How to be a Good Team Leader
An effective team leader will use the GRIPS model
Define Goals:
• help the team and each individual to be clear about who their customer is, what outputs are required from them and the standards they need to meet
• identify and agree objectives for continuous improvement
• demonstrate how these objectives contribute to the overall corporate goal (s)
Clarify Roles :
• identify how each individual fits into the team and the customer-supplier chain(s)
• explain your role and how you will provide support
Strive for honest Interaction:
• swap constructive feedback; listen to your team
• share feelings and concerns; be open
• aim for equality not dominance
• admit mistakes; give praise as well as censure
Support Personal development:
• systematically identify individual's strengths and needs
• agree personal development goals
• identify ways to meet these needs and goals
• coach, counsel and facilitate personal development
Adapt your Style :
• use the appropriate style to reflect each individual's level of development and the nature of the task. For example:
• use TELL when someone is very unsure or lacking knowledge and experience try CONSULTING your team to gain their views and ideas before you make a decision.
• when they have more experience, build their confidence by JOINT decision-making
• when individuals and/or the team have sufficient experience and confidence then DELEGATE goals and task to them and let them be responsible for working out how to achieve them
How It helps
Effective leadership is one of the key factors in successful teams. This GRIPS checklist summarises the main things a team leader needs to work on.
How to be a Good Team Member
An effective leader alone is not enough to make a team work well. Each individual must make a contribution. This checklist outlines the main areas that this should cover.
An effective team member:
• Knows and understands the purpose, objectives and performance measures of the team
• Contributes constructively to the development of the objectives and measures and plans to achieve them
• Has individual objectives and tasks to complete to contribute towards the team performance
• Attends team meetings; punctually and willingly
• Contributes ideas, information and experience during the meetings
• Takes an active role (scribe, timekeeper. etc) in meetings as required
• Listens to other members and builds on their views and ideas
• Participates constructively in debate
• Accepts the consensus view of the team
• Takes a share of the work to be done between meetings and completes this to a high standard on time
• Supports the leader and other members outside the team once plans and actions have been agreed
• Inputs high energy and enthusiasm into the team and the work to be done
• Recognises the contributions and help of others in the team.
(Courtsey- Build that team by Steve Smith)
Monday, December 7, 2009
Sunday, December 6, 2009
Leadership Skills -Great Speakers and Orators - -2
As indicated in my earlier post, public speaking skills is one of the most essential ingredients of effective leadership. If we examine history we may find many great leaders who could sway the masses by their verbal skills. The great revolutionary leaders of Voltaire Rousseau and Montesquieu are often quoted in this regard. Even in our own times Winston Churchill, the great war time Prime minister of Great Briton, Abraham Lincoln, JFK and Mahathma Gandhi are all classic examples of great orators becoming great leaders. Here in his book on successful Public speaking the author narrates about a few olden speakers who were the pioneers in the art of Public speaking . Read on ..
"Demosthenes
Demosthenes stands preeminent among Greek orators. His well-known oration "On the Crown," the preparation of which occupied a large part of seven years, is regarded as the oratorical masterpiece of all history.
It is encouraging to the student of public speaking to recall that this distinguished orator at first had serious natural defects to overcome. His voice was weak, he stammered in his speech, and was painfully diffident. These faults were remedied, as is well-known, by earnest daily practise in declaiming on the sea-shore, with pebbles in the mouth, walking up and down hill while reciting, and deliberately seeking occasions for conversing with groups of people.
The chief lesson for you to draw from Demosthenes is that he was indefatigable in his study of the art of oratory. He left nothing to chance. His speeches were characterized by deliberate forethought. He excelled other men not because of great natural ability but because of intelligent and continuous industry. He stands for all time as the most inspiring example of oratorical achievement, despite almost insuperable difficulties.
Cicero
The fame of Roman oratory rests upon Cicero, whose eloquence was second only to that of Demosthenes. He was a close student of the art of speaking. He was so intense and vehement by nature that he was obliged in his early career to spend two years in Greece, exercising in the gymnasium in order to restore his shattered constitution.
His nervous temperament clung to him, however, since he made this significant confession after long years of practise in public speaking. "I declare that when I think of the moment when I shall have to rise and speak in defense of a client, I am not only disturbed in mind, but tremble in every limb of my body."
It is well to note here that a nervous temperament may be a help rather than a hindrance to a speaker. Indeed, it is the highly sensitive nature that often produces the most persuasive orator, but only when he has learned to conserve and properly use this valuable power.
Cicero was a living embodiment of the comprehensive requirements laid down by the ancients as essential to the orator. He had a knowledge of logic, ethics, astronomy, philosophy, geometry, music, and rhetoric. Little wonder, therefore, that his amazing eloquence was described as a resistless torrent.
Luther
Martin Luther was the dominating orator of the Reformation. He combined a strong physique with great intellectual power. "If I wish to compose, or write, or pray, or preach well," said he, "I must be angry. Then all the blood in my veins is stirred, my understanding is sharpened, and all dismal thoughts and temptations are dissipated." What the great Reformer called "anger," we would call indignation or earnestness.
John Knox
John Knox, the Scotch reformer, was a preeminent preacher. His pulpit style was characterized by a fiery eloquence which stirred his hearers to great enthusiasm and sometimes to violence.
Bossuet
Bossuet, regarded as the greatest orator France has produced, was a fearless and inspired speaker. His style was dignified and deliberate, but as he warmed with his theme his thought took fire and he carried his hearers along upon a swiftly moving tide of impassioned eloquence. When he spoke from the text, "Be wise, therefore, O ye Kings! be instructed, ye judges of the earth!" the King himself was thrilled as with a religious terror.
To ripe scholarship Bossuet added a voice that was deep and sonorous, an imposing personality, and an animated style of gesture. Lamartine described his voice as "like that of the thunder in the clouds, or the organ in the cathedral."
Bourdaloue
Louis Bourdaloue, styled "the preacher of Kings, and the King of preachers," was a speaker of versatile powers. He could adapt his style to any audience, and "mechanics left their shops, merchants their business, and lawyers their court house" in order to hear him. His high personal character, simplicity of life, and clear and logical utterance combined to make him an accomplished orator.
Massillon
Massillon preached directly to the hearts of his hearers. He was of a deeply affectionate nature, hence his style was that of tender persuasiveness rather than of declamation. He had remarkable spiritual insight and knowledge of the human heart, and was himself deeply moved by the truths which he proclaimed to other men." ( Source- Successful Public speaking)
To be continued...
"Demosthenes
Demosthenes stands preeminent among Greek orators. His well-known oration "On the Crown," the preparation of which occupied a large part of seven years, is regarded as the oratorical masterpiece of all history.
It is encouraging to the student of public speaking to recall that this distinguished orator at first had serious natural defects to overcome. His voice was weak, he stammered in his speech, and was painfully diffident. These faults were remedied, as is well-known, by earnest daily practise in declaiming on the sea-shore, with pebbles in the mouth, walking up and down hill while reciting, and deliberately seeking occasions for conversing with groups of people.
The chief lesson for you to draw from Demosthenes is that he was indefatigable in his study of the art of oratory. He left nothing to chance. His speeches were characterized by deliberate forethought. He excelled other men not because of great natural ability but because of intelligent and continuous industry. He stands for all time as the most inspiring example of oratorical achievement, despite almost insuperable difficulties.
Cicero
The fame of Roman oratory rests upon Cicero, whose eloquence was second only to that of Demosthenes. He was a close student of the art of speaking. He was so intense and vehement by nature that he was obliged in his early career to spend two years in Greece, exercising in the gymnasium in order to restore his shattered constitution.
His nervous temperament clung to him, however, since he made this significant confession after long years of practise in public speaking. "I declare that when I think of the moment when I shall have to rise and speak in defense of a client, I am not only disturbed in mind, but tremble in every limb of my body."
It is well to note here that a nervous temperament may be a help rather than a hindrance to a speaker. Indeed, it is the highly sensitive nature that often produces the most persuasive orator, but only when he has learned to conserve and properly use this valuable power.
Cicero was a living embodiment of the comprehensive requirements laid down by the ancients as essential to the orator. He had a knowledge of logic, ethics, astronomy, philosophy, geometry, music, and rhetoric. Little wonder, therefore, that his amazing eloquence was described as a resistless torrent.
Luther
Martin Luther was the dominating orator of the Reformation. He combined a strong physique with great intellectual power. "If I wish to compose, or write, or pray, or preach well," said he, "I must be angry. Then all the blood in my veins is stirred, my understanding is sharpened, and all dismal thoughts and temptations are dissipated." What the great Reformer called "anger," we would call indignation or earnestness.
John Knox
John Knox, the Scotch reformer, was a preeminent preacher. His pulpit style was characterized by a fiery eloquence which stirred his hearers to great enthusiasm and sometimes to violence.
Bossuet
Bossuet, regarded as the greatest orator France has produced, was a fearless and inspired speaker. His style was dignified and deliberate, but as he warmed with his theme his thought took fire and he carried his hearers along upon a swiftly moving tide of impassioned eloquence. When he spoke from the text, "Be wise, therefore, O ye Kings! be instructed, ye judges of the earth!" the King himself was thrilled as with a religious terror.
To ripe scholarship Bossuet added a voice that was deep and sonorous, an imposing personality, and an animated style of gesture. Lamartine described his voice as "like that of the thunder in the clouds, or the organ in the cathedral."
Bourdaloue
Louis Bourdaloue, styled "the preacher of Kings, and the King of preachers," was a speaker of versatile powers. He could adapt his style to any audience, and "mechanics left their shops, merchants their business, and lawyers their court house" in order to hear him. His high personal character, simplicity of life, and clear and logical utterance combined to make him an accomplished orator.
Massillon
Massillon preached directly to the hearts of his hearers. He was of a deeply affectionate nature, hence his style was that of tender persuasiveness rather than of declamation. He had remarkable spiritual insight and knowledge of the human heart, and was himself deeply moved by the truths which he proclaimed to other men." ( Source- Successful Public speaking)
To be continued...
Public Speaking Tips- A leader's Primary skill
Public speaking perhaps is the best Communication intervention that could lead to the birth of a leader.While the leaders public relation skill and private effective communication helps begin his journey towards a leadership stardom , It is the public speaking skill that would make anyone , let it be a politician , soilder, terrorist, businessperson, or a religious head or Spiritual Master, an effective leader who could lead others to his philosophy and end.In this context it would be ineteresting to know some of the great leaders who made their indelible impression in public speaking.
I give below an excerepts from the Book "Successful Methods of Public Speaking" by Grenville Kleiser that would prove this point.
"MEN WHO HAVE MADE HISTORY IN PUBLIC SPEAKING—AND THEIR METHODS
The great orators of the world did not regard eloquence as simply an endowment of nature, but applied themselves diligently to cultivating their powers of expression. In many cases there was unusual natural ability, but such men knew that regular study and practise were essential to success in this coveted art.
The oration can be traced back to Hebrew literature. In the first chapter of Deuteronomy we find Moses' speech in the end of the fortieth year, briefly rehearsing the story of God's promise, and of God's anger for their incredulity and disobedience.
The four orations in Deuteronomy, by Moses, are highly commended for their tenderness, sublimity and passionate appeal. You can advantageously read them aloud.
The oration of Pericles over the graves of those who fell in the Peloponnesian War, is said to have been the first Athenian oration designed for the public.
The agitated political times and the people's intense desire for learning combined to favor the development of oratory in ancient Greece. Questions of great moment had to be discust and serious problems solved. As the orator gradually became the most powerful influence in the State, the art of oratory was more and more recognized as the supreme accomplishment of the educated man."
We would see some of them in my subsequent posts.
I give below an excerepts from the Book "Successful Methods of Public Speaking" by Grenville Kleiser that would prove this point.
"MEN WHO HAVE MADE HISTORY IN PUBLIC SPEAKING—AND THEIR METHODS
The great orators of the world did not regard eloquence as simply an endowment of nature, but applied themselves diligently to cultivating their powers of expression. In many cases there was unusual natural ability, but such men knew that regular study and practise were essential to success in this coveted art.
The oration can be traced back to Hebrew literature. In the first chapter of Deuteronomy we find Moses' speech in the end of the fortieth year, briefly rehearsing the story of God's promise, and of God's anger for their incredulity and disobedience.
The four orations in Deuteronomy, by Moses, are highly commended for their tenderness, sublimity and passionate appeal. You can advantageously read them aloud.
The oration of Pericles over the graves of those who fell in the Peloponnesian War, is said to have been the first Athenian oration designed for the public.
The agitated political times and the people's intense desire for learning combined to favor the development of oratory in ancient Greece. Questions of great moment had to be discust and serious problems solved. As the orator gradually became the most powerful influence in the State, the art of oratory was more and more recognized as the supreme accomplishment of the educated man."
We would see some of them in my subsequent posts.
Saturday, December 5, 2009
Leadership Styles and Behaviour Pattern- Part 6
The 4th and final life position is that of the person who has strong complex . He feels that something is wrong with self and everyone else is right. A classic case od lack of self esteem.
I'm Not OK, You're OK
The general attitude in this style is to depreciate onesef. As the person does not have much trust in his or her own ability, he or she may not be assertive. This may be shown in various ways. The following six styles may be found in this position:
Indifferent (Regulating Parent)
A person with this style leaves following the norms to the discretion of others and does not care to see how well the norms are understood. Most of the time, such a person manages to overlook whether the norms are being followed. He or she does not have enough trust in his or her ability to help people develop proper norms and follow them. Such a trainer may take no notice of serious deviations in the session. A manager may ignore the issue of the propriety of his or her subordinates' behaviour.
D for Diffident (or, I'm Not OK, You're OK)
The general attitude in this style is to depreciate onesef. As the person does not have much trust in his or her own ability, he or she may not be assertive. This may be shown in various ways. The following six styles may be found in this position
Indifferent (Regulating Parent
]A person with this style leaves following the norms to the discretion of others and does not care to see how well the norms are understood. Most of the time, such a person manages to overlook whether the norms are being followed. He or she does not have enough trust in his or her ability to help people develop proper norms and follow them. Such a trainer may take no notice of serious deviations in the session. A manager may ignore the issue of the propriety of his or her subordinates' behaviour.
Ingratiating (Nurturing Parent)
In this style, the effort is to try to please or placate others. A manager may do certain things to keep subordinates in good humour, thinking that this will help him or her to get work done by them. A trainer may get too personal, inviting students for social occasions at home and visiting them in their homes. A consultant may go out of his or her way to do more than the client may want.
Overwhelming (Adult)
Such a person is always concerned with the task but remains confused and
feels that he or she has too much work to do. He or she never gets out of this task-orientation and constantly feels overworked and overburdened
Dependent (Adaptive Child)
The need for safety may be reflected in overdependence on others.
A dependent manager may go blindly by what subordinates tell him or her to do or may seek approval for all actions from the boss. A trainer with this style follows the norms strictly and, in case change is needed, asks the head of the institution or group for approval. A dependent consultant is guided primarily by the client's wishes and understanding
Intropunitive (Reactive Child)
A person with this style takes out aggression on himself or hersef. Such a person is angry with himsef or herself for not doing certain things and blames his or her own lack of ability, skills, or courage for ineffectiveness. Intropunitive people suffer from self-pity
Satirical (Creative Child)
This style takes a more pungent form. The person shows his critical attitude, but escapes confrontation by using satire.
A person may show behaviours relating to several of the styles described above. However, he or she would use one style more frequently than others. We may thus get a style profi1e of a person in an interactional or transactional role. We call this the person's transactional style profile
SUMMARY
Transactional analysis is a comprehensive framework to understand and modify personality, styles, and behaviour. Its concepts of ego states and of transactions between persons and life positions are useful for analysing interpersonal styles. The concept of games and scripts is useful in understanding the dynamics of dysfunctional exchanges and lifestyles of individuals. Combining the three ego-states with OK arid not-OK positions, we get 12 functional and 12 dysfunctional interpersonal or transactional styles. By using specially designed instruments you can measure your style(s).
courtesy:- understanding organizational behaviour by Uday Parikh, and other authors.
Friday, December 4, 2009
Leadership development lessons - Behavior pattern and styles- Part -5
The third life postion is the positive and most desirable. I am O.K. You are O.K. a matured balanced aproach to life and a mind inclined to accept others views. When applied to various Egostates this produce the following combinations.
The Competent (or I'm OK, You're OK)
People with this life position are creative, confident of themselves, and competent. They have respect for themselves as well as for others. The following six styles may be shown in this position
Normative (Regulating Parent)
This manager, consultant, or trainer is concerned with setting appropriate norms but involves subordinates, clients, or learners both in evolving these norms and in deciding how such
Supportive (Nurturing Parent)
A person with this style provides the necessary support needed by others with whom he or she interacts. Support is provided only if such support is either solicited or needed.
Problem-solving (Adult)
This person's concern is to solve the problem by working himself or herself and involving others in it as well. This is different from being obsessed with the task. It is ironical that excessive concern with tasks may sometimes come in the way of a solution to a problem.
Resilient (Adaptive Child)
This style is characterized by functional adaptation. The person assesses the situation and adapts to suit it This is effective contingency behaviour. A manager is quick to assess the situation and quicker to change his or her approach if needed. A trainer or consultant gives up the well-prepared plans of teaching or intervention if the situation demands a different approach.
Confronting (Reactive Child)
Aggressiveness is characteristic of this style. However, aggressiveness becomes functional when the person does not give up but perseveres and is content only when the problem is solved. This is confrontation of the problem. A distinction needs to be made between pseudo confrontation (expression of aggression to people and real confrontation (reflected in concern with the problem). Even when an issue has to be explored with a person, in effective confrontation the focus remains on the particular issue or problem and the other person is not a target.
Innovative(creative child)
A person with this style is not satisfied with the available solutions but continuously searches for new ways of solving a problem or new methods to be used. However, the person is also interested in stabilizing such an innovation before going on to new ones
The Competent (or I'm OK, You're OK)
People with this life position are creative, confident of themselves, and competent. They have respect for themselves as well as for others. The following six styles may be shown in this position
Normative (Regulating Parent)
This manager, consultant, or trainer is concerned with setting appropriate norms but involves subordinates, clients, or learners both in evolving these norms and in deciding how such
Supportive (Nurturing Parent)
A person with this style provides the necessary support needed by others with whom he or she interacts. Support is provided only if such support is either solicited or needed.
Problem-solving (Adult)
This person's concern is to solve the problem by working himself or herself and involving others in it as well. This is different from being obsessed with the task. It is ironical that excessive concern with tasks may sometimes come in the way of a solution to a problem.
Resilient (Adaptive Child)
This style is characterized by functional adaptation. The person assesses the situation and adapts to suit it This is effective contingency behaviour. A manager is quick to assess the situation and quicker to change his or her approach if needed. A trainer or consultant gives up the well-prepared plans of teaching or intervention if the situation demands a different approach.
Confronting (Reactive Child)
Aggressiveness is characteristic of this style. However, aggressiveness becomes functional when the person does not give up but perseveres and is content only when the problem is solved. This is confrontation of the problem. A distinction needs to be made between pseudo confrontation (expression of aggression to people and real confrontation (reflected in concern with the problem). Even when an issue has to be explored with a person, in effective confrontation the focus remains on the particular issue or problem and the other person is not a target.
Innovative(creative child)
A person with this style is not satisfied with the available solutions but continuously searches for new ways of solving a problem or new methods to be used. However, the person is also interested in stabilizing such an innovation before going on to new ones
Thursday, December 3, 2009
Leadership Development and Behaviour Pattern -Part -4- I am O.K. , You are Not O.K.
Today we would discuss the relationship styles of the second Life position viz. I am O.k. but you are not O.K. the egoistic , self centred and adamant position one takes in life.
I'm OK,You're Not OK)
Generally a person in this life position takes a holier-than-thou attitude. This is reflected in an attitude of superiority. The various styles in this position are as follows
Prescriptive (Regulating Parent)
Such a manager has the opportunity to establish proper norms for subordinates and to ensure that these are followed; a consultant indicates to clients what he or she thinks they should do and is unhappy when they do not act according to the instructions; a trainer regards his or her main role as one of laying down detailed rules and
regulations for learners and ensuring that these are properly followed. Such people are also overcritical of others.
Patronizing (Nurturing Parent
In this style, nurturance and support are provided by almost imposing oneself on others. The manager provides support and makes it obvious that he or she is doing the subordinate a favour as the latter is not capable of taking care of himself or herself. A consultant with this style treats the client like a child and shows him or her favour by giving advice and support. This style is particularly obvious in a trainer, who may show favour to remind learners that he or she is taking care of them as they are more or less helpless.
Task-obsessive (Adult)
The manager, consultant, or trainer in this style is primarily concerned with tasks and is so obsessed with the work to be done that he or she overlooks various other things. In. In task-obsessiveness, the individual takes responsibility for completing the tasks himself or herself and involves others in secondary roles only. .
Complaining (Adaptive Child)
This person tries to adapt and seeks safety, but feels that he or she does not have the situations he or she deserves. This is reflected in complaining behaviour. A manager finds fault with the organization and with other managers and employees; a trainer is unhappy but only expresses general complaints; a consultant points out various external factors responsible for slow progress.
Aggressive (Reactive Child)
A person with this style is likely to show aggressiveness through infighting, making heavy demands, fighting, or going back to the same issues and never allowing these to be settled. The result of all such behaviour is that he or she gets alienated. People do not take such a person seriously for long
Bohemian (Creative Child )
Such a person does not seem able to sustain a single idea and is obsessed with finding new ideas all the time. He or she overwhelms subordinates, clients, or colleagues with the new ideas he or she gets.
I'm OK,You're Not OK)
Generally a person in this life position takes a holier-than-thou attitude. This is reflected in an attitude of superiority. The various styles in this position are as follows
Prescriptive (Regulating Parent)
Such a manager has the opportunity to establish proper norms for subordinates and to ensure that these are followed; a consultant indicates to clients what he or she thinks they should do and is unhappy when they do not act according to the instructions; a trainer regards his or her main role as one of laying down detailed rules and
regulations for learners and ensuring that these are properly followed. Such people are also overcritical of others.
Patronizing (Nurturing Parent
In this style, nurturance and support are provided by almost imposing oneself on others. The manager provides support and makes it obvious that he or she is doing the subordinate a favour as the latter is not capable of taking care of himself or herself. A consultant with this style treats the client like a child and shows him or her favour by giving advice and support. This style is particularly obvious in a trainer, who may show favour to remind learners that he or she is taking care of them as they are more or less helpless.
Task-obsessive (Adult)
The manager, consultant, or trainer in this style is primarily concerned with tasks and is so obsessed with the work to be done that he or she overlooks various other things. In. In task-obsessiveness, the individual takes responsibility for completing the tasks himself or herself and involves others in secondary roles only. .
Complaining (Adaptive Child)
This person tries to adapt and seeks safety, but feels that he or she does not have the situations he or she deserves. This is reflected in complaining behaviour. A manager finds fault with the organization and with other managers and employees; a trainer is unhappy but only expresses general complaints; a consultant points out various external factors responsible for slow progress.
Aggressive (Reactive Child)
A person with this style is likely to show aggressiveness through infighting, making heavy demands, fighting, or going back to the same issues and never allowing these to be settled. The result of all such behaviour is that he or she gets alienated. People do not take such a person seriously for long
Bohemian (Creative Child )
Such a person does not seem able to sustain a single idea and is obsessed with finding new ideas all the time. He or she overwhelms subordinates, clients, or colleagues with the new ideas he or she gets.
Behavior Analysis and Leadership development- Part 3
The four general interactional or transactional styles can be depicted as under-
I'm not OK You are not O.K. Avoidance Bossing
I am O.K. You are O.K. Diffident Competant/confident
TRANSACTIONAL STYLES
The four life positions are combined with the three ego states. All the three ego-states and their dimensions (sub-ego states) are important and perform distinct functions. Their effectiveness, however, depends to a large extent on the basic life position an individual takes. Thus, combining the four life positions and six ego state dimensions, we get the 24 different transactional styles which would be explained here.
Let us see the life positions under 4 major heads
1)I’m not O.K You’re not O.K
2)I’m O.K You’re not O.K
3)I ‘m O.K You’re O.K
4)I’m not O.K You’re not O.K
The 6 ego states are as follows.
Parent
Regulating
Nurturing
Adult
Adaptive
Adaptive
Child
Reactive
Creative
If you apply the ego states to the 4 behaviour patterns(life positions) we get 24 transactional styles.
Let us see the differnt styles in Life position No.I- (ie. Iam not O.K. , Youare not O.K.)
A for Avoidant (or I'm Not OK, You're Not OK)
In this life position, the person has respect neither for himseH or herself, nor for others. It seems meaningless to the person to do anything worthwhile. The following styles are likely to be shown with the dominance" of various ego-states:
Traditional (Regulating Parent)
Establish norms and regulations of behaviour, disapprove of any deviation from the norms, and ensure that such norms are followed. In the traditional style, a manager will have faith neither in himself or herself nor in subordinates with regard to proper behaviour. The easiest way to deal with this person, therefore, would be to follow the rules and regulations and the procedures laid down.
Overindulgent (Nurturing Parent)
Interested in protecting and providing support to others. Not being sure how to provide such support, nor trusting others to demand such support, the general style becomes overindulgent. A manager, a consultant, or a trainer with this style may show more consideration towards others than necessary
Cynical (Adult)
The Adult ego-state is concerned with tasks. The attitude of the avoidant style in the Adult is one of lack of faith and concern with work. This produces a cynical attitude. A manager, consultant, or trainer using this style is likely to indicate this attitude by remarks indicating that nothing significant can ever be done
Sulking (Adaptive Child)
The Adaptive Child accepts the norms of others and enjoys approval and conformity. However, if the person has 'not-OK' feelings both for himself or herself and others, this person does not share his or her feelings with others and proceeds to sulk. A manager, consultant, or trainer of this style may adapt to a situation by keeping feelings of dissatisfaction private. This is a dysfunctional adaptation, growing out of a need for safety
Withdrawn (Reactive Child)
In a not-OK-not-OK position, a child feeling angry tends to show anger (or aggressiveness) by withdrawal behaviour. A manager may become disinterested and uninvolved; a consultant may break off the consulting relationship with a client; a trainer may lose interest in his or her profession.
Humorous (Creative Child)
The creativity of a child in an influencing role in the not-OK-not-OK position is likely to result in ill-timed humour. Humour may help to avoid the immediate problems, but this is different from genuine humour, which is used occasionally to enliven difficult situations. A manager, consultant, or trainer in this style may try to show imaginativeness by using humour all the time, which then reduces the seriousness of a situation until it seems ludicrous.
I'm not OK You are not O.K. Avoidance Bossing
I am O.K. You are O.K. Diffident Competant/confident
TRANSACTIONAL STYLES
The four life positions are combined with the three ego states. All the three ego-states and their dimensions (sub-ego states) are important and perform distinct functions. Their effectiveness, however, depends to a large extent on the basic life position an individual takes. Thus, combining the four life positions and six ego state dimensions, we get the 24 different transactional styles which would be explained here.
Let us see the life positions under 4 major heads
1)I’m not O.K You’re not O.K
2)I’m O.K You’re not O.K
3)I ‘m O.K You’re O.K
4)I’m not O.K You’re not O.K
The 6 ego states are as follows.
Parent
Regulating
Nurturing
Adult
Adaptive
Adaptive
Child
Reactive
Creative
If you apply the ego states to the 4 behaviour patterns(life positions) we get 24 transactional styles.
Let us see the differnt styles in Life position No.I- (ie. Iam not O.K. , Youare not O.K.)
A for Avoidant (or I'm Not OK, You're Not OK)
In this life position, the person has respect neither for himseH or herself, nor for others. It seems meaningless to the person to do anything worthwhile. The following styles are likely to be shown with the dominance" of various ego-states:
Traditional (Regulating Parent)
Establish norms and regulations of behaviour, disapprove of any deviation from the norms, and ensure that such norms are followed. In the traditional style, a manager will have faith neither in himself or herself nor in subordinates with regard to proper behaviour. The easiest way to deal with this person, therefore, would be to follow the rules and regulations and the procedures laid down.
Overindulgent (Nurturing Parent)
Interested in protecting and providing support to others. Not being sure how to provide such support, nor trusting others to demand such support, the general style becomes overindulgent. A manager, a consultant, or a trainer with this style may show more consideration towards others than necessary
Cynical (Adult)
The Adult ego-state is concerned with tasks. The attitude of the avoidant style in the Adult is one of lack of faith and concern with work. This produces a cynical attitude. A manager, consultant, or trainer using this style is likely to indicate this attitude by remarks indicating that nothing significant can ever be done
Sulking (Adaptive Child)
The Adaptive Child accepts the norms of others and enjoys approval and conformity. However, if the person has 'not-OK' feelings both for himself or herself and others, this person does not share his or her feelings with others and proceeds to sulk. A manager, consultant, or trainer of this style may adapt to a situation by keeping feelings of dissatisfaction private. This is a dysfunctional adaptation, growing out of a need for safety
Withdrawn (Reactive Child)
In a not-OK-not-OK position, a child feeling angry tends to show anger (or aggressiveness) by withdrawal behaviour. A manager may become disinterested and uninvolved; a consultant may break off the consulting relationship with a client; a trainer may lose interest in his or her profession.
Humorous (Creative Child)
The creativity of a child in an influencing role in the not-OK-not-OK position is likely to result in ill-timed humour. Humour may help to avoid the immediate problems, but this is different from genuine humour, which is used occasionally to enliven difficult situations. A manager, consultant, or trainer in this style may try to show imaginativeness by using humour all the time, which then reduces the seriousness of a situation until it seems ludicrous.
Wednesday, December 2, 2009
Transactional Analysis for Leadership development-Part 2
Transactional Analysis
A transaction is the act of communication or interaction between two people. A transaction starts with a stimulus and ends with a response to the stimulus. Since each individual involved in the transaction has three ego-states, the transactions are between the various ego-states.
When A sends a message, B receives it; B then responds and this response is received by A. This is one transaction. A person can send a prescriptive or admonishing message (from what is called the Parent ego-state), an information message (from the Adult), or a feeling message (from the Child). Any of these messages may be sent to (and received by) one of the three ego-states of the other person (Parent, Adult, or Child). If the response is by the same ego-state as the one which received the message, it is called a complementary or parallel transaction. Such transactions are very satisfying.
Example-
Boss-our values are getting eroded
Subordinate-Yes sir
The response, however, may not originate from the ego-state which has received the message. Then it is a crossed transaction.
Example-
Boss- Is the report ready ?
Subordinate- Do you think I have no other work.?
The message sent may not be a simple one. To use TA terminology, a message sent may have two targets (ego states). There may be an overt message (open and expressed), but it may also contain a covert message (a hidden one). Transactions with such messages are called ulterior transactions.
Example-.
Boss- What is the date today ?
Subordinate- Sir,I shall definitely send the report tomorrow
Life Position Analysis
Life position comprises certain deeply ingrained convictions about the worth of the self and others. By the time a child is ready for school, it arrives at these convictions. The child's conviction about itself may either be 'I'm OK' or 'I'm not OK'. Similarly, it may look at others and think: ‘You are O.K’ or ‘You are not O.K’.
Combining these, we have four life positions-
1. 'I'm OK, you're OK'. This is the healthy position
2. 'I'm OK, You're not OK'. This is the paranoid position.
3.'I'm not OK, you're OK'. This is the depressive position
4. 'I'm not OK, You're not OK'. This is the schizoid position, or what is called “futility position’
These life positions can be used to understand one's style of working with others. Style is a consistent and stable way of interacting with others.
A transaction is the act of communication or interaction between two people. A transaction starts with a stimulus and ends with a response to the stimulus. Since each individual involved in the transaction has three ego-states, the transactions are between the various ego-states.
When A sends a message, B receives it; B then responds and this response is received by A. This is one transaction. A person can send a prescriptive or admonishing message (from what is called the Parent ego-state), an information message (from the Adult), or a feeling message (from the Child). Any of these messages may be sent to (and received by) one of the three ego-states of the other person (Parent, Adult, or Child). If the response is by the same ego-state as the one which received the message, it is called a complementary or parallel transaction. Such transactions are very satisfying.
Example-
Boss-our values are getting eroded
Subordinate-Yes sir
The response, however, may not originate from the ego-state which has received the message. Then it is a crossed transaction.
Example-
Boss- Is the report ready ?
Subordinate- Do you think I have no other work.?
The message sent may not be a simple one. To use TA terminology, a message sent may have two targets (ego states). There may be an overt message (open and expressed), but it may also contain a covert message (a hidden one). Transactions with such messages are called ulterior transactions.
Example-.
Boss- What is the date today ?
Subordinate- Sir,I shall definitely send the report tomorrow
Life Position Analysis
Life position comprises certain deeply ingrained convictions about the worth of the self and others. By the time a child is ready for school, it arrives at these convictions. The child's conviction about itself may either be 'I'm OK' or 'I'm not OK'. Similarly, it may look at others and think: ‘You are O.K’ or ‘You are not O.K’.
Combining these, we have four life positions-
1. 'I'm OK, you're OK'. This is the healthy position
2. 'I'm OK, You're not OK'. This is the paranoid position.
3.'I'm not OK, you're OK'. This is the depressive position
4. 'I'm not OK, You're not OK'. This is the schizoid position, or what is called “futility position’
These life positions can be used to understand one's style of working with others. Style is a consistent and stable way of interacting with others.
Leadership development through Transactional Analysis- Relationship styles exposed
One of the popular theories of personality and human development is transactional analysis (TA), originated by Eric Berne (1961). Departing from classical psychoanalysis, Berne used simple day-to-day language to explain the dynamics of personality and its application for human development. His theory has the following components:
1. Structural analysis, proposing the main structure of a personality in terms
of three ego states. ,
2. Transactional analysis, explaining the dynamics of interpersonal
communication in terms of transactions between ego states of A and B.
3. Life-position analysis, suggesting the four positions individuals adopt in
their transaction with the outside world.
4. Games analysis, discussing ulterior transactions leading to a pay-off.
5. Script analysis, detailing of specific life dramas that people compulsively
play out.
For our purposes, two of the above are especially relevant-structural analysis and life-position analysis. However, we shall briefly explain the other aspects of T A also.
Structural Analysis
Structural analysis deals with the structure of the personality. A personality consists of three ego states. An ego state is 'a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior'. The three ego states are Parent, Adult, and Child.
The Parent ego-state-
It is 'a set of feelings attitudes and behaviour patterns which resemble those of the parental figure'.There are two main Parental functions-nurturing and controlling, (regulating). Nurturing is done by providing needed support. Controlling or regulating behaviour (of others) is done through prescriptions (instructing in detail what should be done and how) and sanctions (punishing that behaviour which the Parent disapproves of). We may call these sub-ego states or sub-functions. The main focus of the Parent seems to be on values and norms.
The Adult ego-state-
It is 'an autonomous set of feelings, attitudes and behaviour patterns which are adapted to the current reality'. The Adult ego-state has the function of collecting and processing information in the present. It responds to reality. The Adult works like a computer, without any values or emotions. We can call this a task function
The Child ego-state-
It is 'a set of feelings, attitudes and behaviour patterns which are relics of the individual's own child hood. The Child ego-state has several aspects. These were named Natural Child (curious, fun-loving), Rebellious Child (revolting against authority) and Adapted Child (the ego-state under the influence of the Parent)..
All these relate to emotions. We shall take the liberty of using different terms with slightly different meanings-Creativity, Confrontation, and Adaptation.
All the three ego-states (and their sub-states) are important for a person. If anyone of them is weak, we call it 'underdeveloped'. Numerically speaking, the three ego-states should be about 33 per cent each; the same is true of the three Child sub-ego-states with respect to their composition of the child. The two Parent sub-ego-states should be about 50 per cent each of the full Parent. Norms for underdevelopment have been worked out and it has been suggested that a percentage ratio of 20 or below (for the three ego states or three Child sub-ego-states) and 30 or below (for the two Parent sub-ego-states) show underdevelopment.
to be continued....
1. Structural analysis, proposing the main structure of a personality in terms
of three ego states. ,
2. Transactional analysis, explaining the dynamics of interpersonal
communication in terms of transactions between ego states of A and B.
3. Life-position analysis, suggesting the four positions individuals adopt in
their transaction with the outside world.
4. Games analysis, discussing ulterior transactions leading to a pay-off.
5. Script analysis, detailing of specific life dramas that people compulsively
play out.
For our purposes, two of the above are especially relevant-structural analysis and life-position analysis. However, we shall briefly explain the other aspects of T A also.
Structural Analysis
Structural analysis deals with the structure of the personality. A personality consists of three ego states. An ego state is 'a consistent pattern of feeling and experience directly related to a corresponding consistent pattern of behavior'. The three ego states are Parent, Adult, and Child.
The Parent ego-state-
It is 'a set of feelings attitudes and behaviour patterns which resemble those of the parental figure'.There are two main Parental functions-nurturing and controlling, (regulating). Nurturing is done by providing needed support. Controlling or regulating behaviour (of others) is done through prescriptions (instructing in detail what should be done and how) and sanctions (punishing that behaviour which the Parent disapproves of). We may call these sub-ego states or sub-functions. The main focus of the Parent seems to be on values and norms.
The Adult ego-state-
It is 'an autonomous set of feelings, attitudes and behaviour patterns which are adapted to the current reality'. The Adult ego-state has the function of collecting and processing information in the present. It responds to reality. The Adult works like a computer, without any values or emotions. We can call this a task function
The Child ego-state-
It is 'a set of feelings, attitudes and behaviour patterns which are relics of the individual's own child hood. The Child ego-state has several aspects. These were named Natural Child (curious, fun-loving), Rebellious Child (revolting against authority) and Adapted Child (the ego-state under the influence of the Parent)..
All these relate to emotions. We shall take the liberty of using different terms with slightly different meanings-Creativity, Confrontation, and Adaptation.
All the three ego-states (and their sub-states) are important for a person. If anyone of them is weak, we call it 'underdeveloped'. Numerically speaking, the three ego-states should be about 33 per cent each; the same is true of the three Child sub-ego-states with respect to their composition of the child. The two Parent sub-ego-states should be about 50 per cent each of the full Parent. Norms for underdevelopment have been worked out and it has been suggested that a percentage ratio of 20 or below (for the three ego states or three Child sub-ego-states) and 30 or below (for the two Parent sub-ego-states) show underdevelopment.
to be continued....
Tuesday, December 1, 2009
Leadership styles -Part-5- Selecting the Proper Style
Selecting the proper Leadership style
Once you have decided upon the level of readiness, the question of selection of the appropriate leadership style would arise. The following four examples would illustrate the point:
(i) Readiness level-1, corresponding style A
If you come to the conclusion that an officer whom you have asked to investigate a criminal case is at readiness level-1, i.e., he is unable, maybe because of inadequate knowledge and is unwilling or lacks confidence because of that or some other reason, but you have no alternative but to ask him to investigate the case owing to certain situational compulsion, the appropriate leadership style to be applied is style-A.
This is because the officer would require detailed guidance in specific terms as to how to carry out the investigation. He will require close supervision in addition, so that he could be corrected whenever he goes wrong or given additional instructions whenever he gets stuck. In short, the whole gamut of his activities relating to that investigation would be carried out under your direction and close supervision.
(ii) Readiness level- 2, corresponding style B
Suppose the same officer is rated poor by you as regards ability because, although he has knowledge of law and the procedure and knows how to go about investigating a case, he has no worthwhile experience of handling complicated cases. He, however, feels greatly elated that you have chosen him for the task and is keen to do his best. In this situation, because of the inability of the officer, he will require clear instructions. You would explain to him the rationale so that he understands the logic. Because of the officer's willingness to try, you would be ready to establish a two-way communication inasmuch as
you would permit him to seek clari¬fications or make a suggestion or two. There would still be fairly close supervision because of the inability factor.
(iii) Readiness level- 3, corresponding style C
Here the officer, though able to investigate, is unwilling. His unwillingness may stem from the following causes: (a) his expe¬rience is not adequate to give him confidence to handle the case or (b) he does have the requisite experience but is deficient in motivation either because he feels that he was being overburdened or he is not happy for some reason with you or your orders. In either case, talking it over, exploring the reason for diffidence, reluctance, etc., assuming a reassuring stance and allowing free¬dom of expression as well as letting him have a sense of par¬ticipation in decision making instead of handing down decisions to him in all their details, in other words, communicating, sup¬porting and collaborating with him would be the right tactics. '
(iv) Readiness level-4, corresponding style D
Let us assume that the officer is both able and willing. He has the necessary capability and confidence to investigate the case without much guidance. In this situation it would not at all be necessary to give directives nor to give him any substantive support or encouragement. After having allocated the investigation, it would be appropriate to delegate the responsibility of making decisions and carrying them out in furtherance of the investigation to the concerned officer. What you then as the leader would do is to monitor the progress by asking him to report to you from time to time.
It would be easily seen that in the first two combinations the decisions are made by you as leader, while in the third combi¬nation, the subordinate is either associated with the decisions or he is allowed to make decisions with guidance and encouragement from you as the leader. In the last case, however, the decision ¬making authority is delegated to him. It may be borne in mind that though style A, which essentially entails issuing snappy commands keeping the situation totally under the control of the leader, has been recommended only when the subordinates are unable and unwilling, a bank officer may have to take recourse to it in a situation where there is serious and imminent agenda to be taken up in the interest of the bank. However, it would be disastrous if it becomes your style of leadership even in normal times.
Don't be rigid
It may be borne in mind that behavioural sciences lack the exactitude of other sciences such as physics or chemistry, and hence have no hard-and-fast rules which would permit precise measurements. Therefore, the principles and prescriptions given earlier while describing situational leadership, should be treated as guidelines to be used along with your common sense and gut feeling. In fact, a little reflection would convince you that there is nothing extraordinary or novel about the concept or principles of situational leadership. We use them, albeit unconsciously, in everyday life in situations where we are called upon to play a leadership role. Take for example, the family situation.
Suppose you have two sons, one in his teens and the other a toddler who has just started going to a kindergarten school. For the younger son the mother would be very careful, see that he carries his tiffin box with him, would instruct him when to eat, how to bring back the empty box, wash his hands, etc. On the other hand, for the elder son, it is a routine and no instructions are passed out to him. If the elder boy is good at studies you may be satisfied only with going through his progress report cards, not interfering with his study schedule, etc., but should his progress in studies be unsatisfactory, you would ensure that he is regular in his studies, does his home work promptly; you may even help him with his lessons and so on. All these roles which you and your wife play are a part and parcel of situational leadership. That is why situational leadership principles can be effectively applied to management of your family as to any other social group.
The sequence of styles in this form of leadership tacitly provides for the development of subordinates by first holding their hands, and then, step-by-step, giving them more freedom and decision making authority,so much so that in the final stages,when they are both able and confident,the leader transfers all authority to them retaining with him only the monitoring functions. Thus situational leadership finally aims at delegation of power to subordinates after raising them to the level where they feel confident of competently shouldering the responsibility.
(courtesy:- N.K Saraf)
Once you have decided upon the level of readiness, the question of selection of the appropriate leadership style would arise. The following four examples would illustrate the point:
(i) Readiness level-1, corresponding style A
If you come to the conclusion that an officer whom you have asked to investigate a criminal case is at readiness level-1, i.e., he is unable, maybe because of inadequate knowledge and is unwilling or lacks confidence because of that or some other reason, but you have no alternative but to ask him to investigate the case owing to certain situational compulsion, the appropriate leadership style to be applied is style-A.
This is because the officer would require detailed guidance in specific terms as to how to carry out the investigation. He will require close supervision in addition, so that he could be corrected whenever he goes wrong or given additional instructions whenever he gets stuck. In short, the whole gamut of his activities relating to that investigation would be carried out under your direction and close supervision.
(ii) Readiness level- 2, corresponding style B
Suppose the same officer is rated poor by you as regards ability because, although he has knowledge of law and the procedure and knows how to go about investigating a case, he has no worthwhile experience of handling complicated cases. He, however, feels greatly elated that you have chosen him for the task and is keen to do his best. In this situation, because of the inability of the officer, he will require clear instructions. You would explain to him the rationale so that he understands the logic. Because of the officer's willingness to try, you would be ready to establish a two-way communication inasmuch as
you would permit him to seek clari¬fications or make a suggestion or two. There would still be fairly close supervision because of the inability factor.
(iii) Readiness level- 3, corresponding style C
Here the officer, though able to investigate, is unwilling. His unwillingness may stem from the following causes: (a) his expe¬rience is not adequate to give him confidence to handle the case or (b) he does have the requisite experience but is deficient in motivation either because he feels that he was being overburdened or he is not happy for some reason with you or your orders. In either case, talking it over, exploring the reason for diffidence, reluctance, etc., assuming a reassuring stance and allowing free¬dom of expression as well as letting him have a sense of par¬ticipation in decision making instead of handing down decisions to him in all their details, in other words, communicating, sup¬porting and collaborating with him would be the right tactics. '
(iv) Readiness level-4, corresponding style D
Let us assume that the officer is both able and willing. He has the necessary capability and confidence to investigate the case without much guidance. In this situation it would not at all be necessary to give directives nor to give him any substantive support or encouragement. After having allocated the investigation, it would be appropriate to delegate the responsibility of making decisions and carrying them out in furtherance of the investigation to the concerned officer. What you then as the leader would do is to monitor the progress by asking him to report to you from time to time.
It would be easily seen that in the first two combinations the decisions are made by you as leader, while in the third combi¬nation, the subordinate is either associated with the decisions or he is allowed to make decisions with guidance and encouragement from you as the leader. In the last case, however, the decision ¬making authority is delegated to him. It may be borne in mind that though style A, which essentially entails issuing snappy commands keeping the situation totally under the control of the leader, has been recommended only when the subordinates are unable and unwilling, a bank officer may have to take recourse to it in a situation where there is serious and imminent agenda to be taken up in the interest of the bank. However, it would be disastrous if it becomes your style of leadership even in normal times.
Don't be rigid
It may be borne in mind that behavioural sciences lack the exactitude of other sciences such as physics or chemistry, and hence have no hard-and-fast rules which would permit precise measurements. Therefore, the principles and prescriptions given earlier while describing situational leadership, should be treated as guidelines to be used along with your common sense and gut feeling. In fact, a little reflection would convince you that there is nothing extraordinary or novel about the concept or principles of situational leadership. We use them, albeit unconsciously, in everyday life in situations where we are called upon to play a leadership role. Take for example, the family situation.
Suppose you have two sons, one in his teens and the other a toddler who has just started going to a kindergarten school. For the younger son the mother would be very careful, see that he carries his tiffin box with him, would instruct him when to eat, how to bring back the empty box, wash his hands, etc. On the other hand, for the elder son, it is a routine and no instructions are passed out to him. If the elder boy is good at studies you may be satisfied only with going through his progress report cards, not interfering with his study schedule, etc., but should his progress in studies be unsatisfactory, you would ensure that he is regular in his studies, does his home work promptly; you may even help him with his lessons and so on. All these roles which you and your wife play are a part and parcel of situational leadership. That is why situational leadership principles can be effectively applied to management of your family as to any other social group.
The sequence of styles in this form of leadership tacitly provides for the development of subordinates by first holding their hands, and then, step-by-step, giving them more freedom and decision making authority,so much so that in the final stages,when they are both able and confident,the leader transfers all authority to them retaining with him only the monitoring functions. Thus situational leadership finally aims at delegation of power to subordinates after raising them to the level where they feel confident of competently shouldering the responsibility.
(courtesy:- N.K Saraf)
Leadership Styles -Part 4- Subordinates and Styles
Readiness of subordinates
Before a leader decides to apply anyone of the foregoing four styles he must ascertain the extent to which the subordinates in question are in readiness to perform the given assignment. Readi¬ness is determined by ability and willingness.' Ability entails the knowledge, skill and experience that subordinates possess to perform the assignment. The ability of an individual or group may differ from assignment to assignment. For example, an officer who may have earned a Medal for meritorious service may not have any ability in financial management or investigating a fraud, as his knowledge, skill and experience are of a different kind.
Willingness is a measure of the extent to which the subordinates have the confidence, dedication and motivation to perform the assignment. Both ability and willingness are distinct but correlated concepts. One affects the other. For example, ample ability would tend to make a subordinate undertake the assignment because of sturdy self-confidence. Likewise, if a subordinate is very willing he may even make attempts to develop ability in order to undertake the assignment. The level of readiness is determined by the degrees of ability and willingness that a group of subordinates puts together while tackling an assignment.
Four levels of readiness
We can create four levels of readiness by combining the two extremes of these attributes as follows:
Readiness level : 1-Unable and unwilling-
The unwillingness might also stem from lack of self-confidence arising out of lack of ability.
Readiness level 2 : Unable but willing-
Though unable, the willingness may arise out of strong motivation and confidence that the leader would provide the requisite guidance.
Readiness level 3: Able but unwilling-
Despite the ability, unwillingness may be due to lack of motivation or apprehensive¬ness arising out of insufficient exposure to perform independently.
Readiness level 4 : Able and willing-
Ability is combined with commitment as well as confidence.
Four combinations
We thus have four readiness levels to which the four leadership styles will have to be compatibly coupled. A moment's thought will reveal that only four harmonious combinations are feasible. These are:
First combination - Readiness level l: Style A
Second combination - Readiness level 2: Style B
Third combination - Readiness level 3: Style C
Fourth combination - Readiness level 4: Style D
Any other combination like readiness level 1 (unable and unwilling) with style B (explains decisions and provides opportunity for clarification, etc.) will result in disaster because in the face of a lack of ability and willingness there is no point in trying to explain what has been decided to be done and encouraging asking of questions for further clarification. There would be no end to questions and the chances of getting the job done would simply evaporate.
Style depends on subordinates
Before we discuss the efficacy of the foregoing four combinations further, it would be pertinent to mention that-in this type of strategy it is the behaviour of the subordinates which determines the behaviour of the leader because after judging their level of readi¬ness he chooses the appropriate style, just as a driver adjusts the gear of an automobile after judging the gradient of the road. It would, however, be obvious that though the subordinates in a way determine the leadership style, the sensitivity of the leader and his ability to diagnose correctly the abilities and motives of the persons working for him, that is, their readiness, are of vital importance so that he can apply the appropriate leadership style. In order to gauge their ability of job readiness the leader must know the degree of their knowledge of the job as well as their understanding of the job requirement and experience of doing that job. A subordinate would be fully ready if he feels that he is capable of doing the job without guidance from the boss. Similarly,
willingness or psychological readiness is determined by the con¬fidence and commitment of the subordinates. They have in this case self-confidence, think that the job is worthwhile, i.e., impor¬tant, and would feel good about themselves if asked to do it. It goes without saying that no leader will have time to apply elaborate tests or give lengthy consideration when a situation on hand demands a quick decision. He should, therefore, learn to make a quick mental picture keeping the above factors in mind which, in reality, is not very difficult if he has made an attempt to understand his sub¬ordinates, individually and collectively.
Before a leader decides to apply anyone of the foregoing four styles he must ascertain the extent to which the subordinates in question are in readiness to perform the given assignment. Readi¬ness is determined by ability and willingness.' Ability entails the knowledge, skill and experience that subordinates possess to perform the assignment. The ability of an individual or group may differ from assignment to assignment. For example, an officer who may have earned a Medal for meritorious service may not have any ability in financial management or investigating a fraud, as his knowledge, skill and experience are of a different kind.
Willingness is a measure of the extent to which the subordinates have the confidence, dedication and motivation to perform the assignment. Both ability and willingness are distinct but correlated concepts. One affects the other. For example, ample ability would tend to make a subordinate undertake the assignment because of sturdy self-confidence. Likewise, if a subordinate is very willing he may even make attempts to develop ability in order to undertake the assignment. The level of readiness is determined by the degrees of ability and willingness that a group of subordinates puts together while tackling an assignment.
Four levels of readiness
We can create four levels of readiness by combining the two extremes of these attributes as follows:
Readiness level : 1-Unable and unwilling-
The unwillingness might also stem from lack of self-confidence arising out of lack of ability.
Readiness level 2 : Unable but willing-
Though unable, the willingness may arise out of strong motivation and confidence that the leader would provide the requisite guidance.
Readiness level 3: Able but unwilling-
Despite the ability, unwillingness may be due to lack of motivation or apprehensive¬ness arising out of insufficient exposure to perform independently.
Readiness level 4 : Able and willing-
Ability is combined with commitment as well as confidence.
Four combinations
We thus have four readiness levels to which the four leadership styles will have to be compatibly coupled. A moment's thought will reveal that only four harmonious combinations are feasible. These are:
First combination - Readiness level l: Style A
Second combination - Readiness level 2: Style B
Third combination - Readiness level 3: Style C
Fourth combination - Readiness level 4: Style D
Any other combination like readiness level 1 (unable and unwilling) with style B (explains decisions and provides opportunity for clarification, etc.) will result in disaster because in the face of a lack of ability and willingness there is no point in trying to explain what has been decided to be done and encouraging asking of questions for further clarification. There would be no end to questions and the chances of getting the job done would simply evaporate.
Style depends on subordinates
Before we discuss the efficacy of the foregoing four combinations further, it would be pertinent to mention that-in this type of strategy it is the behaviour of the subordinates which determines the behaviour of the leader because after judging their level of readi¬ness he chooses the appropriate style, just as a driver adjusts the gear of an automobile after judging the gradient of the road. It would, however, be obvious that though the subordinates in a way determine the leadership style, the sensitivity of the leader and his ability to diagnose correctly the abilities and motives of the persons working for him, that is, their readiness, are of vital importance so that he can apply the appropriate leadership style. In order to gauge their ability of job readiness the leader must know the degree of their knowledge of the job as well as their understanding of the job requirement and experience of doing that job. A subordinate would be fully ready if he feels that he is capable of doing the job without guidance from the boss. Similarly,
willingness or psychological readiness is determined by the con¬fidence and commitment of the subordinates. They have in this case self-confidence, think that the job is worthwhile, i.e., impor¬tant, and would feel good about themselves if asked to do it. It goes without saying that no leader will have time to apply elaborate tests or give lengthy consideration when a situation on hand demands a quick decision. He should, therefore, learn to make a quick mental picture keeping the above factors in mind which, in reality, is not very difficult if he has made an attempt to understand his sub¬ordinates, individually and collectively.
