Leadership enhancing the lessons of experience 8th by hughes curphy chap 16

•Creating a compelling vision •Managing conflict •Negotiation •Diagnosing performance problems in individuals, groups, and organizations •Team building at the top •Punishment... Creatin

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © 2015 McGraw-Hill Education All rights reserved No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Skills for Optimizing

Leadership as Situations Change

16

Introduction

Advanced leadership skills are needed in specific

situations and when situations change This chapter will cover the following topics.

•Creating a compelling vision

•Managing conflict

•Negotiation

•Diagnosing performance problems in individuals,

groups, and organizations

•Team building at the top

•Punishment

Creating a Compelling Vision

• Leaders often struggle to give a compelling

description of how they add value and to get

anyone excited to become part of their team

• The vision should be a short, concise, personal statement that answers several questions.

1 Where is the team going, and how will it get there?

2 How does the team win, and how does it contribute to

the broader organization’s success?

3 How does the speaker define leadership?

4 What gets the speaker excited about being a leader?

5 What are the speaker’s key values?

Creating a Compelling Vision

(continued)

Figure 16.1: The Four Components of a Leadership Vision

Managing Conflict

• Conflict occurs when opposing parties have

interests or goals that appear to be incompatible, such as when team members:

1 Have strong differences in values, beliefs, or goals

2 Have high levels of task or lateral interdependence

3 Are competing for scarce resources or rewards

4 Are under high levels of stress

5 Face uncertain or incompatible demands

• Conflict also occurs when leaders’ actions are

inconsistent with their stated goals and vision.

• Breakdowns in communication are the most

important source of conflict.

The conflict resolution process is affected by several factors.

•The nature of the conflict

– The size of an issue

– The extent to which the problem is defined egocentrically – The existence of hidden agendas

•Seeing a conflict situation in win–lose or zero-sum terms

•Perceiving the conflict as unresolvable

Conflict Resolution Strategies

Thomas described five conflict management

approaches based on dimensions of cooperativeness

vs uncooperativeness and assertiveness vs

unassertiveness.

• Competition reflects a desire to achieve one’s own ends at

the expense of someone else This is domination, also

known as a win–lose orientation

• Accommodation reflects a mirror image of competition—

entirely giving in to someone else’s concerns without

making any effort to achieve one’s own ends This is a

tactic of appeasement

Conflict Resolution Strategies

(continued)

– Sharing is an approach that represents a compromise

between domination and appeasement Both parties give

up something, yet both parties get something

– Collaboration reflects an effort to fully satisfy both parties This is a problem-solving approach that requires the

integration of each party’s concerns

– Avoidance involves indifference to the concerns of both parties It reflects a withdrawal from or neglect of any

party’s interests

Five Conflict Handling Orientations – Resolution Strategies

Negotiation

Fisher and Ury developed negotiating tips

1.Prepare for the Negotiation: Considerable time

should be spent in preparation for the negotiation.

2.Separate the People from the Problem:

Negotiations involve substantive issues and

relationships.

3.Focus on Interests, Not Positions: It is important

to focus both on your counterpart’s interests (not

position) and on your own interests (not position).

Diagnosing Performance Problems

Performance =

ƒ(Expectations x Capabilities x Opportunities x Motivation)

•The model is a framework for understanding why a

follower or team may not be performing up to

expectations and what the leader can do to improve the situation.

•Because it is a multiplicative rather than a

compensatory model, a deficit in any component

should result in a substantial decrement in

performance that cannot be easily made up by

increasing the other components.

Components of the Model of Performance

• ƒ(x) function: maps values of x to ƒ(x) = 3x + 5

• Expectations: Performance problems often occur

because individuals or groups do not understand what

they are supposed to do

• Capabilities: Followers cannot always do things just

because they understand what they are supposed to do Abilities and skills are the two components of capabilities

• Opportunities: Followers may lack the opportunity to

demonstrate acquired skills

• Motivation: Will followers or groups choose to perform or

exhibit the level of effort necessary to accomplish a task?

Team Building at the Top

Executive teams are similar to other types of teams but different in two ways.

1.Most top teams never function as a whole, so when a situation arises, team members must use their

individual skills and high-performance teamwork.

– Leaders must have the diagnostic skills to discern

whether a challenge involves an individual situation or a team situation

– Leaders must “stay the course” when a team situation is present

2.Executive teams have an opportunity to enhance

teamwork throughout the organization, and only

executive teams can change organizational systems

Tripwire Lessons

Trip Wire 1: Call the performing unit a team but

really manage members as individuals

Trip Wire 2: Create an inappropriate authority

balance

Trip Wire 3: Assemble a large group of people, tell

them in general terms what needs to be

accomplished, and let them “work out the details”

Trip Wire 4: Specify challenging team objectives,

but skimp on organizational supports

Trip Wire 5: Assume that members already have all

the competence they need to work well as a team

• Punishment is the provision of an undesirable

consequence or the withdrawal of a desirable

consequence, which in turn decreases the

likelihood that a particular behavior will be

repeated.

• Arvey and Ivancevich reviewed three myths about punishment.

1 Punishment results in undesirable emotional side

effects on the part of the recipient

2 Punishment is unethical and inhumane

3 Punishment rarely works anyway

Administering Punishment

To make punishment effective, leaders should:

•Recognize their bias toward internal attributions.

•Gather as many facts as possible before deciding whether to administer punishment.

•Focus on the act, not the person

•Be consistent across both behaviors and leaders.

•Clarify the rationale and identify the future

consequences of misbehavior.

•Provide guidance about how to improve.