arities or differen"es- timepressures and intera"tion opportunities- or the fo$$o&er,s"ompeten"ies and a""omp$ishments- this ro$e ends up*ein# defined into a hi#h1e0"han#e or $o&1e0"han#ere$ationship &ith the $eader.
- 7ou mi#ht thin+ of the L!2 "on"ept in respe"t to a $eader*ein# more &i$$in# to find time to spend re$atin# to andintera"tin# &ith some fo$$o&ers than others. Those that do#et the $eader,s attention end up formin# a spe"ia$ in1#roupre$ationship &ith him or her.
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Leader/!em*er E0"han#eTheor
- One of the imp$i"ations of the $eader1mem*er e0"han#e theoris that the nature of the e0"han#e is determined * the $eader*ased on some presumed "hara"teristi"s of the fo$$o&er. Ahi#h L!2 re$ationship is usua$$ *ased on per"eived favora*$epersona$it - "ompati*i$it - and "ompeten" 8 a $o& L!2re$ationship is *ased on 9ust the opposite set of vie&s.
- %or the fo$$o&er in a hi#h L!2 re$ationship- *ein# part of the$eader,s inner "ir"$e or in1#roup "an have positive imp$i"ationsin terms of #ettin# re&ards- a""ess to information- and otherspe"ia$ treatments. (ein# in the out1#roup "an have ne#ative"onse6uen"es on the same terms. %or the $eader- it is ni"e to*e a*$e to "a$$ on and depend upon the $o a$ support of thosein the in1#roup. (ut the $eader ma a$so *e missin# out on $ostopportunities of &or+in# more intense$ &ith out1#roupmem*ers.
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Leader1!em*er E0"han#eTheor
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Path1 oa$ Theor
The theory that it is the lea#er1s 0ob to assist follo"ers in attainingtheir goals an# to !ro$i#e themthe necessary #irection an#:orsu!!ort to ensure that their goalsare com!atible "ith the o$erallob0ecti$es of the grou! ororgani(ation%
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The Path1 oa$ Theor
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Leader1Parti"ipation !ode$
Leader1Parti"ipation !ode$ ';room and 7etton)A lea#ershi! theory that !ro$i#es a set ofrules to #etermine the form an# amount of!artici!ati$e #ecision ma'ing in #i.erent
situations%
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Leader1Parti"ipation !ode$- Leadership is a$$ a*out ma+in# de"isions- "on"eivin#
vision- settin# #oa$s- $a in# paths to rea"h the #oa$-and ma+in# a$$ efforts &ith fo$$o&ers in a"hievin# it.
- Effe"tive Leadership re6uires ta+in# situation *asedde"isions. An individua$ &i$$ *e a""epted as Leader&hen his ideas- su##estions and advise are moreappropriate to the situation. De"ision ta+en underparti"u$ar situation ma not ho$d #ood for a$$situations < it ma #ive different resu$ts in differentsituations.
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Leader1Parti"ipation !ode$
4 Ho2 2i## yo) et e5pe*ted o)tp)t /ro! yo)r de*ision onparti*)#ar thin 6
4 &hat /a*tors that a//e*t !a+in a ood de*ision6
4 In 2hat sit)ations I need to et *ons)#tation /ro! othersor to !a+e o2n de*ision6
4 Ho2 do I et *o!!it!ent /ro! !y /o##o2ers onparti*)#ar de*ision6
- ;room17etton1=a#o >ormative De"ision!ode$ he$p us to ans&er a*ove6uestions.
Leader6 articipation
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Leader6 articipationModel
) 9his model identi es ve di erentstyles Eranging from autocratic toconsultative to group6baseddecisionsF on the situation P level ofinvolvement. 9hey are/
* Autocratic Ty!e ; 5AI7* Autocratic Ty!e < 5AII7
* Consultati$e Ty!e ; 5CI7* Consultati$e Ty!e < 5CII7* 4rou!-base# Ty!e
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Leader1Parti"ipation !ode$- A)to*rati* Type 7 %AI, / Leader ma+es o&n de"ision usin#
information that is readi$ avai$a*$e to ou at the time. This t pe is"omp$ete$ auto"rati".
- A)to*rati* Type 8 %AII, / Leader "o$$e"ts re6uired information fromfo$$o&ers- then ma+es de"ision a$one. Pro*$em or de"ision ma orma not *e informed to fo$$o&ers. Here- fo$$o&ers invo$vement is
9ust providin# information.
- 9ons)#tati.e Type 7 %9I, / Leader shares pro*$em to re$evantfo$$o&ers individua$$ and see+s their ideas < su##estions andma+es de"ision a$one. Here fo$$o&ers, do not meet ea"h other <$eader,s de"ision ma or ma not has fo$$o&ers inf$uen"e. So-here fo$$o&ers invo$vement is at the $eve$ of providin# a$ternativesindividua$$ .
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6ene+ts of AutocraticLea#ershi!
) =uic' Decision-Ma'ing) Streamline# >or' Process)
Absolute Control) 8ocuse# Targets) Close Su!er$ision
) Maintains 3r#er an# Princi!le
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Leader1Parti"ipation !ode$- 9ons)#tati.e Type 8 %9II, 4 Leader shares pro*$em to
re$evant fo$$o&ers as a #roup and see+s their ideas< su##estions and ma+es de"ision a$one. Herefo$$o&ers, meet ea"h other and throu#h dis"ussionsthe understand other a$ternatives. (ut $eader,sde"ision ma or ma not has fo$$o&ers inf$uen"e.So- here fo$$o&ers invo$vement is at the $eve$ ofhe$pin# as a #roup in de"ision1ma+in#.
- Gro)p 1ased Type 8%GII, / Leader dis"uss pro*$em <
situation &ith fo$$o&ers as a #roup and see+s theirideas < su##estions throu#h *rainstormin#. Leadera""epts an de"ision < do not tr to for"e his idea.De"ision a""epted * the #roup is the fina$ one.
ontin#en" ;aria*$es in
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ontin#en ;aria $es inthe Revised
Leader1Parti"ipation !ode$70 I!portan*e o/ the de*ision80 I!portan*e o/ o1tainin /o##o2er *o!!it!ent to the de*ision;0 &hether the #eader has s)//i*ient in/or!ation to !a+e a ood de*ision0 &hether /o##o2ers “1)y into$ the or ani?ation@s oa#s0 &hether there is #i+e#y to 1e *on/#i*t a!on /o##o2ers o.er so#)tion
a#ternati.es0 &hether /o##o2ers ha.e the ne*essary in/or!ation to !a+e a ood de*ision
C0 Ti!e *onstraints on the #eader that !ay #i!it /o##o2er in.o#.e!ent7D0 &hether *osts to 1rin eo raphi*a##y dispersed !e!1ers to ether is
)sti/ied770 I!portan*e to the #eader o/ !ini!i?in the ti!e it ta+es to !a+e the de*ision780 I!portan*e o/ )sin parti*ipation as a too# /or de.e#opin /o##o2er de*ision
s+i##s
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'ART II
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Leadership
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T pes of Leadership St $e
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Auto"rati" Leaders 4 Leader !a+es
de*isions 2itho)tre/eren*e to anyonee#se
4 Hi h de ree o/dependen*y on the
#eader 4 9an *reate de!oti.ation anda#ienationo/ sta//
4 May 1e .a#)a1#e inso!e types o/1)siness 2herede*isions need to 1e!ade F)i*+#y andde*isi.e#y
- In /a*t" it !i ht 1eper*ei.ed that there arenot a #ot o/ ood thin sto say a1o)t a)to*rati*#eaders0 This sty#e o/#eadership is o/ten .ery
stress/)# on /e##o2e!p#oyees" and !a+esthe 2or+ en.iron!entitse#/ not a /)n p#a*e to1e0 B)t #i+e a###eadership sty#es" thereis a ti!e" and asit)ation" 2here thesty#e is appropriate0
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Auto"rati" Leaders- 9ons o/ A)to*rati* Leaders- The "ommuni"ation st $e of an auto"rati" $eader
is usua$$ des"ri*ed as one &a . The te$$ oue0a"t$ &hat the &ant done. The feed*a"+ ou&ou$d re"eive from this t pe of $eader &ou$d#enera$$ *e unp$anned. The &ou$d simp$ te$$
ou &hen ou@ve made a mista+e.
- The de"ision1ma+in# pro"ess is usua$$ uni$atera$-and the a""omp$ish #oa$s * dire"tin# peop$e.>o& that mi#ht not sound $i+e the t pe of $eader
ou@d fo$$o&- *ut there are a"tua$$ situations&hen this st $e is ver effe"tive.
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Auto"rati" Leaders- 'ros o/ A)to*rati* Leaders- In the &or+p$a"e- some operatin# "onditions ma
"a$$ for ur#ent a"tion. In these "ases- anauto"rati" st $e of $eadership ma *e the *est st $eto adopt. Surprisin#$ - man individua$s havea$read &or+ed for an auto"rati" $eader- and
therefore have $itt$e trou*$e adaptin# to that st $e.
- In fa"t- in times of stress or emer#en" somesu*ordinates ma a"tua$$ prefer an auto"rati"st $e. The prefer to *e to$d e0a"t$ &hat to do.So to summari5e 1 the auto"rati" $eadership st $eis ver effe"tive &hen "riti"a$ *usiness de"isionsor a"tions are needed- *ut ver stressfu$ onfo$$o&ers or "o&or+ers &hen the added pressureis no $on#er ne"essar .
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Auto"rati" Leaders-
A)to*rati* Leaders in the &or+p#a*e
- On the do&n side- severa$ studies su##est that or#ani5ations&ith man auto"rati" $eaders have hi#her turnover anda*senteeism than other or#ani5ations. With toda @s emphasison 9oint de"ision ma+in# and empo&erment- emp$o ees 9ust
enterin# the &or+for"e &i$$ *e hi#h$ resistant to thismana#ement st $e.
- So the auto"rati" $eadership st $e shou$d not *e used &hen ou&ant to #et our emp$o ees en#a#ed in the de"ision1ma+in#pro"ess. Auto"rati" $eaders are a$so not effe"tive in situations
&here our emp$o ees mi#ht *e"ome resentfu$ or fearfu$.
- %ina$$ - if our "ompan is stru##$in# &ith $o& mora$e- or isinterested in *ui$din# emp$o ee re$ationships- then anauto"rati" $eadership st $e &i$$ on$ ma+e the &or+environment &orse.
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E0amp$es- Martha Ste2art
- !artha Ste&art *ui$t her empire &ith persona$attention to ever detai$. Whether ou $i+ed her ornot- she &as meti"u$ous and demandin#. She &asa$so ver su""essfu$ in her endeavors- and in usin#
her auto"rati" mana#ement st $e.
- !an industr ana$ sts mi#ht ar#ue that it &as!artha@s auto"rati"a$$ demandin# st $e thata$$o&ed her to f$ourish in a "ompetitive environmentsu"h as the entertainment industr . Others mi#htar#ue that even more su""ess mi#ht have a&aited!artha Ste&art if she had not re$ied so heavi$ onthe auto"rati" st $e.
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E0amp$es- Ho2e## Raines- >e&spapers and o$d industries often f$ourished under
auto"rati" $eaders that stood &at"h over fa"tor &or+ers toma+e sure their fa"tories +ept hummin#. The point here isthat it mi#ht not *e eas to &or+ under these "ir"umstan"es-*ut the auto"rati" $eadership st $e is "ertain$ effi"ient.
- Ho&e$$ Raines &as the E0e"utive Editor of the >e& 7or+ Times from BBC unti$ BB . Wide$ "ited as ahard1"har#in# E0e"utive Editor- Raines &as
+no&n for his po$i" of f$oodin# the 5one 1 usin#a$$ of the >e& 7or+ Times@ resour"es to "over &hat
he deemed &ere important stories.- Ho&e$$ Raines is a "$assi" e0amp$e of ho& an auto"rati"st $e "an *e used su""essfu$$ in a hi#h$ 1demandin#industr . Thin+ a*out the dai$ pressures asso"iated &ithpu*$ishin# one of the hi#hest 6ua$it ne&spapers in the&or$d.
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Demo"rati" Leadership- En*o)ra es de*ision !a+in
/ro! di//erent perspe*ti.es 4#eadership !ay 1ee!phasised thro) ho)t theor anisation0
4 9ons)#tati.e: pro*ess o/ *ons)#tation1e/ore de*isions are ta+en
4 'ers)asi.e: Leader ta+es de*ision andsee+s to pers)ade others that thede*ision is *orre*t
- May he#p !oti.ation and in.o#.e!ent- &or+ers /ee# o2nership o/ the /ir! and its
ideas- I!pro.es the sharin o/ ideas and
e5perien*es 2ithin the 1)siness- 9an de#ay de*ision !a+in
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Demo"rati" Leadership- The demo"rati" $eadership st $e is a ver open and "o$$e#ia$
st $e of runnin# a team. Ideas move free$ amon#st the#roup and are dis"ussed open$ . Ever one is #iven a seatat the ta*$e- and dis"ussion is re$ative$ free1f$o&in#.
- This st $e is needed in d nami" and rapid$ "han#in#
environments &here ver $itt$e "an *e ta+en as a "onstant.In these fast movin# or#ani5ations- ever option forimprovement has to *e "onsidered to +eep the #roup fromfa$$in# out of date.
- The demo"rati" $eadership st $e means fa"i$itatin# the"onversation- en"oura#in# peop$e to share their ideas- andthen s nthesi5in# a$$ the avai$a*$e information into the *estpossi*$e de"ision. The demo"rati" $eader must a$so *e a*$eto "ommuni"ate that de"ision *a"+ to the #roup to *rin#unit the p$an is "hosen.
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Demo"rati" Leadership
- &hen is it Used6- When situations "han#e fre6uent$ - demo"rati" $eadership
offers a #reat dea$ of f$e0i*i$it to adapt to *etter &a s ofdoin# thin#s. Unfortunate$ - it is a$so some&hat s$o& toma+e a de"ision in this stru"ture- so &hi$e it ma em*ra"e
ne&er and *etter methods8 it mi#ht not do so ver 6ui"+$ .
- Demo"rati" $eadership st $e "an *rin# the *est out of ane0perien"ed and professiona$ team. It "apita$i5es on theirs+i$$s and ta$ents * $ettin# them share their vie&s- ratherthan simp$ e0pe"tin# them to "onform.
- If a de"ision is ver "omp$e0 and *road- it is important tohave the different areas of e0pertise represented and"ontri*utin# input / this is &here demo"rati" $eader shines.
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Demo"rati" Leadership- Good /its /or (e!o*rati* Leadership:
- reative #roups 'advertisin#- desi#n): ideas need to f$o& in"reative environments to find "reate ne& "on"epts anddesi#ns.
- onsu$tin#: &hen paid to e0p$ore pro*$ems and findso$utions- our ro$e &i$$ *e to e0p$ore the possi*i$ities indepth- and that means there has to *e a #reat dea$ ofe0p$oration and open dis"ussion.
- !u"h of the servi"e industr : ne& ideas a$$o& for more
f$e0i*i$it to "han#in# "ustomer demands.
- Edu"ation: fe& p$a"es need to *e open to different ideasthan edu"ation- *oth * edu"ators and their students.
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Demo"rati" Leadership- (e!o*rati* Leadership at &or+
- Danie$ o$eman a$so thou#ht there &ere enou#hdistin#uishin# "hara"teristi"s found in demo"rati"$eadership to in"$ude it as one of his si0 st $es. In hismode$- the primar *ehavior of these $eaders &as tofor#e "onsensus throu#h "o$$a*oration. The +e tothis st $e is "ommuni"ation 1 see+in# the opinions ofothers- and $ettin# our opinion *e +no&n.
- When the &or+p$a"e is read for demo"rati" $eaders-the st $e produ"es a &or+ environment thatemp$o ees "an fee$ #ood a*out. Wor+ers fee$ thattheir opinion "ounts- and *e"ause of that fee$in# theare more "ommitted to a"hievin# the #oa$s ando*9e"tives of the or#ani5ation.
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Demo"rati" Leadership
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Demo"rati" Leadership
- 9ons o/ the (e!o*rati* Leadership Sty#e
- The demo"rati" $eader depends on the +no&$ed#e ofhis fo$$o&ers or emp$o ees. If the &or+for"e isine0perien"ed- this st $e is not ver effe"tive. 7ousimp$ need a fair amount of e0perien"e to ma+e#ood de"isions.
- The other dra&*a"+ of the demo"rati" st $e is thatthe "o$$a*orative effort ta+es time. When ou as+
peop$e for their opinions- it ta+es time for them toe0p$ain &hat the thin+ and for others to understand&hat the are sa in#. If the *usiness need is ur#ent-then the demo"rati" $eader needs to s&it"h st $es.
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Demo"rati" Leadership
- E5a!p#es o/ (e!o*rati* Leaders
- We@re #oin# to finish up * #ivin# ou ane0amp$e of a demo"rati" $eader at &or+. If
our thin+in# President =ohn %. Fennedis a famous demo"rati" $eader- ou@d *epartia$$ "orre"t. 7ou@re ri#ht in sa in#President Fenned &as a Demo"rat and"ertain$ he &i$$ *e remem*ered as a #reat$eader. (ut President Fenned &asa"tua$$ a ver #ood e0amp$e of a"harismati" $eader 1 not a demo"rati" one.
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Demo"rati" Leadership- E5a!p#es o/ (e!o*rati* Leaders
- Interestin#$ - one of the *est e0amp$es of ademo"rati" $eader is a$so a po$iti"a$ fi#ure 1D&i#ht D. Eisenho&er 'a Repu*$i"an no $essG).As a mi$itar $eader- Eisenho&er &as fa"ed &iththe diffi"u$t tas+ of #ettin# the A$$ian"e for"es toa#ree on a "ommon strate# . Eisenho&er$a*ored hard to ma+e sure ever one &or+edto#ether to "ome to a "ommon understandin#.This &as one of his #reatest a"hievements. It
&as here that the demo"rati" $eadership st $e-and "o$$a*orative efforts- of Eisenho&er shonethrou#h. The su*se6uent vi"tor of the A$$ian"efor"es *a"+ up the "orre"tness of the approa"hin that parti"u$ar situation.
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Laisse51%aire Leadership
- Let it 1e@ 4 the #eadership responsi1i#ities are shared 1y a##: 4 9an 1e .ery )se/)# in 1)sinesses 2here *reati.e ideas are i!portant 4 9an 1e hi h#y !oti.ationa#" as peop#e ha.e *ontro# o.er their 2or+in
#i/e 4 9an !a+e *oordination and de*ision !a+in ti!e *ons)!in and
#a*+in in o.era## dire*tion
4 Re#ies on ood tea! 2or+ 4 Re#ies on ood interpersona# re#ations
Laisse51faire $eadership is "hara"teri5ed * : 4 Very #itt#e )idan*e /ro! #eaders 4 9o!p#ete /reedo! /or /o##o2ers to !a+e de*isions
4 Leaders pro.ide the too#s and reso)r*es needed 4 Gro)p !e!1ers are e5pe*ted to so#.e pro1#e!s on their o2n
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Laisse51%aire Leadership
- Bene/its o/ Laisse? aire Leadership
- Laisse51faire $eadership "an *e effe"tive insituations &here #roup mem*ers are hi#h$s+i$$ed- motivated and "apa*$e of &or+in# ontheir o&n. Whi$e the "onventiona$ term for thisst $e is @$aisse51faire@ and imp$ies a "omp$ete$hands1off approa"h- man $eaders sti$$ remainopen and avai$a*$e to #roup mem*ers for
"onsu$tation and feed*a"+.
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Laisse51%aire Leadership
- (o2nsides o/ Laisse? aire Leadership
- Laisse51faire $eadership is not idea$ in situations&here #roup mem*ers $a"+ the +no&$ed#e ore0perien"e the need to "omp$ete tas+s and ma+ede"isions. Some peop$e are not #ood at settin#their o&n dead$ines- mana#in# their o&n pro9e"tsand so$vin# pro*$ems on their o&n. In su"hsituations- pro9e"ts "an #o off1tra"+ and
dead$ines "an *e missed &hen team mem*ers donot #et enou#h #uidan"e or feed*a"+ from$eaders.
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Paterna$isti" Leadership
- Leader a*ts as a /ather /i )re@ 4 'aterna#isti* #eader !a+es de*ision 1)t !ay *ons)#t 4 Be#ie.es in the need to s)pport sta//
4 Leadership in Asian *o)ntries s)*h as e0 0 9hina iso/tenti!es des*ri1ed as paterna#isti* #eadership0'aterna#isti* Leadership is a nati.e 9hinese #eadershipsty#e" 2hi*h is deep#y rooted in 9hina s patriar*ha# traditionand in 9on/)*ianis!0- A**ordin to theory" paterna#isti* #eadership is *o!posed
o/ three !ain e#e!ents: autocratic leadership "benevolent leadership and moral leadership 0
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Paterna$isti" Leadership- Paterna$isti" mana#ers #ive more attention to the
so"ia$ needs and vie&s of their &or+ers. !ana#ersare interested in ho& happ &or+ers fee$ and inman &a s the a"t as a father fi#ure 'pater meansfather in Latin).
- The "onsu$t emp$o ees over issues and $isten totheir feed*a"+ or opinions. The mana#er &i$$ho&ever ma+e the a"tua$ de"isions 'in the *estinterests of the &or+ers) as the *e$ieve the staff
sti$$ need dire"tion and in this &a it is sti$$some&hat of an auto"rati" approa"h. The st $e is"$ose$ $in+ed &ith !a o,s Human Re$ation vie& ofmotivation and a$so the so"ia$ needs of !as$o&.
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han#e Leadership
- The most "ha$$en#in# aspe"t of *usinessis $eadin# and mana#in# "han#e
- The *usiness environment is su*9e"t tofast1pa"ed e"onomi" and so"ia$ "han#e
- !odern *usiness must adapt and *ef$e0i*$e to survive
- Pro*$ems in $eadin# "han#e stem main$from human resour"e mana#ement
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Effe"tive Leadership andOr#ani5ationa$ han#e
- Effe"tive $eadership in the "han#e mana#ementpro"ess is parti"u$ar$ important- *e"ause of a$$the fa"tors invo$ved in or#ani5ationa$ "han#e.
- A""ordin# to !"Shane and ;on $ino& ' BB )- a$eader must *e a*$e to 3inf$uen"e- motivate andena*$e others to "ontri*ute to&ard theeffe"tiveness and su""ess of the or#ani5ation.4Sta*i$i5in# the or#ani5ation after the "han#epro"ess *e#ins is "riti"a$ to "ontinued su""ess.
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Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
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Se$e tin# the Ri#ht Leadership St $eSe$e tin# the Ri#ht Leadership St $e- Se$e"tin# the ri#ht $eadership st $e to inf$uen"e the
effe"tiveness of "han#e is important if $ar#e or#ani5ationa$"han#e is to *e su""essfu$.
- The ri#ht $eadership st $e mi#ht "han#e as the situation"han#es &ithin an or#ani5ation.
- (i//erent #eadership sty#es to *onsider in*#)de: 4 VisionaryKinspirationa# #eaders 4 9o!!andin #eaders 4 Sit)ationa# #eaders 4 'eop#e oriented #eaders 4 Tas+ oriented #eaders
4 Strate i* #eaders 4 Lo i*a# #eaders 4 S)pporti.e #eaders
Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
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Se$e tin# the Ri#ht Leadership St $eSe$e tin# the Ri#ht Leadership St $e
- A *o!!andin #eadership A *o!!andin #eadership
sty#esty#e - It #ives "$ear dire"tion andis usefu$ in "ases ofemer#en" .
- The commanding st $efo"uses on performan"e
and has a short1term #oa$orientation.- ommanders are hi#h$
produ"tive and resu$tsoriented.
- The "an *e ver effe"tive&hen #oa$ a"hievement isthe primar fo"us.
- The $earn *etter * theiro&n su""esses and fai$uresthan * input from others.
- Lo i*a# Leadership sty#eLo i*a# Leadership sty#e
- The logical st $epertains to $eaders&ho insist on "overin#a$$ a$ternatives.
- The have $on#1term#oa$s- use ana$ sisand 6uestionin#- and$earn * reasonin#thin#s throu#h.
- The are parti"u$ar$effe"tive &hen the#oa$ is strate#deve$opment.
Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
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Se$e tin# the Ri#ht Leadership St $eSe$e tin# the Ri#ht Leadership St $e- A .isionaryK inspirationa# #eadership sty#e
- It shou$d *e used &hen a $eader is tr in# to movepeop$e to&ards a shared dream. The inspire others&ith insi#hts and shared authorit .
- The inspirational st $e is "hara"teristi" of those &ho area*$e to deve$op meanin#fu$ visions of the future *fo"usin# on radi"a$$ ne& ideas8 the $earn *e0perimentation.
- The sho& a hi#h $eve$ of "on"ern for assurin#"ohesiveness of mem*ers of the or#ani5ation anden"oura#in# others to fo$$o& the vision.
- The are in6uisitive- "urious- and satisfied * findin#
radi"a$$ ne& so$utions.
Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
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Se$e tin# the Ri#ht Leadership St $eSe$e tin# the Ri#ht Leadership St $e
- A *oa*hin #eadership sty#e A *oa*hin #eadership sty#e - It mi#ht *e used to effe"tive$ "onne"t &hat a
person &ants &ith or#ani5ationa$ #oa$s.
The sit)ationa# #eadership sty#eThe sit)ationa# #eadership sty#e- This t pe $eaders "han#e their st $e of
$eadership *ased on ho& read their fo$$o&ersseems to *e.
- %a"tors that affe"t situationa$ de"isions in"$udemotivation and "apa*i$it of fo$$o&ers.
S $ "ti # th Ri#ht L d hi St $Se$e"tin# the Ri#ht Leadership St $e
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Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
Peop$e1oriented $eaders
- When drasti" or#ani5ationa$ "han#es are invo$ved-havin# $eaders &ho are peop$e1oriented as opposedto tas+1oriented &i$$ *e *etter a*$e to anti"ipate theneeds of the emp$o ees as the motivate and ena*$ethem to "han#e.
- With peop$e1oriented $eadership- $eaders are tota$$
fo"used on or#ani5in#- supportin#- and deve$opin#the peop$e in their teams. It@s a parti"ipative st $e-and it tends to en"oura#e #ood team&or+ and"reative "o$$a*oration.
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Se$e"tin# the Ri#ht Leadership St $eSe$e"tin# the Ri#ht Leadership St $e
- S)pporti.e #eaders- Those $eaders &ho are more "on"erned &ith
"onsensus s"ore hi#h in the supportive dimension.The emphasi5e openness and operate more asfa"i$itators than dire"tors.
- The $earn * o*servin# out"omes and ho& othersrea"t to their de"isions.
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Se$e"tin# the Ri#ht Leadership St $eSe$e tin# the Ri#ht Leadership St $e
Tas+ oriented #eadersTas+ oriented #eaders- Hi#h$ tas+1oriented $eaders fo"us on$ on #ettin#
the 9o* done- and the "an *e 6uite auto"rati". The
a"tive$ define the &or+ and the ro$es re6uired- putstru"tures in p$a"e- p$an- or#ani5e- and monitor.Ho&ever- *e"ause tas+1oriented $eaders don@t tendto thin+ mu"h a*out the &e$$1*ein# of their teams-this approa"h "an suffer man of the f$a&s ofauto"rati" $eadership- &ith diffi"u$ties in motivatin#and retainin# staff.
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Theories of Leadership
Theories of Leadership
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Theories of Leadership
) May #e!en# on?* Ty!e of sta. * History of the business* Culture of the business* =uality of the relationshi!s* @ature of the changes nee#e#* Acce!te# norms "ithin the institution
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%a"tors Affe"tin# St $e
%a"tors Affe"tin# St $e
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%a tors Affe tin# St $e
- Leadership sty#e !ay 1e dependenton .ario)s /a*tors: 4 Ris+ de*ision !a+in and *han e initiati.es 1ased
on de ree o/ ris+ in.o#.ed 4 Type o/ 1)siness 4 *reati.e 1)siness or s)pp#ydri.en6
4 Ho2 i!portant *han e is 4 *han e /or *han e@s sa+e6 4 Or anisationa# *)#t)re 4 !ay 1e #on e!1edded and
di//i*)#t to *han e 4 Nat)re o/ the tas+ 4 needin *ooperation6 (ire*tion6Str)*t)re6