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Limiting the Risk of Leadership Communication Presenter: Lance R. Lippert Objectives To better understand the role of leadership in daily organizational interactions. To demonstrate leadership competency in various organizational relationships. To better understand the function of communication in leadership relationships. Leadership? What is leadership? Can I be a leader? How do I lead? Is it about the process, my ability, or my relationships? Leadership Aerobics! Activity-Leadership Quiz Can We Define 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." (Bennis) "Leadership is influence - nothing more, nothing less." (Maxwell) Can We Define Leadership? “Leadership is the ability of developing and communicating a vision to a group of people that will make that vision true.” (Kenneth Valenzuela) “Leadership is an influence relationship among leaders and follower who intend real change that reflect their mutual purpose.” (Rost). Can We Define Leadership? Let’s ask some other experts! Santa Colin Powell Desmond Tutu Leadership Approaches Trait theories: there are particular personality qualities that are associated with leaders and will result in effective leadership (born not made) – Intelligence – Self confidence – Determination – Integrity – Sociability Leadership Approaches Styles Theories: Traits translate into preferred behaviors in a leader. – Behavioral styles make leaders more or less effective leaders – Form of activity – Task behaviors-facilitate goal accomplishment & achievement of objectives (task, maintenance) – Relationships behaviors-help followers feel comfortable w/ job, selves, and others (social) Leadership Approaches Situational Theories: Different situations demand different kinds of leadership. – Effective leaders adapt style the demands of different situations – Focus is on leadership in situations – role development – follower readiness – nature of task and relationship – Leader-follower match Leadership Communication Relational orientation Solicits opinions Recognizes positions, ideas, and feelings of others Engages in flexible, open com Listens carefully to others Makes requests Focuses on feelings, emotions, and attitudes as they relate to personal skills Most often communicates orally Leadership Communication Task orientation Disseminates information Ignores positions, ideas, and feelings of others Engages in rigid, stylized communication Interrupts others Makes demands Focuses on facts, data, and info as they relate to tasks Emphasizes productivity through acquisition of tech. skills Most often communicates in writing LBDQ Self Assessment LBDQ Scoring What’s orientation? Sum the odd items & Sum the even items Scoring 45-50 40-44 35-39 30-34 25-29 10-24 = = = = = = very high range high range moderately high range moderately low range low range very low range Leadership or Management No need to differentiate the two. Key is to balance…organizations need to nurture both Not everyone is effective as both, but an individual can be effective Management role in hierarchy but expected to demonstrate leadership Have to reject the notion to denigrate management to ennoble leadership. BM Leadership Grid Self Assessment Effective Leadership Communication Minimizes the Risk of Miscommunication! Clarify communication Check perception Monitor your attitude Relationship building Clarify Communication IPC=the exchange of verbal & nonverbal messages between individuals to gain an understanding. Competency=KASA Consider – Audience – Channel – Active listening Miscommunication Example Check Perception Where does our perception originate? What is the other person’s perception? What is your perception? How do we present ourselves? Consider what we bring to the interaction. How Do You See the World? The following short quiz consists of 4 questions and will tell you whether you are qualified to be a professional. Scroll down for each answer. The questions are NOT that difficult. But don't scroll down UNTIL you have answered the question! 1. How do you put a giraffe into a refrigerator? How Do You See the World? The correct answer is: Open the refrigerator, put in the giraffe, and close the door. This question tests whether you tend to do simple things in an overly complicated way. 2. How do you put an elephant into a refrigerator? How Do You See the World? Did you say, Open the refrigerator, put in the elephant, and close the refrigerator? Wrong Answer. Correct Answer: Open the refrig., take out the giraffe, put in the elephant and close the door. This tests your ability to think through the repercussions of your previous actions. 3. The Lion King is hosting an animal conference. All the animals attend... except one. Which animal does not attend? How Do You See the World? Correct Answer: The Elephant. The elephant is in the refrigerator. You just put him in there. This tests your memory. Okay, even if you did not answer the first three questions correctly, you still have one more chance to show your true abilities. 4. There is a river you must cross but it is used by crocodiles, and you do not have a boat How do you manage it? How Do You See the World? Correct Answer: You jump into the river and swim across. Have you not been listening? All the crocodiles are attending the Animal Meeting. This tests whether you learn quickly from your mistakes. According to ACME Consulting Worldwide, around 90% of the professionals they tested got all questions wrong, but many preschoolers got several correct answers. This conclusively disproves the theory that most professionals have the brains of a four-year-old. Monitor Your Attitude Can’t give away something you don’t have! What kind of place would your workplace be if everyone had your attitude? Are you a good organizational citizen? YOGOWYPI! Relationship Building Realize your connection with those around you! Synergy – The sum of the whole is greater than the sum of the parts. – Take the parts separately from the whole of the parts A company had a vast scrap yard in the middle of a desert. Management said, "Someone might steal from it at night." So they created a night watchman position and hired a person for the job. Then management said, "How does the watchman do his job without instruction?" So they created a planning department and hired two people; one person to write the instructions and one person to do time studies. Then management said, "How will we know the night watchman is doing his tasks correctly?" So they created a Quality Control department and hired two people. One to do the studies and one to write the reports. Then management said, "How are these people going to get paid?" So they created the following positions, a timekeeper and a payroll officer; then hired two more people. Then management said, "Who will be accountable for all of these people?" So they created an administrative section and hired three people; an Administrative Officer, Assistant Administrative Officer, and a Legal Secretary. Then management said, "We've had this command in operation for one year now and we're $18,000 over budget. We have to cutback on overall costs." So they laid off the night watchman! Climate A set of organizational characteristics that are relatively stable, represent the workplace atmosphere, differentiate organizations, and influence behaviors of organizational members. Climate Affects Attitude Morale Satisfaction Dedication Effort Productivity Did You Know…. Climate is linked to job satisfaction and perceive organizational effectiveness. That as satisfaction with communication increases, positive perceptions of the general organizational climate also increase. What Creates Climate? Leadership Relationships Communication Trust Credibility Participation What Creates Climate? Responsibility Socialization/belonging Compensation Rules/standards/expectations Workload Leadership Question? What do you think about when you consider a supportive climate and defensive climate? Question? What happens in these types of work environments or in workplaces with supportive or defensive climates? Activity 1) 2) 3) Let’s think about specific supportive and defensive behaviors in your own organizations or work teams that might contribute to climate. 5 minutes-Individual reflection 10 minutes-Work group (3 people) discussion Large group discussion Characteristics of a Defensive & Supportive Work Climate Evaluation Passing judgments, questioning standards, & blaming Descriptive Nonjudgmental & asking questions for information Characteristics of a Defensive & Supportive Work Climate Control Trying to do something to another Problem Orientation Defining mutual problems & seeking mutual solutions Characteristics of a Defensive & Supportive Work Climate Manipulation Tricking others, ego-centric, & hidden agenda Spontaneity Being free of deception & having no hidden motives Characteristics of a Defensive & Supportive Work Climate Neutrality Expressing lack of concern Equality Having mutual trust and respect Characteristics of a Defensive & Supportive Work Climate Superiority Communicating with an attitude & condescending Empathy Respecting the worth of the listener Characteristics of a Defensive & Supportive Work Climate Certainty Being dogmatic & needing to be right all the time Openness Being willing to experiment with one’s own behavior, attitudes, and ideas Question? What does leadership have to do with a supportive climate? What Comes First? COMMUNICATION CLIMATE CLIMATE COMMUNICATION Communication Competencies Knowledge Ability Skill Attitude Effective communication is crucial to a supportive workplace climate Adaptive Leadership (Situational LeadershipHersey & Blanchard) Changing your leadership style based on the people you are working with, the nature of the task, the nature of the organizational climate, and the values within your organizational culture. Adaptive Leadership Styles Director Coach Facilitator Delegator Follower Readiness (competence/ability & commitment/effort) Readiness level 1-follower lacks skills and willingness Readiness level 2-follower lacks skills but is willing Readiness level 3-follower is skilled but lacks willingness Readiness level 4-follower is skilled and willing Adaptive Leadership Styles The Director…. Tells people what to do, when to do it, and how to do it. No discussion. Gives instructions of what to do, and then supervise. Adaptive Leadership Styles The Coach….. Tells people what to do, when to do it, and how to do it; however, provides individuals with plenty of encouragement and support. Adaptive Leadership Styles The Facilitator… Includes employee in decision making process, seek their input, and listens to their thoughts and ideas. Not too directive. Adaptive Leadership Styles The Delegator… Tells individuals what needs to get done and let them do it. For workers who know how to get the job done and are motivated to do it. Case Study The Practice of Leadership Exercising appropriate social influence. “The process by which people successfully persuade others to follow their advice, suggestion, or order (Keys and Case).” What motivates you? The carrot or the stick? The Practice of Leadership Facilitate participative decision making when appropriate. Make sense of information. Work/life balance (stress). Manage conflict (Crucial Conversations) Life long learning and development. Performance appraisals. Build relational rapport. The Practice of Leadership Providing constructive feedback. Feedback dimensions – Valence (positive or negative) – Timeliness (how quickly feedback is given) – Specificity (level of detail contained) – Frequency (# of times feedback is given) – Sensitivity The Practice of Leadership Goal setting. Goal specificity Goal difficulty Participating in goal setting Participation provides significant rewards such as increased employee satisfaction, and greater role clarity Objectives To better understand the role of leadership in daily organizational interactions. To demonstrate leadership competency in various organizational relationships. To better understand the function of communication in leadership relationships. Contact School of Communication Illinois State University Lance R. Lippert (309) 438-8869 [email protected]
