360 degree leadership skills - putting talent management into action

360-DEGREE LEADERSHIP SKILLS
PUTTING TALENT MANAGEMENT INTO ACTION
Dr.Ibrahim Alhariri
22-26 August 2016 - London
www.Projacs.com Dr.Ibrahim Alhariri
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Done

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Introducing the Trainer
Dr.IBRAHIM ALHARIRI
396 YORK WAY
LONDON
N7 9LW
Mob: +447890380000
Email: ithariri@yahoo.com
Skype :ITHARIRI
https://www.youtube.com/watch?v=GJOka6GFwRw
Dr.Ibrahim Alhaririwww.Projacs.com

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 Name?
 Position?
 Experience?
 Expectations
?
Introducing Each Other

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Our Schedule
 –5 Day‐Training Program:
 08:30 – Starting Time
 10:00-10:20 Coffee Break
 12:30 – -12:00 Coffee Break
 14:00 – Closing Time

5Rules of The Workshop…
 Attendance is a must.
 Participation is required.
 Freedom of speech & expression.
 Mobiles should be kept silent during training.
 No smoking in the conference room.
 Tea/coffee is allowed during training activities.
 Distribution of Certificate of Attendance.
 Let’s enjoy our program together and “Learn by
Fun”!

General Information
‫أو‬ ‫أسئلة‬ ‫بتقديم‬ ‫القيام‬ ‫من‬ ‫تتحرج‬ ‫ال‬‫إ‬‫ستفسارات‬.
‫تردد‬ ‫وبدون‬ ‫مفتوح‬ ‫وبفكر‬ ‫وأمانة‬ ‫بثقة‬ ‫بأفكارك‬ ‫وناقش‬ ‫شارك‬.
‫واضحة‬ ‫غير‬ ‫الفكرة‬ ‫كانت‬ ‫إذا‬ ‫توضيح‬ ‫أو‬ ‫مثال‬ ‫أطلب‬.
‫من‬ ‫تخاف‬ ‫أو‬ ‫تتحرج‬ ‫ال‬‫ا‬‫أل‬‫ختالف‬‫فى‬‫الرأى‬‫أ‬‫وجهة‬‫ال‬‫نظر‬.
‫جديد‬ ‫هناك‬ ‫من‬ ‫البد‬ ،‫أعرفها‬ ‫إنى‬ ‫تقول‬ ‫أو‬ ‫فكرك‬ ‫تغلق‬ ‫ال‬.
‫المستطاع‬ ‫قدر‬ ‫على‬ ‫االستفادة‬ ‫وحاول‬ ‫بوقتك‬ ‫أستمتع‬.
‫التشويش‬ ‫لعدم‬ ‫الجوال‬ ‫إغالق‬ ‫برجاء‬.
‫غير‬ ‫الجانبية‬ ‫المحادثات‬‫م‬‫ر‬‫غوب‬‫فيها‬.
‫واإلنصراف‬ ‫الحضور‬ ‫بمواعيد‬ ‫اإللتزام‬ ‫برجاء‬.

Expectations
 This Workshop offers an extensive training on 360 Leadership in the
21st Century.
 To learn strategies and tools to overcome 21st Century
challenges
 To become a more Creative and Competent Leader.
 To learn different Management Styles and how to deal
with it.
 To learn the importance of Productive Performance
Appraisal
 To Learn Different Leadership Styles
 To Learn Different Followers Styles
 To become a better Leader in the 21st Century

Agenda
Day One
 The Management
Process
 Planning
 Organizing
 Leading
 Control
 Nature of Managerial
Work
 Creativity
Day Two
• Innovative Leadership
• The Nature Of Leadership
• The Nature of Managerial Work
• Effective Creative Leadership
• Change Management
• Productive Performance
Appraisal
• Delegation and Empowerment

Agenda
Day Three
• Organizational Behavior
• Multi Culture
• Diversity
• Effective Communication
• Leadership in Teams
• Leadership in Decision
Groups
Day Four
• Leadership Styles
• Followers Types
• Developing Leadership Skills
• Competent Leadership
• Leadership Dimensions
• Leadership in the 21st
Century

Agenda
Day Five
• Managerial Grid Styles
• Creativity
• Innovation
• Critical Thinking
• Emotional Intelligence
• The Habits of Highly Effective
Leaders and Managers
• Related DVDs

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Spot the Difference…Look Inwards!Excercise

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The Five Levels of Leadership
Personhood
People Development
Production
Permission
Position

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Position
Rights
People follow because they have to.
NOTES: Your influence will not extend beyond
the lines of your job description. The longer
you stay here, the higher the turnover and
lower the morale.

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Permission
Relationships
People follow because they want to.
 NOTE: People will follow you beyond your
stated authority. This level allows work to be
fun. Caution: Staying at this level without
rising will cause highly motivated people to
become restless.

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Production
Results
People follow because of what you have done for
the organization.
NOTE: This is where success is sensed by most
people. They like you and what you are doing.
Problems are fixed with very little effort
because of momentum.

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People Development
Reproduction
People follow because of what you have done for
them.
NOTE: This is where long-range growth
occurs. Your commitment to developing
leaders will ensure ongoing growth to the
organization and
to people. Do whatever you can to achieve an
stay on this level.

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Personhood
Respect
People follow because of who you are and what
you represent.
NOTE: This step is reserved for leaders who
have spent years growing people and
organizations. Few make it. Those who do
are bigger than life.

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Discussion
Task 1:
You have just found a magic wand that
allows you to change three work
related activities. You can change
anything you want.
How would you change yourself,
your job, your boss, coworkers,
an important project, etc.?
The MagicWand

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 Leading down
those you're responsible for
 Leading up
those you're accountable to
 Lateral leadership
your peers
 Self Leadership
you!
360-degree Leadership

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Leadership
from the Middle
360 degree Leadership

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Discussion
Task 2:
Your magic wand gave you another
opportunity…Make a wish!
Discuss what you would
change if you become
the boss for a month.
The MagicWand

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How do I lead
when am not the
boss?

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 A Leadership Team is more effective than just one
Leader
 Leaders are needed at every level of the
organization.
 Leading successfully at one level is a qualifier for
leading at the next level.
 Good leaders in the middle make better leaders at
the top.
 360-Degree Leaders possess qualities every
organization needs
Values of a 360 degree Leader

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• A Leadership Team is more effective than
just one Leader
 Leaders Build Teams
 Leaders shape their people into desired
team
 Secure Leaders empower their teams
 Experienced Leaders Listen to the team
 Team Leaders produce more leaders
Leadership Values…

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• Leaders are needed at every level of the
organization:
What happens when there are no leaders?
 Vision Lost
 Decision delayed
 Multiple Agendas
 Conflict extension
 Reduced productivity

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 Leading successfully at one level is a
qualifier for leading at the next level:
 Leadership Is a journey that starts where you are, not
where you want to be
 Required Leadership skills are same, regardless of
position
 Greater responsibilities come after handling small
ones well
 Leading current level well creates opportunities for
next level.

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• Good leaders in the middle
make better leaders at the top:
 Add a new leader, get others better.
 Created leaders at the middle add value to those
above them
 Created leaders at the middle release Top level
leaders to focus on their main functions
 Created leaders motivate Top to grow higher
 Created leaders give Organisation a future!

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• 360-Degree Leaders possess qualities
every organization needs
 Adaptability: Quickly adjusts to change.
 Discernment: Understands the real issues.
 Security: Finds identity in self, not position.
 Service: Gains fulfilment in serving everyone.
 Maturity: Puts the team before self.
 Resourcefulness: Finds creative ways to make things
happen.
 Communication: Links to all levels of the organization.

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‘Human nature
exaggerates
yesterday,
overestimates
tomorrow, and
underestimates
today’
John Maxwell
Red Alert!

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The Position Myth – “I can’t lead if I am not
at the top.”
The Destination Myth – “When I get to the
top, then I’ll learn to lead.”
The Influence Myth – “If I were on top, then
people would automatically follow me.”
The Inexperience Myth – “When I get to the
top, I’ll be in control.”
Red Alert!

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The Freedom Myth – “When I get to the top,
I’ll no longer be limited.”
The Potential Myth – “I can’t reach my
potential if I’m not the top leader.”
The All-or-Nothing Myth – “If I can’t get to
the top, then I won’t try to lead’’
Red Alert!

Managers and Managing

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Learning Objectives
 Describe what management is, why management is
important, what managers do, and how managers
utilize organizational resources efficiently and
effectively to achieve organizational goals
 Distinguish among planning, organizing, leading,
and controlling (the four principal managerial
tasks), and explain how managers’ ability to handle
each one affects organizational performance

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Learning Objectives
 Differentiate among three levels of management,
and understand the tasks and responsibilities of
managers at different levels in the organizational
hierarchy
 Distinguish between three kinds of managerial
skill, and explain why managers are divided into
different departments to perform their tasks more
efficiently and effectively.

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What is Management?
All managers work in
organizations
Organizations – collections of
people who work together and
coordinate their actions to
achieve a wide variety of goals

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Question?
What is a person responsible for
supervising the use of an
organization’s resources to meet its
goals?
A. Team leader
B. Manager
C. President
D. Resource allocator

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Managers
Managers –
The people responsible for
supervising the use of an
organization’s resources to meet its
goals

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What is Management?
The planning, organizing,
leading, and controlling of
human and other resources
to achieve organizational
goals effectively and
efficiently

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What is Management?
Resources include people, skills,
know-how and experience,
machinery, raw materials,
computers and IT, patents,
financial capital, and loyal
customers and employees

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Organizational Performance
A measure of how efficiently
and effectively managers use
available resources to satisfy
customers and achieve
organizational goals

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Organizational Performance
Efficiency
A measure of how well or how productively
resources are used to achieve a goal
Effectiveness
A measure of the appropriateness of the
goals an organization is pursuing and the
degree to which they are achieved.

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Why study management?
1. The more efficient and effective
use of scarce resources that
organizations make of those
resources, the greater the
relative well-being and
prosperity of people in that
society

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Why study management?
2. Helps people deal with their
bosses and coworkers
3. Opens a path to a well-paying
job and a satisfying
career

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Managerial Tasks
Managers at all levels in all
organizations perform each of
the four essential managerial
tasks of planning, organizing,
leading, and controlling

Four Functions of Management

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Planning
Process of identifying and
selecting appropriate
organizational goals and
courses of action

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Steps in the Planning Process
Deciding which goals the
organization will pursue
Deciding what courses of action to
adopt to attain those goals
Deciding how to allocate
organizational resources

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Planning
Complex, difficult activity
Strategy to adopt is not always
immediately clear
Done under uncertainty

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Organizing
Task managers perform to
create a structure of working
relationships that allow
organizational members to
interact and cooperate to
achieve organizational goals

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Organizing
Involves grouping people into
departments according to the kinds of
job-specific tasks they perform
Managers lay out lines of authority and
responsibility
Decide how to coordinate
organizational resources

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Organizational Structure
A formal system of task and
reporting relationships that
coordinates and motivates
members so that they work
together to achieve organizational
goals

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Leading
Articulating a clear organizational
vision for its members to
accomplish, and energize and
enable employees so that everyone
understands the part they play in
achieving organizational goals

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Leading
Leadership involves using power,
personality, and influence, persuasion,
and communication skills
Outcome of leadership is highly
motivated and committed workforce

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Controlling
 Task of managers is to evaluate how well an
organization has achieved its goals and to
take any corrective actions needed to
maintain or improve performance
 The outcome of the control process is the ability
to measure performance accurately and regulate
organizational efficiency and effectiveness

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Decisional Roles
Roles associated with methods managers use in
planning strategy and utilizing resources.
 Entrepreneur—deciding which new projects or
programs to initiate and to invest resources in.
 Disturbance handler—managing an unexpected event
or crisis.
 Resource allocator—assigning resources between
functions and divisions, setting the budgets of lower
managers.
 Negotiator—reaching agreements between other
managers, unions, customers, or shareholders.

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Interpersonal Roles
Roles that managers assume to provide direction
and supervision to both employees and the
organization as a whole.
 Figurehead—symbolizing the organization’s mission
and what it is seeking to achieve.
 Leader—training, counseling, and mentoring high
employee performance.
 Liaison—linking and coordinating the activities of
people and groups both inside and outside the
organization.

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Informational Roles
Roles associated with the tasks needed to obtain and
transmit information in the process of managing the
organization.
 Monitor—analyzing information from both the internal
and external environment.
 Disseminator—transmitting information to influence
the attitudes and behavior of employees.
 Spokesperson—using information to positively
influence the way people in and out of the organization
respond to it.

Levels of Management

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Areas of Managers
Department
 A group of managers and employees who
work together and possess
similar skills
or use the same
knowledge, tools,
or techniques

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First line managers - Responsible for daily
supervision of the non-managerial
employees who perform many of the
specific activities necessary to produce
goods and services
Middle managers - Supervise first-line
managers. Responsible for finding the best
way to organize human and other
resources to achieve organizational goals

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• Top managers –
Responsible for the performance of all
departments and have cross-departmental
responsibility.
Establish organizational goals and monitor
middle managers
Decide how different departments should
interact
Ultimately responsible for the success or failure
of an organization

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Chief executive officer (CEO) is
company’s most senior and important
manager
Central concern is creation of a
smoothly functioning top-management
team
CEO, COO, Department heads

Relative Amount of Time That Managers Spend on the
Four Managerial Functions

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Question?
What skill is the ability to understand, alter, lead,
and control the behavior of other individuals
and groups?
A. Conceptual
B. Human
C. Technical
D. Managerial
Human

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Managerial Skills
 Conceptual skills
 The ability to analyze and diagnose a situation and
distinguish between cause and effect.
 Human skills
 The ability to understand, alter, lead, and control the
behavior of other individuals and groups.
 Technical skills
 Job-specific skills required to perform a particular
type of work or occupation at a high level.

Skill Types Needed

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Core Competency
Specific set of departmental
skills, abilities, knowledge and
experience that allows one
organization to outperform its
competitors

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Restructuring
Involves simplifying, shrinking, or
downsizing an organization’s
operations to lower operating costs
Can reduce the morale of remaining
employees

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Outsourcing
Contracting with another company,
usually in a low cost country abroad, to
perform a work activity the company
previously performed itself
Increases efficiency by lowering
operating costs, freeing up money and
resources that can now be used in more
effective ways

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Empowerment
Involves giving
employees more
authority and
responsibility over the
way they perform their
work activities

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Self-managed teams
Groups of employees who
assume collective responsibility
for organizing, controlling, and
supervising their own work
activities

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Discussion Question
What is the biggest challenge for management in a
Global Environment?
A. Building a Competitive Advantage
B. Maintaining Ethical Standards
C. Managing a Diverse Workforce
D. Global Crisis Management
Building a Competitive Advantage

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Building Competitive Advantage
Competitive Advantage – ability of
one organization to outperform
other organizations because it
produces desired goods or services
more efficiently and effectively than
its competitors

Principles of Leadership
and Management

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Definition of Leadership
 The ability to obtain followers
through Influence.
Proverbs: He who thinks he leads
and has no one following him is only
taking a walk.

Leadership Theories.

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Session objectives
 What is leadership?
 Identify the traits and skills of an effective leader
 Key leadership theories
 Examine the role, duties and responsibilities of a
Team Leader in the workplace
 Understand the limits of authority in a Team Leader
role
 Develop a plan to develop your own leadership
potential

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Understanding Leadership
 What is leadership?
 Why is leadership important – why do we need
leaders?
 Leaders – born or bred?

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Understanding Leadership
 "Leadership is a function of knowing yourself,
having a vision that is well communicated, building
trust among colleagues, and taking effective action to
realize your own leadership potential."
Prof. Warren Bennis

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Exercise In pairs
 Discuss examples you have come across of strong
and weak leadership
 You can use examples from employment, academic
studies or participation in sports clubs and societies
(keep anonymous)

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Leadership Theory
Early Theories:
 Great Man Theories
 Leaders are exceptional people, born with innate qualities,
destined to lead
 Term 'man' was intentional - concept was primarily male,
military and Western
 Trait Theories
 Research on traits or qualities associated with leadership
are numerous
 Traits are hard to measure. For example, how do we
measure honesty or integrity?

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Leadership Traits
Group Exercise:
 Choose leaders YOU admire
 What personality traits and skills do they have?

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Traits
 Adaptable to situations
 Alert to social environment
 Ambitious and achievement
orientated
 Assertive
 Cooperative
 Decisive
 Dependable
 Dominant (desire to influence
others)
 Energetic (high activity level)
 Persistent
 Self-confident
 Tolerant of stress
 Willing to assume responsibility
Skills
• Clever (intelligent)
• Conceptually skilled
• Creative
• Diplomatic and tactful
• Fluent in speaking
• Knowledgeable about group task
• Organised (administrative ability)
• Persuasive
• Socially skilled Stogdill, 1974
Leaders will also use:
Integrity, Honesty, Compassion,
Humility
Leadership Traits and Skills

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Leadership Theory
Functional Theories (John Adair, Action Centred
Leadership, 1970)
Leader is concerned with the interaction of 3 areas:
 Task – goal setting, methods and process
 Team – effective interaction/communication,
clarify roles, team morale
 Individual – attention to behaviour, feelings,
coaching, CPD

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Leadership Theory
 Behaviourist Theories (Blake and Mouton,
Managerial grid, 1964)
 Leaders behaviour and actions, rather than their
traits and skills e.g. production orientated or people
orientated
 Different leadership behaviours categorised as
‘leadership styles’ e.g. autocratic, persuasive,
consultative, democratic
 Doesn’t provide guide to effective leadership in
different situations

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Leadership Theory
 Situational/contingency Leadership (Hersey-
Blanchard, 1970/80)
Leadership style changes according to the 'situation‘
and in response to the individuals being managed –
their competency and motivation

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Competency Low competence Some
competence
High competence High competence
Motivation
Low
commitment/
Unable and
unwilling or
insecure
Variable
commitment/
Unable but willing
or motivated
Variable
commitment/
Able but unwilling
or insecure
High
commitment/
Able and willing
or motivated
Leadership style DIRECTIVE
(Telling)
COACHING
(Selling)
SUPPORTIVE
(Participating)
DELEGATORY
(Observing)
Leadership Theory

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New Leadership Theory
Transformational Theory (Bass and Avolio,
1994)
 Leaders inspire individuals, develop trust, and
encourage creativity and personal growth
 Individuals develop a sense of purpose to benefit
the group, organisation or society. This goes
beyond their own self-interests and an exchange of
rewards or recognition for effort or loyalty.

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Leadership Philosophies
Ethical Leadership
 CSR, sustainability, equality, humanitarianism
 Four P’s - Purpose, People, Planet, Probity

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Group Exercise
Examine and discuss the Team Leader
Job descriptions
 What are the key responsibilities of the team leader
role?

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Key Team Leader Responsibilities
1. Guide/coordinate team members – encourage
teamwork and motivate individuals
2. Provide structure for team – set mission and purpose,
clarify roles and responsibilities, allocate tasks and set
objectives
3. Clarify working methods, practises and protocol
4. Focus on performance – anticipate challenges,
monitor performance, delegate and provide CPD support

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Accountability, Responsibility, and Authority
Responsibility Vs Accountability?
What does having authority mean?

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Accountability, Responsibility, and Authority
 Accountability the state of being accountable, liable, or
answerable
 Responsibility (for objects, tasks or people) can be delegated
but accountability can not – buck stops with you!
 A good leader accepts ultimate responsibility:
 will give credit to others when delegated responsibilities
succeed
 will accept blame when delegated responsibilities fail
 Accountability can not operate fairly without the leader being
given full authority for the responsibilities concerned
 Authority is the power to influence or command thought,
opinion or behaviour
 Cross-functional team – less authority - more difficult to
manage

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Group Exercise
When have you experienced an issue as a
leader that you did not have the authority to
resolve?
How did you know you did not have the authority?
Who did you refer to for help?
Use examples from your own current experience –
work, volunteer, club /society

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Team Leader Authority
 Team Leader authority will vary from role to role
dependent on the scope of duties and organisational
structure
 A Team Leader may refer to line management or
other

103
Team Leader Authority
Authorities for the following:
 HR (staff recruitment and training, performance
and discipline, racism or bullying)
 Policy and procedures (Health and Safety, changes to
working practises)
 Budget & resources (allocation and management)
 Organisational objectives (strategy, targets)
 Managing change (department restructure, office
move)
 Line management (support and advice, own CPD)

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How to improve your leadership skills
 Reflect and identify the skills YOU need to lead effectively
and create your action plan to develop them
 Ask for feedback from work colleagues, line managers,
tutors, your ‘followers’
 Practise! Take on responsibility (work, volunteering, clubs
& Societies) and reflect on your performance
SIFE - www.youtube.com/watch?v=KB2fOF_gYBg
 Find a mentor – learn from positive leadership role-models
 Attend further leadership and management training
 Use the resources on Exeter Leaders Award ELE pages

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Review your performance as a Leader
1. Assess yourself as a Leader
• Conduct a SWOT analysis - Strengths, Weaknesses, Opportunities,
Threats
 (Use the Results of Leadership Questionnaire you have been completed
prior to attending the session)
2. Develop an Action Plan to improve as a leader
• list 2 actions you will undertake to address Weaknesses or capitalise
on Opportunities identified
• Apply SMART targets to your actions – Specific,
 Specific,Measurable, Achievable, Realistic, Time-bound

Leadership vs. Management

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 Leaders and managers are completely different and
mutually exclusive
 Managers are concerned with doing things right (efficiency)
 Leaders and concerned with doing the right things
(effectiveness)

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 Leaders and managers are different roles but don’t
have to be different types of people
 Mintzberg’s 10 leadership roles
 Kotter differentiating between managers and leaders in terms
of core processes and intended outcomes
 Rost view of management as a authority relationship and
leadership as a multidirectional influence relationship

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Manager Characteristics
 Administers
 A copy
 Maintains
 Focuses on systems and structures
 Relies on control
 Short range view
 Asks how and when
 Eye on bottom line
 Imitates
 Accepts the status quo
 Classic good soldiers
 Does things right
Leader Characteristics
• Innovates
• An original
• Develops
• Focuses on people
• Inspires trust
• Long range perspective
• Asks what and why
• Eye on horizon
• Originates
• Challenges the status quo
• Own person
• Does the right thing

112
Direct vs. Indirect Leadership
 Direct leadership
 Leader’s direct influence on immediate subordinates.
 Leader’s direct influence on lower-level employees, peers,
bosses, or outsiders
 Indirect leadership
 Cascading effect of leadership influence
 Influence over formal programs, management systems, and
structural forms
 Influence over organizational culture

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Difference between a Leader and Manager
Leader
- Provide vision and motivates people;
- Goal-oriented
Manager
- Make sure things happen through
other
people;
-Task-oriented

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Difference between a Leader and Manager
 Making sure the work is done by others is the
accomplishment of a MANAGER;
 Inspiring others to do better work is the
accomplishment of a LEADER.

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Traits of Leader Manager
 Leader managers are long-term thinkers who see
beyond the day’s crisis and the quarterly report;
 They constantly reaching beyond their specific area
of influence

116
Traits of Leader Manager
 They put heavy emphasis on vision, values, and
motivation;
 They have strong political skills to cope with
conflicting requirements of multiple
constituents;
 They don’t accept status quo.

117
Are leaders born?
Traits of a leading LEADER:
1. Is born with leadership qualities;
2. Has seen leadership modeled
throughout life;
3. Has learned added leadership through
training;
4. Has self-discipline to become a great
leader.

118
Five levels of Leadership
 Level 1: Position or title; people follow because
they have to (Rights).
 Level 2: Permission; people follow because they
want to (Relationships).
 Level 3: Production; people follow because of
what you have done for the
organization (Results).
 Level 4: Personnel Development: People follow
because of what you have done for
them (Reproduction).
 Level 5: Personhood; People follow because of
who you are and what you represent
(Respect).

119
Important factors in leadership
 The key to leadership: Priorities;
 The most important ingredient of
leadership: Integrity;
 The ultimate test of leadership: Creating
positive change;

120
 The quickest way to gain leadership:
Problem solving;
 The extra plus in leadership: Attitude;
 Most appreciable asset of leadership:
People;

121
 The indispensable quality of
leadership: Vision;
 The price tag of leadership: Self-discipline;
 The most important lesson I’ve learned
about leadership: Staff development.

123
Question for critical thinking
 Do you think managers are the same as leaders? If
not, explain the possible differences between them?
© PhotoDisc

Leadership Styles

125
Leadership Styles

127
Defining a Leader…
Think of a leader that you worked
for or observed…
What does this person do and
what qualities does this person
have that make you admire him
or her as a leader?

128
Leadership Styles
 Autocratic (Authoritarian-
Dictatorship )
 Bureaucratic
 Democratic
 Coercive
 Transactional
 Transformational
 Laissez-Faire

129
Autocratic
(Dictatorship -Authoritarian)
 Manager retains power (classical approach)
 Manager is decision-making authority
 Manager does not consult employees for input
 Subordinates expected to obey orders without
explanations
 Motivation provided through structured
rewards and punishments

130
When to use Autocratic
 New, untrained employees
 Employees are motivated
 Employees do not respond to any other leadership
style
 High-volume production needs
 Limited time for decision making
 Manager’s power is challenged by an employee

132
Bureaucratic
 Manager manages “by the book¨
 Everything must be done according to
procedure or policy
 If it isn’t covered by the book, the manager
refers to the next level above him or her
 Police officer more than leader

133
When to use Bureaucratic
 Performing routine tasks
 Need for standards/procedures
 Use of dangerous or delicate equipment
 Safety or security training being conducted
 Tasks that require handling cash

135
Democratic
 Often referred to as participative style
 Keeps employees informed
 Shares decision making and problem solving
responsibilities
 “Coach” who has the final say, but…
 Gathers information from staff members
before making decisions

136
Democratic Continued
 Help employees evaluate their own
performance
 Allows employees to establish goals
 Encourages employees to grow on the job
and be promoted
 Recognizes and encourages achievement
 Can produce high quality and high quantity
work for long periods of time

137
When to use Democratic
 To keep employees informed
 To encourage employees to share in decision-
making and problem-solving
 To provide opportunities for employees to
develop a high sense of personal growth and job
satisfaction
 Complex problems that require a lots of input
 To encourage team building and participation.

139
The ear of the
leader must ring
with the voices of
the people.
Woodrow Wilson

140
Coercive
 Power from a person’s authority to punish
 Most obvious types of power a leader has.
 Good leaders use coercive power only as a last
resort:
 In today’s sophisticated and complex workplace,
excessive use of coercive power unleashes
unpredictable and destabilizing forces which can
ultimately undermine the leader using it.

141
When to use Coercive
 To meet very short term goals
 When left with no other choice
 In times of crisis

Who are
Coercive Leaders?
You’re Fired!

143
Transactional
 Motivate followers by appealing to their own self-
interest
 Motivate by the exchange process.
 EX: business owners exchange status and wages for the
work effort of the employee.
 Focuses on the accomplishment of tasks & good
worker relationships in exchange for desirable
rewards.
 Encourage leader to adapt their style and behavior
to meet expectations of followers

144
When to use
Transactional
 Leader wants to be in control
 When there are approaching deadlines that
must be met
 Relationship is short term

A Result of the Leadership
We Knew...
“WE MADE WORKERS
INTO ROBOTS; WE
MADE THEM INTO
MACHINES…

...Now, we want them to become
a different kind of person: to
come up with new ideas.”
Jack Smith, CEO, General
Motors

147
Transformational
 Charismatic and visionary
 Inspire followers to transcend their
self-interest for the organization
 Appeal to followers' ideals and values
 Inspire followers to think about problems in
new or different ways
 Common strategies used to influence followers
include vision and framing
Research indicates that transformational leadership is more
strongly correlated with lower turnover rates, higher productivity,
and higher employee satisfaction.

148
Transformationalcont.
 Instils feelings of confidence, admiration
and commitment
 Stimulates followers intellectually, arousing
them to develop new ways to think about
problems.
 Uses contingent rewards to positively
reinforce desirable performances
 Flexible and innovative.

149
 When leaders want members to be an
active part of the organization and have
ownership to it
 When leaders are building a sense of
purpose
 When the organization has a long term
plan
 When people need to be motivated
When to use
Transformational

150
"(He) possessed
the gift of silence."
(Comment by President John Adams about
George Washington)

151
Laissez-Faire
 Also known as the “hands-off¨ style
 Little or no direction
 Gives followers as much freedom as possible
 All authority or power is given to the
followers
 Followers must determine goals, make
decisions, and resolve problems on their
own.

152
When to use
Laissez-Faire
 Employees are highly skilled, experienced,
and educated
 Employees have pride in their work and the
drive to do it successfully on their own
 Outside experts, such as staff specialists or
consultants are being used
 Employees are trustworthy and experienced

153
Theory X and Theory Y
 Theory X and Theory Y each represent different
ways in which leaders view employees.
 Theory X is the traditional view of direction and
control by managers.
 Theory Y is the view that individual and
organizational goals can be integrated.
Other Referenced Theories

Management/
Leader
Staff/
Followers
Alan Chapmen
Tight control, lots
of rules, no
freedom

Alan Chapmen
Management/
Leader
Staff/
Followers
Lots of freedom,
creativity & responsibility

156
Other Referenced Theories
Hersey-Blanchard
Situational Leadership
 Based on the amount of direction (task-
behavior) and amount of socio-emotional
support (relationship-behavior) a leader
must provide given the situation and the
"level of maturity" of the followers.

158
Selecting a Style
 Some people are motivated by reward
 Some people are motivated by
punishment
 Social systems work best with a chain of
command
 When people have agreed to do a job, a
part of the deal is that they cede
authority to their leader

Old Style vs. New Style
 Heroic (Old)
1. Managers are important
people, quite apart from
others who develop
products and deliver
services.
2. The higher “up” these
managers go, the more
important they become.
At the “top,” the chief
executive is the
corporation.
 Engaging (New)
1. Managers are important to
the extent that they help
other people who develop
products and deliver
services to be important.
2. An organization is an
interacting network, not a
vertical hierarchy.
Effective leaders work
throughout; they do not sit
on top.
Henry Mintzberg. Managers Not MBAs. 2004. San Francisco: Berrett-Koehler
Publishers.

Heroic (Old) Engaging (New)
3. Down the hierarchy
comes the strategy—
clear, deliberate, and
bold—emanating from
the chief who takes the
dramatic acts. Everyone
else “implements.”
4. Implementation is the
problem because while
the chief embraces
change, most others
resist it. That is why
outsiders must be favored
over insiders.
3. Out of the network emerge
strategies, as engaged
people solve little
problems that grow into
big initiatives.
4. Implementation is the
problem because it cannot
be separated from
formulation. That is why
committed insiders are
necessary to resist ill-
considered changes
imposed from above and
without.

5. To manage is to make
decisions and allocate
resources—including those
human resources. Managing
thus means analyzing, often
calculating, based on facts in
reports.
6. Rewards for increased
performance go to the
leadership. What matters is
what’s measured.
7. Leadership is thrust upon
those who thrust their will on
others.
5. To manage is to bring out the
positive energy that exists
naturally within people.
Managing thus means
engaging, based on judgment,
rooted in context.
6. Rewards for making the
organization a better place go
to everyone. Human values
matter, few of which can be
measured.
7. Leadership is a sacred trust
earned from the respect of
others.
Heroic (Old) Engaging (New)

162
The perfect Leadership

leadership effectiveness

164
Definition of Leadership Effectiveness
Leader are effective when their
followers achieve their goals, can
function well together, and can
adapt to the changing demands
from external forces.

165
Leaders are Effective When:
The group achieves its goals
Internal processes are smooth
The group can adapt to external forces

Effective vs. Successful Managers
Effective Managers
 Satisfied followers
 Productive
 Focus on communication
 Active conflict
management
 Motivate, train and
develop employees
Successful Managers
 Quick promotions
 Focus on networking
 Interact with outsiders
 Socialize
 Active in office politics

167
Key Leadership Variables
 Characteristics of the leader
 Characteristics of the followers
 Characteristics of the situation

Developing Your Leadership
Competencies

169
OBJECTIVES
 Understand Leadership Competencies
 Understand how competencies can be used to improve
Leadership abilities.

170
Leadership Autograph Seeker Bingo
 Obtain signature from fellow participants in boxes
that identify with their experiences.
 First person to black out card call out “BINGO”
 Prize for the winner.

171
Traits and Components Commonly Found in
Leadership Competency Models
 Values
 Cognitive Skills
 Interpersonal Skills
 Diversity Components
 Change Orientation
A competency model is a roadmap to individual and
group leadership success.

172
Components of Competency Frameworks
 Competencies are labels that describe how they relate to
leadership and behavior
 Competencies are often written as definitions that
describe observable behaviors
 Various types of frameworks used, many similarities,
many differences
 Army – Field Manual 22-100
 ECQ’s – 5 Areas, 27 competencies
 Marines -11 Principles, 14 Traits
 IRS - 5 Core Responsibilities, 21 competencies
 Others?

173
Values
Values are our core beliefs that we feel most
passionate about. There are individual, family,
community, cultural and work values. For example:
 Family
 Spiritual
 Learning
 Integrity
 Honesty
 Self Awareness

174
Cognitive Skills
Cognitive skills represents knowledge acquired
through perception, reasoning, and intuition. (i.e.
analytical skills, learned processes like problem
solving, planning and monitoring)
 Decisiveness
 Problem Solving
 Political Savvy
 Strategic Thinking
 Entrepreneurship
 Analytical Thinking
 Technical Knowledge

175
Interpersonal Skills
Interpersonal skills pertain to interactions between
individuals.
 Oral Communication
 Written Communication
 Influencing & Negotiating
 Developing Others
 Coaching
 Mentoring
 Partnering

176
Diversity Components
Diversity encompasses the understanding, respect and
acceptance of the various differences and uniqueness
of individuals.
 Cultural Awareness
 Diversity Awareness
 Teamwork
 Customer Focus

177
Change Orientation
Change orientation is a systematic approach to
achieving change at individual and organizational
levels.
 Leading Transformation
 Risk taking
 Achievement Orientation
 Change Management
 Creativity
 Innovation
 Adaptability
 Flexibility
 Resilience

179
Exercise
Break into groups of four
 Discuss various types of models from your respective
organizations
 What categories are emphasized most?
 Values
 Cognitive
 Interpersonal
 Diversity
 Change

Leadership communication
strategies

Communication Skills
www.Projacs.comDr.Ibrahim Alhariri
181

182
Contents
 What is Communication
 The Communication Equation
 Process of Communication
 Types of Communication
 Levels of Communication
 Communication Barriers
 Tools of Effective Communication
 The 7 keys of Powerful Communication
 Characteristics of effective communications

183
Communication is a series of
experience of
Hearing
Smell
Seeing
Taste
Touch

184
Most Common Ways to
Communicate
Speaking
Writing
Visual
Image
Body
Language

Deepti Singh
Communication Goals
To change
behavior
To get action
To ensure
understanding
To persuade
To get and give
information

186
What is Communication?
What does it mean to you?
 The process of communication is what allows us to
interact with other people; without it, we would be
unable to share knowledge or experiences with
anything outside of ourselves. Common forms of
communication include speaking, writing, gestures,
touch and broadcasting.
www.Projacs.comDr.Ibrahim Alhariri 186

187
It is a process of exchanging –
Information
Ideas
Thoughts
Feelings
Emotions
Through –
Speech
Signals
Writing
Behavior

188
Personal Presentation
 Does personal presentation make a difference to the
way we are perceived?
 Does it matter?
 What can we do about it - do we have to look bland
and boring?
 What if our organisation has a dress code?

189
The Communication Equation
 What you hear
 Tone of voice
 Vocal clarity
 Verbal expressiveness 40% of the
message
 What you see or feel
 Facial expression
 Dress and grooming
 Posture
 Eye contact
 Touch
 Gesture 50% of the
message
 WORDS … 10% of the message!

190
Sender
Channel
Receiver
Feedback
Channel
Encoding
Decoding
MessageNoise
Barrier
Process of

191
Deepti Singh
Types of Communication
 On the basis of organization relationship
 Formal
 Informal
 On the basis of Flow
 Vertical
 Crosswise/Diagonal
 Horizontal
 On the basis of Expression
 Verbal(Oral)
 Written
 Non Verbal(Gesture)

Types of
People communicate with each other in a number of
ways that depend upon the message and its context in
which it is being sent.
Types of communication based on the communication
channels used are –
Verbal Communication
Witten Communication
Nonverbal Communication

193
Verbal vs Non Verbal
 Can we communicate without words?
 Voice attributes
 What are they and how do they affect communication?
 Physical attributes
 What could be considered here and how do they affect communication?
 The power of touch
 What and when is OK?
 Which is better, verbal or non verbal?

Verbal(oral)
 It refers to the form of communication in which
message is transmitted verbally.
 Communication is done by word of mouth
 In verbal communication remember the acronym
“KISS” (keep it short and simple).

195Verbal(oral)
 In oral communication, Spoken words are
used.
 It includes face-to-face conversations, speech,
telephonic conversation, video, radio,
television, voice over internet.
 Communication is influence by pitch, volume,
speed and clarity of speaking.
 Advantages –
It brings quick feedback.
In a face-to-face conversation, by reading facial
expression and body language one can guess
whether he/she should trust what’s being said
or not.
 Disadvantages –
In face-to-face discussion, user is unable to
deeply think about what he is delivering, so this
can be counted as a fault.

Written
 In written communication, written signs or symbols
are used to communicate.
 In written communication message can be
transmitted via email, letter, report, memo etc.
 Written Communication is most common form of
communication being used in business.
 Advantages –
Messages can be edited and revised
Written communication provide record and backup.
A written message enables receiver to fully
understand it and send appropriate feedback.
 Disadvantages –
Written communication doesn’t bring instant
feedback. It take more time in composing a written
message as compared to word-of-mouth and number
of people struggles for writing ability.

Nonverbal(gesture)
 Nonverbal communication is the
sending or receiving of wordless
messages. Such as gesture, body
language, posture, tone of
voice or facial expressions, is
called nonverbal communication.
 Nonverbal communication is all
about the body language of
speaker.
Nonverbal communication have the
following three elements –
 Appearance
Speaker – clothing, hairstyle,
neatness, use of cosmetics
Surrounding – room size, lighting,
decorations, furnishings
 Body Language
facial expressions, gestures, postures
 Sounds
Voice Tone, Volume, Speech rate

198
Levels of
1- Intrapersonal Communication
 is communication that occurs in your
own mind. It is the basis of your
feelings, biases, prejudices, and
beliefs.
 Examples are when you make any
kind of decision – what to eat or
wear. When you think about
something – what you want to do
on the weekend or when you think
about another person.

199
2- Interpersonal
communication
 is the communication between two
people but can involve more in
informal conversations.
 Examples are when you are
talking to your friends. A teacher
and student discussing an
assignment. A patient and a
doctor discussing a treatment. A
manager and a potential
employee during an interview.
Levels of

200
3- Small Group
communication
 is communication within formal
or informal groups or teams. It is
group interaction that results in
decision making, problem
solving and discussion within an
organization.
 Examples would be a group
planning a surprise birthday
party for someone. A team
working together on a project.
Levels of

201
4- One-to-group
communication
 involves a speaker who seeks to
inform, persuade or motivate an
audience.
 Examples are a teacher and a
class of students. A preacher
and a congregation. A speaker
and an assembly of people in
the auditorium.
Levels of

202
 5- Mass communication
 is the electronic or print transmission
of messages to the general public.
Outlets called mass media include
things like radio, television, film, and
printed materials designed to reach
large audiences.
 A television commercial. A magazine
article. Hearing a song on the radio. Books,
Newspapers, Billboards. The key is that you
are reaching a large amount of people
without it being face to face. Feedback is
generally delayed with mass
communication.
Levels of

204
Deepti Singh
Barriers to Communication
Semantic Barriers
Emotional Or Psychological Barriers
Organizational Barriers
Barriers in Superiors
Culture Barries

205
Deepti Singh
Semantic Barriers
Symbols with different meaning
Badly expressed message
Faulty translation
Unclarified assumption
Specialist’s language

206
Deepti Singh
Emotional Or Psychological
Barriers
Premature evolution
Inattention
Loss of transmission & poor
retention
Undue reliance on the written
word
Distrust of communication
Failure to communicate

207
Deepti Singh
Organization Barriers
Organizational policy
Organization rules & regulation
Status relation
Complexity in organization

208
Deepti Singh
Personal Barriers
Barriers in Superior
 Attitude of Superior
 Fear of challenge of authority
 Lack of time
 Lack of awareness
Barriers in Subordinates
 Unwillingness to communicate
 Lack of proper incentive

Ethnic relation
Gender relation
National relation
Religion relation
Culture Barries

How to Overcome Barriers of
 Taking the receiver more seriously
 Crystal clear message
 Delivering messages skilfully
 Focusing on the receiver
 Using multiple channels to communicate instead of
relying on one channel
 Ensuring appropriate feedback
 Be aware of your own state of
mind/emotions/attitude

211
Barriers to Effective Communication
Barriers to
effective
communication
Language
NoiseTime
DistractionsOther people
Put downsToo many questions
Distance
Discomfort
with the topic
Disability
Lack of interest

212
Tools of effective
 Be Brief
 Manners
 Using “I”
 Be Positive
 Good listener
 Spice up your words
 Clarity
 Pronunciation

213
Effective Communication Skills
Effective
Communication skills
Eye contact & visible mouth
Body language
Silence
Checking
for understanding
Smiling face
Summarising
what has been said
Encouragement
to continue
Some questions

214
Characteristics of effective communications
 Effective communication requires the message to be:
 Clear and concise
 Accurate
 Relevant to the needs of the receiver
 Timely
 Meaningful
 Applicable to the situation

215
 Effective communication requires the sender to:
 Know the subject well
 Be interested in the subject
 Know the audience members and establish a rapport
with them
 Speak at the level of the receiver
 Choose an appropriate communication channel

216
 The channel should be:
 Appropriate
 Affordable
 Appealing

217
The receiver should:
 Be aware, interested, and willing to accept the
message
 Listen attentively
 Understand the value of the message
 Provide feedback

Characteristics of effective communicator
 An effective verbal
communicator:
 Clarifies
 Listens
 Encourages empathically
 Acknowledges
 Restates/repeats
 An effective nonverbal
communicator:
 Relaxes
 Opens up
 Leans toward the other
person
 Establishes eye contact
 Shows appropriate
facial expressions
www.Projacs.comDr.Ibrahim Alhariri
218

219
The 7 keys of Powerful Communication
1. Assertiveness
2. Authenticity
3. Asking
4. Open-Mindedness
5. Empathy vs Sympathy
6. Clarity(Transparency)
7. Listening

220
Deepti Singh
How do you develop your communication
skills? Explore the related skills

221
Tips to good communication skills
Maintain eye contact with the audience
Body awareness
Gestures and expressions
Convey one's thoughts
Practice effective communication skills

222
Effective Communication . . .
It is two way.
It involves active listening.
It reflects the accountability of speaker and listener.
It utilizes feedback.
It is free of stress.
It is clear.

Effective communication
• Meaning and Definition
• Uses of Effective Communication
• The 7C’s of Effective Communication
• Facts about Effective communication

Meaning and definition
Meaning-
Effective Communication is a two way process – sending the right
message and to the right person.
It is important to know the psychology of the people you are
interacting with for communication to be effective.
For communication to be effective it is necessary to know the
circumstances of the counter entity.
Effective communication includes all the aspects of visual, auditory
and kinaesthetic language to appeal the listener.
Definition-
“Effective communication is the communication which produces
intended or desired result”

Uses of effective communication
•Effective communication helps to understand a person or situation in a
better way.
•It enables us to solve the differences, build trust and respect in the
organization.
•Sometimes our message is misunderstood or we misunderstand the
received message, effective communication helps us to resolve problems
with both’s point of view.
•Effective communication helps us to connect well with kids, spouse,
boss, colleagues, etc.
•It helps us in decision making.

The 7c’s of effective communication
1. Completeness
2. Conciseness
3. Consideration
4.Clarity
5. Concreteness
6.Courtesy
7. Correctness.

Completeness
`•The information conveyed in the message should be complete for the
communication to be effective.
•The sender must take into consideration the receiver’s mind set and convey
the message accordingly.
•Complete communication enhances the reputation of the organization.
•Complete information always gives additional information wherever
required, it leaves no question in the minds of the receiver.
•Complete information helps in better decision making as it serves all the
desired and crucial information.
•Complete information persuades the audience.

Conciseness
•Conciseness means communicating what you want to
convey in least possible words.
•Conciseness is a necessity for effective communication.
•Concise communication provides short and essential
message in limited words.
•Concise message is more appealing and comprehensive to
the audience.
•Concise messages are non repetitive in nature.

Consideration
•Effective communication must take audience into
consideration by knowing the viewpoints, back ground,
mindset, educational level, etc.
•Consideration implies ‘stepping into the shoes of others’.
•Consideration ensures that the self respect of the audience
is maintained and their emotions are not harmed.
•Consider the needs and requirements of the audience to
achieve effective communication.

Clarity
•Clarity implies emphasizing on a specific goal or objective at a
time, rather than trying to move away from track.
•Clarity helps to understand the message easily.
•Complete clarity of thoughts and ideas enhances the meaning
of message.
•Clarity comes with the use of exact, appropriate and concrete
words.

Concreteness
•Concrete communication implies being particular and clear
rather being fuzzy and general.
•Concrete communication shows good level of confidence.
•Concrete information helps to strengthen the reputation of
the organization.
•Concrete information cannot be misinterpreted.

Courtesy
•Courtesy means being polite, kind, judicious, enthusiastic
and convincing.
•Courtesy is an important element of effective
communication.
•Courtesy reflects the nature and character of the sender of
the message.
•It is the same as give respect and then expect the same.
•Courtesy is not at all bias in nature.

Correctness
•Correctness in the communication implies that the correct
information is conveyed through message.
•Correct communication boosts up the confidence level of the sender.
•Correct information has greater impact on the audience.
•Free from grammatical errors and use of appropriate and correct
language.
•Correct information includes the precision and accurateness of facts
and figures used in the message.

234
What is listening ?
• Listening is the absorption of the meanings of
words and sentences by the brain. Listening leads
to the understanding of facts and ideas.

235
Various stages to listening
 Hearing
 Focusing on the message not the person
 Comprehending and interpreting
 Analyzing and Evaluating
 Responding
 Remembering

236
Co-relation between Listening and Speaking
9%
16%
30%
45%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Writing Reading Speaking Listening

237
What we are taught….
9%
16%
30%
45%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Writing Reading Speaking Listening

238
Importance of listening
“If we were supposed to talk more than listen,
we would have been given two mouths and one
ear.”
Mark Twain

239
Techniques of active listening
PARAPHRASE
Restate what was
said in your own
words
SUMMARIZE
Pull together the
main points of a
speaker
QUESTION
Challenge speaker to
think further, clarifying
both your and their
understanding,
however suspend
judgement

240
Path for good communication
Listen to
Understand
Understand
before
speaking
Speak to be
understood
Seek
understanding
before
proceeding
Repeat

241
Conclusion
A man is seldom better than his conversation
- German Proverb

Brainstorming 1

Brainstorming
What is it?
Why do we need it?
A gathering of ideas from your brain onto paper.
The variety of ideas and the use of your imagination assist
you in producing a lot of material with which to work.
It’s the best way to collect your thoughts.
It’s helpful for organization.
It ensures only quality ideas are used in the essay.

Brainstorming Technique
Number One
Freewriting
What is it?
Think about the topic. Then write, write, write. Whatever
comes into your brain – even if it doesn’t have to do with the
topic. Example:

Number One
Freewriting
"This paper is supposed to be on the politics of tobacco production
but even though I went to all the lectures and read the book I can't
think of what to say and I've felt this way for four minutes now and I
have 11 minutes left and I wonder if I'll keep thinking nothing during
every minute but I'm not sure if it matters that I am babbling and I
don't know what else to say about this topic and it is rainy today
and I never noticed the number of cracks in that wall before and
those cracks remind me of the walls in my grandfather's study and
he smoked and he farmed and I wonder why he didn't farm
tobacco..."

Number One
Freewriting
Options:
Write for a specific time period
Write for a specific amount of paper

Number One
Freewriting
When is it helpful?
When you have NO ideas about a topic
When you have TOO MANY ideas about a topic
Maybe I could say
this or maybe I
could say that…
hmmm
???
???

Number Two
Making a Cube
What is it?
Imagine a cube. It has six sides. On each side, you have a
different task regarding the topic.

Number Two
Making a Cube
Describe
Side One: Describe the topic.
Side Two: Compare the topic.
Side Three: Associate the topic.
Side Four: Analyze the topic.
Side Five: Apply the topic.
Side Six: Argue for or against the topic.
CompareAssociateAnalyzeApplyArgue

Number Three
Clustering
What is it?
When you write down words or concepts associated with
the topic – any ideas that come into your mind

Number Three
Clustering
Draw a bubble.
And write the topic above it.
Brainstorm!
Now look for words that connect with each other.
Circle the words and connect them with lines.
Global Warming
rainforestsdisappearing
extinction emissions dangerous
dying animals toxic world wide
Cars/SUVs factories
landscape changes no icebergs
expensive to fix? hurricanes
Reversible?

Number Four
Listing or Bulleting
What is it?
Create a list of terms/ideas/concepts about the topic. Create
multiple lists depending on the purpose.
Global Warming
Toxic fumes
SUVs/Cars
Extinction
Belief/Disbelief
Kyoto Agreement
Belief/Disbelief
Scientists disagree
Average American
China/USA
Normal occurrence
or abnormal event?

Number Five
Venn Diagram
What is it?
Draw two circles that connect, like this:
List two topics above the circles.
Brainstorm about the topics – what do they have in common
and what is unique about each one.
Cities
Eiffel
Tower
Capital
Became
Paris in 400
A.D.
francophone
County seat
Anglophone
Founded in
1839

Number Five
Venn Diagram
When is it used?
When you are writing a comparison or contrast essay.
Cities
Eiffel Tower
Capital
Became Paris in
400 A.D.
francophone
County seat
anglophone
Founded in 1839

Number Six
Tree Diagram
What is it?
This diagram has a central idea to which you add branches
that focus on details.

Number Six
Tree Diagram
When do you use it?
This type of diagram is helpful in classification essays.
Media
Print Visual
Audio
Newspaper magazine booklet
television webpage movie
cd mp3 cassette

Number Seven
Act like a Journalist
What is it?
Using the question words in English to explore the topic.
Who?
What?
When?Where?
Why?
How?

Number Seven
Act like a Journalist
When is it useful?
Use this technique when you want to write a narrative.
Who?
When?
What?
Where?
Why?
How?

Number Eight
T-Diagram
What is it?
Using a T shape, list a category that you want to compare or
contrast about a specific topic or topics. Do this for a variety
of categories.
Paris,FranceandParisTexas
location
Europe
Northern France
North America
Northern Texas

Number Eight
T-Diagram
When is it useful?
This technique helps when you are writing a contrast or
comparison essay.
Paris,FranceandParisTexas
location
Europe
Northern France
North America
Northern Texas

Number Nine
Spoke Diagram
What is it?
Write the topic in a circle. Then think of about causes and
effects. Write these around the circle like spokes on a wheel.
Global Warming
too many people
cars/suvs not recycling
chopping down trees
Crazy weather
Loss of polar ice caps
dying animals

Number Nine
Spoke Diagram
When is it useful?
Use this technique when you want to explore cause and
effect. too many people
cars/suvs not recycling
chopping down trees
Global Warming
Crazy weather
loss of polar ice caps
dying animals

BRAINSTORMING 2

264
WHAT IS BRAINSTORMING?
 Brainstorming is a group activity technique.It is
designed to generate lots of ideas for solution of a
problem. The underlying principle is that the greater
the number of ideas generated,the possibility that a
quality solution will be found.
 Brainstorming is a commonly used tool by academics
researchers and business teams.

265
RULES
There are four basic rules
in brainstorming.
1)Focus on quantity:If lots
of ideas are generated it
will be easy to produce a
radical and effective
solution.
2)Reserve criticism:Don’t
comment on any
ideas.First accept all,at a
later stage judge.

266
RULES
3)Welcome unusual ideas:To get a good and long list
of ideas,unusual ideas are welcomed.
4)Combine and improve ideas:Good ideas may be
combined to form a single better idea.

267
PROCEDURE
 Decide on the question or topic that you will
present to the group during brainstorming.
 Give yourself a time limit.
 Choose the participants from five to twelve.

268
 Plan how you will record the results of brainstorming
session.
 Describe what you will do with the data.
 Go through all the ideas and make sure that the
meaning of idea is clear.

269
TECHNIQUES
 1) FREEWRITING
 When you freewrite,you write down whatever
comes into your mind.You don’t judge the quality of
writing and don’t worry about
style,spelling,grammar or punctuation.When you
have finished your writing and have reached your
goal,read back over the text,decide the solution.

270
TECHNIQUES
2) NOMINAL GROUP TECHNIQUE
Participants are asked to write their ideas
anonymously.Then the moderator collects the
ideas and each is voted on by the group.The best
idea is chosen.

271
TECHNIQUES
3) GROUP PASSING TECHNIQUE
Each person in a circular group writes down one
idea,and then passes the piece of paper to the next
person in a clockwise direction,who adds some
thoughts.This continues until everybody gets his or
her original piece of paper back.By this
time,participants will have examined each idea in
detail.

272
TECHNIQUES
4)TEAM IDEA MAPPING METHOD
This technique may improve collaboration and
increase the quantity of ideas,and is designed so
that all attendees participate and no ideas are
rejected.
The process begins with a well-defined topic.Each
participant brainstorms individually,then all the
ideas are merged onto one large idea map.

273
TECHNIQUES
5)INDIVIDUAL BRAINSTORMING
 It typically includes such techniques as free
writing, free speaking, word association,and drawing
a mind map,which people diagram their thoughts.
 Individual brainstorming is useful method in
creative wiriting.

274
TECHNIQUES
6)QUESTION BRAINSTORMING
This process involves brainstorming the
questions,rather than trying to come up with
immediate answers and short term solutions.
Questions are important in that tecnique.We need a
list of questions to reach to the best solution in an
orderly way.

275
ADVANTAGES & DISADVANTAGES OF BRAINSTORMING
ADVANTAGES
 * Many ideas can be generated in a short time.
 * Requires few material resources.
 * The results can be used immediately or for possible
use in other projects.

276
 * Is a “democratic” way of generating ideas.
 * The concept of brainstorming is easy to
understand.

277
DISADVANTAGES
* Requires an experienced and sensitive faciliator who
understands the social psychology of small groups.
* Requires a dedication to quantity rather than
quality.

278
* Shy people can have difficulties in participating.
* May not be appropriate for some business or
international cultures.

Being a 360-Degree Leader is about more than just doing
a good job now and making things easier today for the
people working above and below you.
It is about making sure the organization has a chance to be
good tomorrow too.
As you teach others to perform 360-Degree Leadership,
you will be giving the organization greater depth as well as
strength.
You will be helping to raise the bar in such a way that
everybody wins.
280

281
 Organizations rise and fall on the merit of their
leadership—at every level.
 Successful organizations cannot afford to wait until
someone gets “to the top” to start leading.
 They need 360° leaders now.
 The common denominator of thriving organisation is the
presence of competent leaders at every level of their
structures.
281

282
 Becoming a 360-Degree Leader isn’t easy. It takes a lot of
work, and it doesn’t happen overnight.
 But it is worth every bit of the effort.
 The better 360-Degree Leader you become, the greater
impact you will be able to make.
282

283
283
and
finally,
just
dive in!

284
Leadership, like
swimming cannot be
learnt by reading
about it!
Henry Minzberg
284

285
Questions & Comments ????
Many thanks for your attendance & participation

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