The document outlines an training program on effective leadership and management skills. It covers topics such as the nature of leadership, differences between leadership and management, effective leadership behaviors, interpersonal skills, communication, conflict management, team building, performance management, and change management. The training utilizes group discussions and activities to evaluate leadership styles and develop strategies for improving skills in areas like communication, emotional intelligence, and conflict resolution.

1. EFFECTIVE LEADERSHIP AND
MANAGEMENT SKILLS
CHARLES COTTER
EMPEROR’S PALACE
11-12 JULY 2016
www.slideshare.net/CharlesCotter

2. TRAINING PROGRAMME OVERVIEW
• THE NATURE AND DEFINITION OF LEADERSHIP
• DIFFERENCE BETWEEN LEADERSHIP AND MANAGEMENT
• EFFECTIVE LEADERSHIP BEHAVIOURS
• INTERPERSONAL SKILLS AND EFFECTIVE COMMUNICATIONS
• CONFLICT MANAGEMENT
• BUILDING AND MOTIVATING TEAMS
• PERFORMANCE MANAGEMENT AND COUNSELING
• CHANGE MANAGEMENT

3. INTRODUCTORY ACTIVITY
• Complete the statement by inserting one (1) word only.
To be an effective manager/leader, the most important
characteristic/trait is…………………………………..
• Now find other learners with the same word as you.
• Jot these words down on the flip-chart.
• Each learner will have the opportunity to elaborate on
their chosen word.

5. MANAGEMENT SKILLS

11. LEARNING ACTIVITY 1
• Group Discussion:
• Do you agree with the statement that
managers and leaders are different?
• Justify and motivate your answer by providing
these distinctive differences and/or
similarities.

12. EFFECTIVE LEADERSHIP BEHAVIOURS
• Leadership values
• Leadership roles

14. LEARNING ACTIVITY 2
• Group Discussion:
• By referring to the provided leadership values and roles,
critically evaluate and rate yourself (use a rating scale of 1-
5) as a leader in demonstrating and fulfilling these values
and roles, respectively.
• Leadership values
• Leadership roles
• For each of these values and roles, identify personal
leadership gaps and develop self-improvement strategies to
enhance your leadership ability.

15. INTERPERSONAL SKILLS AND
EFFECTIVE COMMUNICATIONS
• The value and importance of effective
communication as a leader
• Open and respectful communication
• Improving communication skills
• Effective team meeting procedure and
practice

17. BARRIERS TO EFFECTIVE
COMMUNICATION
• Intra-personal
• Interpersonal
• Structural
• Physical, technological and/or environmental

18. EFFECTIVE TEAM MEETING
PROCEDURE AND PRACTICE
• Criteria for effective meetings
• The Meeting's Objective
• Use Time Wisely
• Satisfying Participants that a Sensible Process Has Been
Followed
• Planning your meeting
• Roles and Responsibilities of Chairperson/Facilitator

19. LEARNING ACTIVITY 3
• Group Discussion:
• By referring to the barriers to effective communication,
from your experience as a Team Leader, identify the
most common causes of communication break-downs
between yourself and your manager and other
colleagues. Propose solutions to these identified
communication break-downs.
• Identify the best practice criteria for an effective and
productive team meeting. Define your roles and
responsibilities as the chairperson in facilitating these
positive outcomes.

20. COVEY’S EMOTIONAL BANK
ACCOUNT

22. COVEY’S WIN-WIN MINDSET

24. BUILDING CREDIBILITY
• The Credibility Formula as: Credibility = Integrity +
Expertise.
• Achieving a distinguishable level of follower faith and
loyalty is certainly not an overnight occurrence and can be
achieved only through openness; committed people
investment and a proven scorecard of leadership and
performance excellence.
• Leader behaviour, actions and decisions congruent with
reliability, fairness, consistency and transparency are
instrumental values which can enhance follower perception
of the leader’s reputation, standing and eventually, their
willingness to follow and support that leader.

25. TRUST ENHANCING STRATEGIES
• Open and transparent communication
• Mutual respect and tolerance for individual
differences
• Demonstrated care and sincere interest
• Recognition for the value of each individual
team member
• Co-operation and shared commitment

27. DEFINING EMOTIONAL INTELLIGENCE
(EQ)
• EQ is the skill to recognize different emotions in yourself
and the world around you and to interpret and use these
emotions to enhance your quality of life.
• EQ is a set of abilities that helps you manage your
emotions and relate to others.
• EQ is the ability to recognize your emotions, understand
what they're telling you and realize how your emotions
affect people around you.
• EQ is the ability to understand and manage both your own
emotions and those of the people around you.

28. CHARACTERISTICS OF LOW/HIGH EQ
MANAGERS

29. THE FIVE (5) COMPETENCIES OF EQ

30. SELF AWARENESS

31. SELF AWARENESS
• It must come first because if we don’t know ourselves and what we’re
feeling, how can we possibly know or understand someone else and how
they feel?
• Self-awareness is about knowing what drives us and what we’re
passionate about.
• The more we know about ourselves, the better we are able to control and
choose what kind of behaviours we’’ display in a work setting.
• Without self-awareness, our emotions can blind us and guide us to do
things or to become people we really don’t want to be.
• If we are aware of our feelings and thoughts, we can choose how we will
act or react in a given situation or to a certain person.
• With this choice comes power - the kind of intrinsic power that no one
can take away from us.

32. SELF AWARENESS
• People with high emotional intelligence are usually very
self-aware.
• They understand their emotions, and because of this, they
don't let their feelings rule them.
• They're confident – because they trust their intuition and
don't let their emotions get out of control.
• They're also willing to take an honest look at themselves.
• They know their strengths and weaknesses, and they work
on these areas so they can perform better.

33. SELF REGULATION
• The second step is to regulate those feelings and manage them so
they do more good than harm.
• Our passions can be contagious and energize others, but our
ranting and ravings can damage work relations beyond repair.
• Checking those emotions is what self-regulation is all about. It’s
giving the rational side time to temper our feelings when needed.
• When we are angry, we cannot make good decisions and often
react inappropriately by blowing an incident out of proportion - we
lose our perspective.
• By learning to manage our emotions, we become more adaptable
and innovative in stressful situations.

35. SELF REGULATION
• Self-regulation helps us act intentionally rather than
reactively.
• Self-regulation helps us act deliberately and not
destructively.
• Self-Regulation is the ability to control emotions and
impulses.
• People who self-regulate typically don't allow themselves to
become too angry or jealous, and they don't make impulsive,
careless decisions - they think before they act.
• Characteristics of self-regulation are thoughtfulness, comfort
with change, integrity and the ability to say no.

36. SELF REGULATION

37. SELF MOTIVATION
• The third step is to direct the power of our emotions towards a
purpose that will motivate and inspire us.
• Self-motivation is about visualizing the achievement of a goal and
taking the necessary steps to get there.
• Athletes use their emotions to psyche themselves up for
competition.
• The same technique is effective in the workplace to raise job
performance.
• “Self-motivated people can envision reaching the goal which gives
meaning to the mundane.”
• “Stand firm even when you are buffeted by events and emotions.”

38. SELF MOTIVATION
• The strongly self-motivated workers also accept change and are
more flexible. New twists and unexpected turns don’t bend them
out of shape.
• They have better attitudes, take more initiative and do balanced
risk taking. But most of all, self-motivated employees persist
toward goals, despite obstacles and setbacks.
• People with a high degree of emotional intelligence are usually
motivated.
• They're willing to defer immediate results for long-term success.
• They're highly productive, love a challenge, and are very effective
in whatever they do.

39. EMPATHY
• Empathy is defined as an outwardly-looking approach to managing
relationships that enables people to see from another person’s
perspective.
• It means responding to others appropriately with sensitivity and
compassion.
• Empathy begins with listening i.e. with the purpose to understand and
respond and display sensitivity and concern.
• “Nobody in life will listen to us unless they feel we have listened to them.”
• A team leader, who is empathetic, listens and responds and naturally
displays sensitivity and concern - this makes a connection with people.
• It is important for team leaders to be attuned to different people’s needs
and emotional responses as well as reading these cues.

40. EMPATHY
• “Empathy is the glue that will bind the group together
to work successfully.”
• The ability to model empathy is the best way to
motivate others.
• Empathetic people are usually excellent at managing
relationships, listening and relating to others.
• They avoid stereotyping and judging too quickly and
they live their lives in a very open, honest way.

41. RELATIONSHIP/SOCIAL SKILLS
• This fifth competency is about interacting with people successfully
and being adept at managing emotions in others.
• With heightened social skills, leaders are better communicators
and better collaborators.
• It's usually easy to talk to and like people with good social skills,
another sign of high emotional intelligence.
• Those with strong social skills are typically team players.
• Rather than focus on their own success first, they help others
develop and shine.
• They can manage disputes, are excellent communicators, and are
masters at building and maintaining relationships.

42. THE VALUE OF SOCIAL AND
RELATIONAL CAPITAL
• “The new business currency is human (social)
and relational capital, not financial capital.
Given the economic downturn, the value of
financial capital is depreciating, whereas
social and relational capital is exponentially
appreciating and yields a significant positive
return-on-investment (ROI).” Charles Cotter
(2016)

43. SUMMARY OF EQ COMPETENCIES

44. LEARNING ACTIVITY 4
• Group discussion:
• As a Team Leader, describe how you can
enhance your interpersonal competencies by
concentrating on the following skills:
Relationship-building
Emotional Intelligence

46. THE FUNDAMENTALS OF CONFLICT
MANAGEMENT
• Defining conflict
• Differentiating between functional and
dysfunctional conflict
• Identifying the causes/sources of conflict
• Indicators/warning signals of conflict

47. FUNCTIONAL AND DYSFUNCTIONAL
CONFLICT
• Functional conflict leads to open discussion, a better
understanding of differences, innovative solutions and
greater commitment.
• Functional conflict contributes to the achievement of
organizational goals and enhances relationship-building.
• Dysfunctional conflict tends be more focused on emotions
than on the goal/task at hand known as affect
conflict/interpersonal conflict, it is destructive when a
solution is not reached, energy is diverted away from the
core problem and morale is negatively affected.
• Dysfunctional conflict is detrimental to relationships within
the team and team performance.

48. CAUSES/SOURCES OF CONFLICT
• Intra-personal
• Interpersonal
• Intra-group
• Inter-group

49. INDICATORS/WARNING SIGNS OF
CONFLICT
• Signs of conflict between individuals
• Signs of conflict between groups of people

50. OPTIMAL LEVELS OF CONFLICT

51. ADVANTAGES OF OPTIMAL LEVELS OF
CONFLICT
• Co-operation from team members
• Improved performance and productivity
• Reduced stress and preserved integrity
• Solve problems as quickly as possible
• Improved relationships and teamwork
• Enhanced creativity
• Increased staff morale

52. LEARNING ACTIVITY 5
• Group Discussion:
• From your experience as a manager, write notes on the following conflict
management-related aspects:
• By referring to the three (3) types of conflict, identify one (1) example of
current or recent workplace conflict in your organization.
• For each of the above examples, indicate whether these examples are
functional or dysfunctional conflict. Substantiate your answer.
• For each of the above examples, describe the indicators/warning signs of
each example.
• By referring to these indicators, describe what you as a team leader can
do, to nip dysfunctional conflict in the bud, thereby not allowing the
conflict to escalate out of control.

53. LEARNING ACTIVITY 6
• Individual activity:
• Complete the 30 question/item Thomas-
Kilmann Conflict Mode
instrument/questionnaire and by using the
scoring sheet, determine your predominant
conflict management style.

54. CONFLICT RESOLUTION STYLES
• Shark (Competing)
• Turtle (Avoiding)
• Fox (Compromising)
• Teddy-bear (Accommodating)
• Owl (Collaborating)

55. CONFLICT RESOLUTION STYLES

56. SHARK CHARACTERISTICS
• Sharks use a forcing or competing conflict management style
• Sharks are highly goal-oriented
• Relationships take on a lower priority
• Sharks do not hesitate to use aggressive behaviour to resolve conflicts
• Sharks can be autocratic, authoritative, and uncooperative; threatening and
intimidating
• Sharks have a need to win; therefore others must lose, creating win-lose
situations
• Advantage: If the shark's decision is correct, a better decision without
compromise can result
• Disadvantage: May breed hostility and resentment toward the person using it

57. TURTLE CHARACTERISTICS
• Turtles adopt an avoiding or withdrawing conflict management
style
• Turtles would rather hide and ignore conflict than resolve it; this
leads them uncooperative and unassertive
• Turtles tend to give up personal goals and display passive
behaviour creating lose-lose situations
• Advantage: may help to maintain relationships that would be hurt
by conflict resolution
• Disadvantage: Conflicts remain unresolved, overuse of the style
leads to others walking over them

58. FOX CHARACTERISTICS
• Foxes use a compromising conflict management style; concern is
for goals and relationships
• Foxes are willing to sacrifice some of their goals while persuading
others to give up part of theirs
• Compromise is assertive and cooperative-result is either win-lose
or lose-lose
• Advantage: relationships are maintained and conflicts are
removed
• Disadvantage: compromise may create less than ideal outcome
and game playing can result

59. TEDDY-BEAR CHARACTERISTICS
• Teddy bears use a smoothing or accommodating conflict
management style with emphasis on human relationships
• Teddy bears ignore their own goals and resolve conflict by giving
into others; unassertive and cooperative creating a win-lose (bear
is loser) situation
• Advantage: Accommodating maintains relationships
• Disadvantage: Giving in may not be productive, bear may be taken
advantage of

60. OWL CHARACTERISTICS
• Owls use a collaborating or problem confronting conflict
management style valuing their goals and relationships
• Owls view conflicts as problems to be solved finding solutions
agreeable to all sides (win-win)
• Advantage: both sides get what they want and negative feelings
eliminated
• Disadvantage: takes a great deal of time and effort

61. THE 4-STEP CONFLICT RESOLUTION
PROCESS – THERAPEUTIC MODEL
• Step 1: Identify sources of potential and actual conflict
(DIAGNOSIS)
• Step 2: Develop conflict resolution strategies/techniques
(EXAMINATION)
• Step 3: Apply conflict resolution strategies/techniques (REMEDY)
• Step 4: Control and review the effectiveness of the conflict
resolution strategy/technique (FOLLOW-UP)

62. STEP 1: DIAGNOSIS
• Identify the sources/causes of conflict:
Intra-personal
Interpersonal
Intra-group or Inter-group
• The best approach to manage conflict
effectively is to be proactive.

63. STEP 2: EXAMINATION
• Develop conflict resolution strategies/techniques:
 Shark (Competing)
 Turtle (Avoiding)
 Fox (Compromising)
 Teddy-bear (Accommodating)
 Owl (Collaborating)
• There is no one best way to deal with conflict. It is dependent on the
current situation as well as the team members involved in the conflict.
• The golden rule is that managers should take prompt action in resolving
conflict.
• By failing to act, it may result in the conflict escalating beyond control and
“spreading like a cancer” negatively affecting team performance and
relationships.

64. STEP 3: REMEDY
• Apply conflict resolution strategies/techniques
• The key is to match strategies to situations
• Influential considerations:
Time pressure
Issue importance
Relationship importance
Relative power

65. STEP 4: FOLLOW-UP
• Managers will need to confirm whether this technique
has adequately resolved the conflict.
• In the event that this dysfunctional conflict persists,
managers may have to resort to alternative (third
party) strategies:
Mediation
Counseling
Organizational development (OD) interventions

66. CONFLICT MANAGEMENT GUIDING
PRINCIPLES – TIPS AND TECHNIQUES

67. LEARNING ACTIVITY 7
• Group Discussion:
• Identify a current conflict situation in your
work team. Apply the 4-step conflict
resolution process, to find a solution for this
conflict.

68. PERFORMANCE EQUATION

69. BENEFITS OF A MOTIVATED
WORKFORCE
• Quality performance
• High levels of productivity (“a team member
is a productive team member”)
• High levels of commitment (to both the team
and organization)
• High levels of team cohesion

70. THE PIVOTAL MOTIVATIONAL ROLE OF
THE TEAM LEADER

73. STAGES OF TEAM DEVELOPMENT

74. LEARNING ACTIVITY 8
• Group discussion:
• As a Team Leader, describe how you can
motivate and inspire your team members.
• As a Team Leader, describe how you can
accelerate your team development maturity
to the most sophisticate stage i.e. performing.

76. PERFORMANCE DEVELOPMENT

77. CAUSES OF POOR PERFORMANCE
• Personal problems
• Skills/competence
• Lack of resources
• Organizational factors

78. LEARNING ACTIVITY 9
• Group Discussion:
• By referring to the Performance Matrix,
indicate how you will manage the
performance of each of the four types of
employee.

79. AREAS/TYPES OF CHANGE: S-P-O-T-S

80. CHANGE TRANSITION CURVE

81. CHANGE TRANSITION CURVE AND
APPROPRIATE LEADERSHIP ACTIONS

82. LEARNING ACTIVITY 10
• Group Discussion:
• As a manager, describe how you can
accelerate and guide employees through the
change transition cycle for the most
sophisticated/mature stage, commitment.

83. CONCLUSION
• Key points
• Summary
• Questions

84. CONTACT DETAILS
• Charles Cotter
• (+27) 84 562 9446
• charlescot@polka.co.za
• LinkedIn
• Twitter: Charles_Cotter
• http://www.slideshare.net/CharlesCotter