Ms Influencing

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LEADINGMANAGEMENT PRINCIPLES AND

DYNAMICSDr. Gett Que, 2012



LEADERSHIP TRAITS

• Desire to lead

• Drive

• Self-confidence• Honesty and integrity

• Intelligence and knowledge

Leadership is the managerial function that is not solelydependent on a person s abilities.



LEADERSHIP

• As a managerial function, INFLUENCING is sometimesused in the place of LEADING :

Interpersonal skills are the foundation of leadership skills

ConsideringGroups

MotivatingLeading Communicating

PEOPLE SKILLS



Communication



MM Que

Communication is …

“An exchange of facts, ideas, opinions, or emotionsby persons. It is an intercourse by words, letters,symbols, or message.” (Newman and Summer, 1961 )

“ An art of developing and attaining understandingbetween people; a process of exchanginginformation and feelings between 2 or more people.”

(Terry and Franklin, 1982 )



Flow of Information



Importance

• Qualities thatCharacterize“Promotable”

Executives

Bowman, 1964. What Helps or Harms Profitability. HBR


http://slidepdf.com/reader/full/ms-influencing 8/65MM Que

MANAGER-LEADER TASKS ANDCOMMUNICATING EFFORTS

TASKSCOMMUNICATING

ACTIVITIESBEING DEALT

WITH OBJECTIVE

Planning ConductingMeetings

Superiors Arrive atachievable targets

Negotiating Persuading Clients Sell products /services

Consulting Probing Experts Generate ideas /knowhow

Cooperating InformationSharing

Peers Use data for decision andaction

Organizinggroups

Inspiring action Subordinates Generate commitment




TASKSCOMMUNICATING


WITH OBJECTIVE

Delegating Providingguidelines

Assistants Clarify tasks andshare responsibility

Implementing Creating productiveclimate

Productionstaff

Build a team andincrease productivity

Monitoring Gatheringfeedback

Coordinators Determine correctiveaction

Evaluating Giving feedback General staff Determine strengths andweaknesses

Assessingenvironment

Interviewing Publicofficials

Determine businessopportunities andconstraints




TASKSCOMMUNICATING


WITH OBJECTIVE

Counseling Listening Staff needinghelp

Build individual confidence

Disciplining Fact – finding Problememployee

Restrain negative behavior

Rewarding Motivating Staff showingperformance

Encourage positivebehavior

Administering Orienting General staff Acceptance ofpolicies

Training Impartingknowhow

Trainees Improve performance



General Types

• Verbal• Oral or Spoken• Written

• Non-Verbal• Sign Language• Body Language

• Facial Expressions• Voice Tone• Gestures• Dress Choices

MULTISTREAMPERSPECTIVE

•Respect for others /human dignity•Sensitivity to othercultures / diversity•Truth / transparency•Fairness / justice



Conflicting Messages

VERBAL

NON-VERBAL



MM Que

Non-Verbal Messages

• FacialExpression

•

Eye Contact andMovement

• Distance

• Posture• Gestures

TYPE of emotion

INTENSITY



MM Que

The Communication Process

Message2

3 Channel

1 Sender

Common fieldof Experience

4 Receiver

* Barriers

Field of Experience

Field of Experience

5 Feedback:Verbal

Non-verbal



Communication Skills

• Interpersonal Skills• Drawing others out• Listening alertly

• Oral Communication Skills• Making clear statements• Being brief and concise

• Writing clearly and effectively

• Making effective presentations

• Managing meetings

Pfeiffer, J. William (ed). 1983. A Handbook of Structured Experiences. Vol IX.

• Assertion•Giving andreceiving feedback



FACTORS THAT AFFECT COMMUNICATIONAND INTERPERSONAL PROCESSES



Perception exercise



PERCEPTION

• People s individual interpretation of the sensoryworld around them.

• Affected by our experiences, needs, personality,culture, and education.

Bovee, C. L. & Thill, John V. 2002. Business Communication Today. 6 th ed. PrenticeHall..



Selective Perception

• We select what we see

• The image we project depends on our ownexperience, background, upbringing, or …

• Our expectation

• We operate from our own mental sets



Selective Perception

• There is neither “right” or “wrong” about the way weperceive situations

• It s just the way we are with our perceptions.

• It s ok to be the way we are

However …



Harnessing the Diversity ofPerception

• Share your perception with others

• Express your assumptions

• Allow others to clarify what you perceive and yourassumptions

• Invite others to share and express their ownperceptions and assumptions



Harnessing the Diversity ofPerception

• Be open

• Hold your judgment

• See the wholeness of the situation

• TWOgether, come to a conclusion



Perceptions

S RINTERACTION

PROBLEMRELATIONSHIP

FEELINGS FEELINGS

NEEDS

VALUES

NEEDS

VALUES



What affects perception?

• STEREOTYPING• The tendency to attribute characteristics to an

individual on the basis of an assessment of the group

to which the individual belongs.• HALO EFFECT

• It results from allowing one particular aspect ofsomeone s behavior to influence one s evaluation of all

other aspects of that person s behavior.

Certo, S. 2000. Modern Management, 8 th ed. Singapore: Pearson Education, Asia Pte. Ltd.



WHAT AFFECTS PERCEPTION?

Bartol, Kathryn M. & Martin, David C. 2001. Management. 3 rd ed. Irwin McGraw-Hill.

• PROJECTION• The tendency of an individual to assume that others

share his or her thoughts, feelings, and characteristics

• PERCEPTUAL DEFENSE• The tendency to block out or distort information that

one finds threatening or that challenges one s beliefs.



WHAT AFFECT PERCEPTION?

Certo, S. 2000. Modern Management, 8 th ed. Singapore: Pearson Education, Asia Pte.Ltd.

• ATTITUDE• A predisposition to react to a situation, person, or

concept with a particular response.

• Attitude Indicator

“Caste and class are real issues in organizations, as they

are in the rest of society. But in the confined spaces of aplant or corporate headquarters, it is amazing that somuch social distance can exist.” (Sears, W. Jr. 1984. Back in working

order.)



5 COMPONENTS THAT CONTRIBUTE TO EFFECTIVEINTERPERSONAL COMMUNICATION



Self Concept

• The self is the star in every act of communication.

“Who am I?” “What do I standfor?” “What do I do / not

do?“What do I value? “What are mybeliefs?”



Self Concept

• Affects the way we communicate

• Importance

• Frame of reference• The screen (filter) through which a person sees, hears,evaluates, and understands everything else.



Weak Self Concept

• Distorts a person s perception of how others seehim, generating feelings of insecurity when relatingto other people.

Has difficulty in:•conversing with others•admitting that he iswrong•expressing feelings•accepting constructivecriticism• voicing ideas different

from those of othereo le



Forming Self Concept

• Individuals learn who they are from the ways theyare treated by the important people in their lives.

• Am I liked?•Do people accept meas I am?• Am I worthy of

respect?• Am I successful?

•Love, respect, and acceptance from thesignificant others in his life. (AFFIRMATION)



ABILITY TO LISTEN

• Listening with the heart / Active or Empathiclistening



CLARITY OF EXPRESSION

• Ability to say what you mean and express what youfeel



Coping with Angry Feelings

• Suppression• Causes tension• Tends to accumulate and then erupt

• Expression• In such a way that they influence, affirm, reshape, and

change themselves and others



Constructive Expression of Anger

• Be aware of your emotions

• Admit your emotions

• Own your emotions.• Accept responsibility for what you do.

• Investigate your emotions.

• Report your emotions• Say what you experience

• Integrate your emotions with your intellect and yourwill.

• Allow yourself to learn and grow as a person.



SELF-DISCLOSURE

• The ability to talk truthfully and fully about oneself.

• The more I know about you and the more you knowabout me, the more effective and efficient ourcommunication will be.

Jourard, S. 1971. The transparent self.



BARRIERS TO EFFECTIVECOMMUNICATION

MM Que, DLSU



MM Que, 2003

Barriers

• Differences in Perception• Frame of reference

• Previous experience

• Discipline, Functional Area, or Position



MM Que, 2003

Barriers

• Differences in Language• Language is an arbitrary code that depends on shared

definitions.

• Multiple meanings and interpretations • In-group language or jargons



MM Que, 2003

Barriers

• Physical• Distance• Interferences caused by nature

• Physical or biological malfunction• Place is not conducive due to:

• Noise, Pollution, Inadequate Lighting, Poor Ventilation



MM Que, 2003

Barriers

• Poor Listening

• Emotional Interference• Attitude towards sender or receiver• Filtering• Source Credibility



MM Que, 2003

Barriers

• Behavioral• Lack of openness• Lack of motivation or interest

• Fear• Stereotyping• Halo effect



MM Que, 2003

Barriers

• Others• Time pressure• Overload or lack of information

• Complexity of information



MM Que, 2003

Communication Barriers withinOrganizations

• Information overload and message competition

• Closed or inadequate communication climate• Management style• Organizational culture



MM Que, 2003

How to Overcome Barriers

• Perception• “Read”, anticipate, validate

• Precision• Meeting of the minds

• Credibility

• Control• Shape your response

• Congeniality



INTERPERSONAL SKILLS:Assertiveness



Assertion

• When faced with difficult situations, animals havetwo options:• Flight or NON-ASSERTION

• Fight or AGGRESSION

• Humankind has a third option:• ASSERTION

which is essentially a considered response todifficult situations.

Ref: Reyes, M. (2000)



Assertiveness

• Assertiveness, in other words, is upholding one s owndignity and integrity, while at the same time, encouragingand recognizing this behavior in others.

– Enjoying your rights – Expressing your feelings – Asking for what you want – Stating your views

With – Integrity – Honesty – Directness – Respect for others.




ASSERTIVENESS

WHEN TO ASSERT• When you want something

• When you don t want something

• When you want to negotiate

• When you are hurt

• In the face of criticism

• When you are happy

• When you are angry

• When you want to give feedback

WITH WHOM?• Yourself

• Your family

• Your friends

• Your colleagues

• Your team

• Your managers

• Your subordinates

• Your clients

• Your networkRef: Reyes, M. (2000)



NON-ASSERTIVE

We put the needs of others before our own.

AGGRESSIVEWhen we put our personal needs before those of others

ASSERTIVEWhen we balance ourneeds and those ofothers, and act accordingto the priorities as wesee them




Basic ASSERTIVE rights andcorresponding responsibilities

I HAVE THE RIGHTTO:

CONSEQUENTLY, MYRESPONSIBILITY IS TO:

Be treated with respect Respect the rights of others

Express opinions and feelings

Set my own goals

Welcome the opinions and feelings ofothers

Help others to work on their goals andobjectives


B i ASSERTIVE i ht d




I HAVE THE RIGHTTO:


Refuse a request or say „NO Encourage others to use their time in theway they want to

Ask for what I want

Make mistakes

Encourage others to fulfill their needs

Help others learn through their mistakesso they can grow





I HAVE THE RIGHTTO:


Get what I pay for

Give the best value and service for the

money and rewards I receive from others

Change my mind

Decide whether or not to assertmyself

Help others reach conclusions abouttheir experiences of the world

Allow others the freedom to choose howthey behave




Benefits of being ASSERTIVE

• You don t always have to win

• You have high self-esteem

• You fit in easily

• You get what you want

• You don t feel guilty

• You express your needs

• You don t upset people

• People don t take advantage Ref: Reyes, M. (2000)

Components of an ASSERTIVE



Components of an ASSERTIVERESPONSE:

• Self-confidence on the part of the asserter• Perspective of the situation (assert only when you believe

that it is appropriate)

• The use of „I statements: • I think/believe• I feel• I want/need

• Appropriate non-verbal cues:• Eye-to-eye contact• Upright body posture• Facial expression• Gestures Ref: Reyes, M. (2000)



Assertive Communication

CONTEXT

Mutual respectConfidence in self and in the other

personRegard for each other s rights

ASSERT

I think/believeI feelI want/need

RESPONSE

Yes (I will)Yes but (I will if)No (I do not like)No (I can not)




INTERPERSONAL SKILLS:

GIVING AND RECEIVINGFEEDBACK



FEEDBACK

• The destination s reaction to a message • Feedback is not a form of criticism but rather than a

report on observations and reactions

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Certo, S. 2000. Modern Management, 8 th ed. Singapore: Pearson Education, Asia Pte. Ltd.

FEEDBACK

RESPONSE

CONTENT +EMOTION

CONTENT +EMOTION



Giving Feedback

• Focus on behavior rather than the person.• Be descriptive rather than evaluative• Refer to behavior that can be changed.

• Be clear about what you want to say.

• Emphasize the positive.• Without glossing over what needs to be changed.

• Own the feedback• Use „I statements.

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McGill and Beatty. 1994. Action learning: A practitioner’s guide. London: Kogan.



Giving Feedback

• Be specific.• Avoid general comments and clarify pronouns such as “it,”

“that,” etc.

• Share information rather than give advice• Give advice only when sought

• Describe your feelings and reactions.

• Time it well.

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McGill and Beatty. 1994. Action learning: A practitioner’s guide. London: Kogan.



Giving Feedback

• We give feedback because we want to help the otherperson improve his performance or behavior.

• Constructive Feedback NOT Criticism

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Hamburger approach

Reference: TQM Facilitator’s Training. 1995. Dart ( Phils.), Inc.

The Four-Step Approach to Giving



The Four Step Approach to GivingFeedback

Stage 3 : DescribeImpact and

ConsequencesDescribe the impact and

consequences of the currentbehaviors

Stage 2 : IdentifySituationsIdentify the specific situation(s)where you observed thesebehaviors.

Stage 4 : IdentifyAlternative BehaviorsIdentify alternative behaviors

and actions for you, theemployee and others to take.

Stage 1 : DescribeCurrent BehaviorsDescribe current behaviors thatyou want to reinforce (praise)or redirect (criticism) to

improve a situation.



Receiving Feedback

Shuts-off Feedback Builds –

Increases FeedbackBlocking it out Listening carefully.

Blind acceptance or denial Try to understand what thegiver is saying (paraphrase,request clarification,summarize).

Justify, build a case, defend,explain, blame others

Explore, check others forsimilar reactions.

Apologize, promise not to doit again

Examine own behaviorcritically and once validatedconsider possible alterations.

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What happens after the



What happens after thefeedback?

• Feedback is like a gift. It becomes the property of therecipient and he alone needs to decide what to do aboutit. If the recipient wants to defend or rationalize hisbehavior or reject the feedback, it is his business todecide. Only receiver can integrate feedback into hispersonal learning and determine whether or not hewishes to change because of it.

• Each person needs to set his own pace as to the speed

and intensity with which he wants to think about, react to,and make any changes in response to feedback

Ms Influencing

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