Report on training at IIM Indore Mr. Sanjay S. Wankhede attended Management Capacity Enhancement Programme 2013 at IIM Indore during Jully 09 to 18, 2013 it was organized by NPIU, New Delhi. Interpersonal Effectiveness Interpersonal effectiveness – Role of the leader All of us have INTERPERSONAL NEEDS • Identify the Interpersonal Needs • What is interpersonal effectiveness (emotional intelligence) • Significance of interpersonal effectiveness – necessary? • Understand interpersonal effectiveness, w.r.t • How you behave toward others • What you expect from others in their behavior toward you • Self-awareness – interpersonal profile – FIRO B • Interpretation and practical aspects of the FIRO B • Applications • How does self awareness enable effectiveness? Interpersonal effectiveness • Influence, control • Others • Rapport • Communication • Affiliation • Conflict • Resistance • Interaction Interpersonal skills / ability • Ability / Skills to • Work through social interaction • Work with other people • ‘Influence’ others and be ‘influenced’ • ‘Manage’ conflicts • Communicate • Emotional Intelligence: Skills that assist an individual to manage emotions at the workplace: Self discipline and Empathy • Understand feelings and use them to take decisions • Empathize • Persist in the face of setbacks
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ssw iim indore - G. H. Raisoni College of Engineering …ghrce.raisoni.net/TNA/ssw iim indore.pdfInterpersonal skills – why? • Manage positive relationships at the workplace •
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Report on training at IIM Indore
Mr. Sanjay S. Wankhede attended Management Capacity Enhancement
Programme 2013 at IIM Indore during Jully 09 to 18, 2013 it was organized by
NPIU, New Delhi.
Interpersonal Effectiveness
Interpersonal effectiveness – Role of the leader
All of us have INTERPERSONAL NEEDS
• Identify the Interpersonal Needs
• What is interpersonal effectiveness (emotional intelligence)
• Significance of interpersonal effectiveness – necessary?
• Understand interpersonal effectiveness, w.r.t
• How you behave toward others
• What you expect from others in their behavior toward you
• Self-awareness – interpersonal profile – FIRO B
• Interpretation and practical aspects of the FIRO B
• Applications
• How does self awareness enable effectiveness?
Interpersonal effectiveness
• Influence, control
• Others
• Rapport
• Communication
• Affiliation
• Conflict
• Resistance
• Interaction
Interpersonal skills / ability
• Ability / Skills to
• Work through social interaction
• Work with other people
• ‘Influence’ others and be ‘influenced’
• ‘Manage’ conflicts
• Communicate
• Emotional Intelligence: Skills that assist an individual to manage emotions at the workplace:
Self discipline and Empathy
• Understand feelings and use them to take decisions
• Empathize
• Persist in the face of setbacks
Interpersonal skills – why?
• Manage positive relationships at the workplace
• Increased identification with peers / co-workers
• Employee/Management Relations
• Team Building
• Leadership Development
• Personal and professional: career development
FIRO-B
• An instrument for emotional intelligence awareness
– Self-Awareness
– Communication
– Building Relationships
– Conflict Management
What it does:
– Aids in understanding one’s behavior and its effect on others
– Increases your awareness of your natural strengths and weaknesses
– Suggests possibilities for adjusting the way you relate to others
Theoretical framework: Human needs
• Individual Motivated by THREE BASIC Interpersonal Needs
– Inclusion: the amount of belonging, attention, and recognition desired in social settings.
– Control: the level of influence, structure, and responsibility desired.
– Affection: the level of rapport, warmth, and support desired.
Theoretical foundation for the FIRO B
• The FIRO-B helps give insight into an individual’s degree of interpersonal understanding on
several levels:
– Inclusion: The willingness to include others or be included.
– Control: The willingness to manage and be managed.
– Affection: The willingness to express and receive affection
– The Flexibility to know when to call these things into play.
Leadership implications
• Effectiveness through compatibility
• Compatible groups work better
• Compatibility through similarity (e.g., both have similar need for affection, either high or low)
• Compatibility through reciprocity (e.g., Person 1 has high expressed control and Person 2 has
high wanted control)
• Team building
• Understand how needs can lead to formation of group culture and contribute to resistance –
e.g., clique formation within a group
Leadership
• Leadership effectiveness by understanding the needs of subordinates
e.g., if someone known to be Social Compliant (high wanted inclusion)
• Conflict management intervention – helps in diagnosis
• Relationship counseling
• Identify sources of conflict and incompatibility
• Personal development through self awareness – identify developmental needs
Leadership implications – Your influence on
Climate
• Strongest need is control
• Concentration of power (centralization)
• Competition between departments and individuals
• Decisiveness and accountability
• Dependence on direction (autonomy)
• Need for affection is weak
• Low responsiveness to personal issues
• Low identification with co-workers – relationships are functional
• Conflict suppression
Managing Change
Need for change
Organizations of 2000s
-Faster
-Quality oriented
--Employee friendly
-- Customer centric
-- Leaner
Need for change
Competition
Uncertainty
New technology
New products
Changing demands of consumers
New competition
Domestic
Global
Planned change
• OD is directed at bringing about planned change to increase and organization’s effectiveness
and the ability to cope with changing conditions
• Organizations go for planned change to,
• solve problems
• learn from experience
• reframe shared perceptions or assumptions
• adapt to external environment changes,
• improve performance
• Theories of planned change
• Lewin’s model
• Action research model, and
• Positive model
Forces for and against
• For
• External
• Present situation
• Top management
• Against
• Inertia
• Unknown
• Personal agenda
• Routine
Driving forces toward acceptance of change
• Dissatisfaction with present situation
• External pressures toward change
• Momentum toward change
• Motivation by management
Restraining forces
• Uncertainty regarding change – the ‘comfort zone‘
• Fear of the unknown
• Disruption of routine
• Loss of benefits – what’s in it for me attitude
• Threat to security
• Threat to power position
• Redistribution of power
• Disturbance of existing social networks
• Conformity to norms and culture
Resistance to change - Issues
• What makes an individual, group or organization believe that change will be beneficial
• What forces interfere with and restrict the implementation of change
• What phases of resistance does the change effort encounter
• What can the change agents do to increase probability of acceptance of change
Resistance to change – life cycle
• Resistance – Any conduct that strives to maintain status quo in the face of pressure to alter
status quo (Zaltman and Duncan, 1977)
•Resistance to change – forms of controversy, hostility, conflict – either covert or overt
• 1: Few people see the need for change and take reform seriously
• Face criticism, ridicule, persecution – forced to conform
• Larger organizations
• 2: Forces for and against change become identifiable – change is discussed – attempts to
understand
• Greater understanding lessens perceived threat
• 3: Direct conflict between forces for and against change – critical phase
• 4: After the decisive phase – resistance needs to be dealt with tactfully – underestimation..
• 5: Resistors often alienated
• Conflict is often subtle and verbal disagreements may be minimal
Resistance to change – Behavioral elements
• Covert vs. Overt
• Covert resistance occurs in the form of concealed and undefined behavior, e.g., lack of
support or enthusiasm for the change effort
• Overt resistance is open in nature and confrontationist
• Conscious vs. Unconscious: Motivation perspective
• Unconscious- resistors are unaware that their behavior undermines change efforts, mainly
due to previously set work routines, ingrained habits or cultural issues
• Conscious – resistors knowingly undermine the change effort, due to self-serving motives etc.
Resistance to change – O’Connor’s model
• The Saboteur- Covert and conscious
• Undermine change but at the same time pretend to support it.
• May verbally support change but do nothing to make it happen or actually indulge in
disruptive behavior
• Likely to be driven by self-serving behavior
• The Survivor – Covert and unconscious
• The types who fail to meet change targets and understand the implications of their behavior
• Such resistance may remain undetected
• The Zombie – Overt and unconscious
• An extreme case of the survivor and is unable to change since s/he is accustomed to behaving
in a particular manner
• Continue to avoid changing till the next reminder
• The Protestor – overt and conscious
• Easy to detect and manage, since they are open about their position and rationale for
resistance
Strategies to lessen resistance
• Education and communication
• Reduces uncertainty and fear of the unknown
• Create a vision
• Participation of members in the change program
• Facilitation and support
• Negotiation and agreement
• Leadership
• Explicit and implicit coercion
• Power strategies
Motivating Change
• Creating Readiness for Change
– Sensitize the organization to pressures for change
– Identify gaps between actual and desired states
– Convey credible positive expectations for change
• Overcoming Resistance to Change
– Provide empathy and support
– Communicate
– Involve members in planning and decision making
Creating a Vision
• Discover and Describe the Organization’s Core Ideology
– What are the core values that inform members what is important in the organization?
– What is the organization’s core purpose or reason for being?
• Construct the Envisioned Future
– What are the bold and valued outcomes?
– What is the desired future state?
Managing the Transition
• Activity Planning
– What’s the “roadmap” for change?
• Commitment Planning
– Who’s support is needed, where do they stand, and how to influence their behavior?
• Management Structures
– What’s the appropriate arrangement of people and power to drive the change?
Sustaining Momentum
• Provide Resources for Change
• Build a Support System for Change Agents
• Develop New Competencies and Skills
• Reinforce New Behaviors
• Stay the Course
Higher Education Institution roles
Educating people
• Increasing the stock of ‘codified’ useful knowledge
• Problem-solving
Providing public space
Educating People
• Training skilled undergraduates, graduates and postdocs
Increasing the stock of ‘codified’ useful knowledge
• Publications
• Patents
Pro Problem-solving to types
• Contract research
• Cooperative research with industry
• Technology licensing
• Faculty consulting
• Providing access to specialized instrumentation and equipment
• Incubation services
Providing public space
• Forming/accessing networks and stimulating social interaction
• Influencing the direction of search processes among users and suppliers of technology