P6 Leadership Skills

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cGraw-Hill/Irwin © 2002 The McGraw-Hill Companies, Inc., All Rights


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P6

Basic Leadership SkillsBasic Leadership Skills


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Leaderships Skills

1. Learning from experience

2. Communication

3. Listening

. !sserti"eness

#. $uidelines for effecti"e stress management

6. Building technical competence

%. Building effecti"e relationships &ith superiors

'. Building effecti"e relationships &ith peers

(. Building credi)ilit*


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• Creating opportunities to get feed)ack

• +aking a 1, percent stretch

• Learning from others

•

eeping a ournal• /a"ing a de"elopment plan


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• Creating opportunities to get feed)ack

• Being percei"ed as approacha)le and sincere

in the offer of open-door polic*• !sking for feed)ack a)out perceptions of

*our )eha"ior

•+ake ps*chological tests and use periodicsur"e*s or 0uestionnaires


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• +aking a 1, percent stretch

• +aking risks and reaching )e*ond comfort one

• etermined efforts to impro"e leadership skills• Seeking an opportunit* to )e chair of a

committee

• oing something ne& of different graduall*decreases

• odel something "er* "alua)le to others


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• Learning from others

• +he* can learn from others 4an* others5

•Should not limit their learning )* narro&l*defining the sorts of people the* pa* attention

to

•

!sking 0uestions and pa*ing attention toe"er*da* situation

• !cti"e o)ser"ation


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• eeping a ournal

• riting a ournal increases the likelihood that

leaders &ill )e a)le to look at an e"ent from adifferent perspecti"e or feel differentl* a)out it

• Can reread earlier entries

•Pro"ide a repositor* of ideas that leader ma*later &ant to use more formall* papers7 pep

talks7 or speeches


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• /a"ing a de"elopment plan• ! s*stematic plan outlining self-impro"ement

goals and strategies &ill help leasers takead"antage of opportunities the* other&ise might

o"erlook

• e"eloping a s*stematic plan also &ill help

leaders priorities the importance of different goals

so that their efforts can )e put into areas &ith the

greatest relati"e pa*off.


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2. Communication

•

no& &hat *our purpose is• Choose an appropriate context and medium

• Send clear signals

•!cti"el* ensure that others understand the message


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2. Communication

• no& &hat *our purpose is

• B* kno&ing the purpose7 a leader or follo&er

can )etter decide &hether to communicate pu)licl* or pri"atel*7 orall* or in &riting

• +hese decisions ma* seen tri"ial7 )ut often

the specific content of a message &ill )eenhanced or diminished )* lo& and &here it

is communicated


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2. Communication

• Choose an appropriate context and medium• Leaders should praise follo&ers in pu)lic and punish

them in pri"ate• Selecting ph*sical and social settings that &ill

enhance the effecti"eness of an* communication

• ore formal communication is enhanced &hen the

follo&er remains standing &hen the leader is sitting orif the leader communicates across the desk to

follo&ers


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2. Communication

• Send clear signals

• 8se familiar terms7 argon7 and concept

• no& the le"el of expertise7 "alues7experiences7 and expectation

• ore effecti"e communication if the non"er)al

signals match the content of the message


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2. Communication

• !cti"el* ensure that others understand the message

• Practicing t&o-&a* communication and )* pa*ing

attention to the others9 emotional responses

• $et clues a)out the clarit* of the messages )* pa*ing

attention to the non"er)al signals end )* their

follo&ers

• hen "er)al and non"er)al messages seem to )eincongruent7 it ma* )e )ecause the message sent out

to them &as unclear


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3. Listening

•

emonstrate non"er)all* that *ou are listening• !cti"el* interpret the sender9s message

• !ttend to the sender9s non"er)al )eha"ior

•!"oid )ecoming defensi"e


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3. Listening

• emonstrate non"er)all* that *ou are listening

• :our non"er)al )eha"iors sho& that *ou ha"e turned

*our attention entirel* to the speaker

• ;ndi"iduals &ho are acti"el* listening esta)lish e*e

contact &ith the speaker

• +he* do not doodle7 shoot ru))er )ands or look a&a*

at other things• +he* sho& the* are genuinel* interested in &hat the

speaker has sa*


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3. Listening

• !cti"el* interpret the sender9s message

• 8nderstand &hat the sender trul* means

• Look for the meaning )ehind someone else9s&ords

• eep a mind open to the sender9s ideas

• ithhold udgment a)out the sender9s ideauntil the* ha"e heard the entire message


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3. Listening

• !ttend to the sender9s non"er)al )eha"ior

• Being astute at picking up on senders9

non"er)al signal• uch of the social meaning in messages is

con"e*ed non"er)all* and &hen "er)al and

non"er)al signals conflict7 people often tend totrust the non"er)al signals


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3. Listening

• !"oid )ecoming defensi"e• efensi"eness lessens a person9s a)ilit* to

constructi"el* make use of the information• !cting defensi"el* ma* also decrease follo&ers9

su)se0uent &illingness to pass additional unpleasant

information

• Leaders need to a"oid the temptation to explain ho&the other person is &rong and should instead ust tr*

to understand ho& he percei"es thing


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. !sserti"eness

• 8se


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. !sserti"eness

• 8se


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. !sserti"eness

• Speak up for &hat *ou need

• =irtuall* e"er*one &ill need to ask superiors7

peers7 or su)ordinates for help at some time• !sk for help from others &hen the* need it

• o not apologie to much or ustif* *ourself for needing

help. $i"ing a )rief reason for *our re0uest often helps. o

not )eat around the )ush7 hinting at &hat *ou need and

hoping other get the message. o not pla* on someone9s

friendship. o not take a refusal personall*.


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. !sserti"eness

• Learn to sa* no• >o one can )e all things to all people )ut it takes

asserti"eness to sa* no to others• Leaders ma* need to sa* no to their o&n superiors at

times to stand up

• eep *our repl* short and polite. !"oid a long7 ram)ling

ustification. o not in"ent excuses. o not go o"er)oard inapologiing )ecause *ou cannot do it. Be up-front a)out

*our limitations and a)out options *ou could support. !sk

for time to consider it if *ou need to.


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. !sserti"eness

• onitor *our inner dialogue• ost of us talk to oursel"es7 though not out loud

•

!sserti"e people ha"e self-talk that is positi"e andaffirming

• Leader is not defeated )* his o&n self-talk

• Leader to )ecome more a&are of their o&n

counterproducti"e self-talk7 confront it7 and change it


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• onitor *our o&n and *our follo&ers9 stress le"els

• ;dentif* &hat is causing the stress

• Practice a health* lifest*le

• Learn ho& to relax

• e"elop supporti"e relationships

• eep things in perspecti"e

• +he !-B-C model


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• onitor *our o&n and *our follo&ers9 stress le"els

• ! person experiencing excessi"e stress might

manifest "arious s*mptoms apparent toe"er*one )ut him or her

• e"elop the ha)it of regularl* attending to

some of the &arning signs that *our stress

le"el m* )e getting too high


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• Stress s*mptoms?

• !re *our )eha"ing


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• /a"e *ou made more mistakes or )ad decisions

latel*@

•

/a"e *ou lost interest in normall* eno*a)leacti"ities@

• !re *ou using alcohol or other drugs@

•

o *ou seem to ha"e little energ*@• o *ou &orr* a lot@

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• !re *ou ner"ous much of the time@

• /a"e *ou )een undereating or o"ereating@

•/a"e *ou had an increase in headaches or )ack pains@


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• Practice a health* lifest*le

• +he )est &a*s to minimie stress

•

+here are no su)stitutes for )alanced nutrition7 regularexercise7 ade0uate sleep7 a)stention from to)acco

products7 and drinking onl* moderate amount of

alcohol 4if at all5 as ke*s to a health* life

•Axercise is also an excellent &a* to reduce tension

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• Learn ho& to relax• Some people ust do not kno& ho& to relax

• Some people prefer alternati"e relaxation techni0ues to

exercise? deep-breathing techniques7 progressive muscle

relaxation7 and thinking of calming words and images can

)e po&erful on-the-spot calming techni0ues to reduce

arousal le"el

• +he effecti"eness of these techni0ues is some&hat a

matter of personal preference7 and no single one is )est for

all purposes or all people

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• e"elop supporti"e relationships• !nother po&erful antidote to stress in ha"ing a net&ork of

close and supporti"e relationships &ith others

• People &ho ha"e close ties to others through marriage7

church mem)ership7 or other groups tend to )e healthier

• Leaders can pla* a constructi"e role in de"eloping mutual

supporti"eness and cohesi"eness among su)ordinates7 and

their o&n open and frank communication &ith

su)ordinates is especiall* important &hen a situation is

am)iguous as &ell as stressful


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• +he !-B-C model

• Cogniti"e approaches to stress management

•

Changing a person9s self-talk a)out stressfule"ents• !. +riggering e"ent 4knocking *our )oss9s coffee onto his lap5

• B. :our thinking 4arn it But it &as ust an accident5

• C. eelings and )eha"ior 4apologiing and helping clean up5

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• ! particular incident can )e interpreted in

se"eral deferent &a*s? increase feeling of stress

and distress7 or maintain self-esteem and

positi"e coping

• :ou &ill )ecome )etter at coping &ith stress as

*ou practice listening to *our inner dialogue

and changing destructi"e self-talk to

constructi"e self-talk

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• etermining ho& the o) contri)utes to the o"erall mission

• Becoming an expert in the o)

• Seeking opportunities to )roaden experiences

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• etermining ho& the o) contri)utes to the o"erall mission

• no&ledge and repertoire of )eha"iors one can

)ring to )ear to successfull* complete a task

• Leader ac0uired technical competence through

formal education or training in specialied topics7

on-the-o) training7 or experience and man*

studies ha"e documented the importance oftechnical competence to a person9s success and

effecti"eness as )oth a leader and a follo&er

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• Becoming an expert in the o)• Anrolling in formalied education and training

programs7 &atching others7 asking 0uestions7 and

teaching others

• D)ser"ing ho& others handle &ork-coordination

pro)lems7 achie"e producing goals7 discipline team

mem)ers7 or de"elop team mem)ers &ith poor skills• +r*ing to think of as man* different criteria as

possi)le for e"aluating another person9s actions

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• Seeking opportunities to )roaden experiences

• +r* to pa* a "ariet* of positions in order to )etter

appreciate the contri)ution of other team mem)er

• Perform tasks associate &ith other positions

• =isit other parts of the organiation in order to gain an

understanding of its &hole operations

• ;nteract &ith mem)ers of other &ork units to getopportunit* to de"elop ne& skills

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• 8nderstanding the superior9s &orld

• !dapting to the superior9s st*le

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• 8nderstanding the superior9s &orld• +r* to get a handle on their superior9s personal and

organiational o)ecti"es

• Lo*alt* and support are a t&o-&a* street7 and ust as a

superior can help su)ordinates attain their personal goals

• Superiors are not supermen7 the* do not ha"e all the

ans&ers7 and the* ha"e )oth strengths and &eaknesses• eeping superiors informed a)out "arious acti"ities in the

&ork group or ne& de"elopments or opportunities in the

field


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• Eecogniing common interests and goals

• !ckno&ledge shared interests7 "alues7 goals and

expectation

• Asta)lishing informal communication links is one of

the )est &a*s to disco"er common interests and "alues

• Be open and honest in communicating

• !n effecti"e &a* to esta)lish relationships &ith otheris to meet &ith them in context outside of normal

&orking relationships

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• 8nderstanding peers9 tasks7 pro)lems7 and re&ards

• Building a cooperati"e relationship &ith others

depends on kno&ing the sorts of tasks others perform

in the organiation

• Lending a hand &hene"er peers face personal or

organiational pro)lems

•

People should not underestimate the po&er of theiro&n sincere encouragement7 thanks7 and compliments

in positi"el* influencing the )eha"ior of their

colleagues

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• Practicing a theor* : attitude

• hen a person assumes that others are competent7

trust&orth*7 &illing to cooperate if the* can7 and

proud of their &ork7 peers &ill "ie& that person in thesame light

• Eecogniing someone else9s strengths and &eaknesses

•

;t is important to decide &hether to focus energ* firston impro"ing the relationship or to focus its solel* on

the task

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• +he t&o components of credi)ilit*

• Building expertise

• Building trust• Axpertise x trust

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• +he t&o components of credi)ilit*• Axpertise and trust

•

!)ilit* to engender trust in others• Seen as trust&orth*7 strong sense of right and &rong7

stand up and speak up for &hat the* )elie"e in protect

confidential information7 encourage ethical discussion

of )usiness or &ork issues7 and follo& through &ithcommitments

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• Building expertise• +echnical competence and organiational and industr*

kno&ledge

• etermine ho& the o) contri)utes to the o"erall

mission

• Become an expert in the o) through formal training

or teaching others7 and seek opportunities to )roadentheir technical expertise

• Axpertise is more than experience.

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• Building trust

• Clarif*ing and communicating "alues

•Building relationships &ith others to create ahigh le"el of mutual trust

• Leadership is a moral exercise

•Spend time listening to &hat the* ha"e to sa*

• Leader &ho )uild trust ma* )e )etter a)le to

influence and get &ork done through others

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• Axpertise x trust• Leader "ar* tremendousl* in their le"els of )oth

expertise and trust

• +hese differences ha"e distinct implications for

leaders &anting to impro"e their credi)ilit*

• Leader &ho do not stri"e to li"e up to their ideals or

fail to follo& through &ith their de"elopmentalcommitments are likel* to )e seen as less trust&orth*

than those &ho do

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• +he credi)ilit* mix )et&een expertise and trust?1. /igh expertise and high trust

2. /igh expertise and lo& trust

3. Lo& expertise and high trust

. Lo& expertise and lo& trust

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P6 Leadership Skills

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