IGNOU MBA MS-01 Solved Assignments 2010 ASSIGNMENT
Course Code Course Title Assignment Code Coverage
: : : :
MS-01 Management Functions and Behaviour MS-01/SEM-I/2010 All Blocks
Note: Please attempt all the questions and send it to the Coordinator of the study center you are attached with
1) Explain the tasks of a professional manager. Describe the tasks which are more challenging in terms of survival and growth of the organization. Illustrate with the help of examples from an organization you are acquainted with. Briefly describe the organization you are referring to. 2) Discuss the various types of decision ± making. Describe the managerial decisions being made in an organization you are familiar with, what are the outcomes of those decisions. Explains with examples.
3) Explain various types of conflicts. Discuss the strategies which have been used to resolve interparty conflict in any organization you are familiar with. Briefly describe the organization you are referring to. 4) Explain the Importance of the communication in organizations. Discuss various communication channels used in an organization you are familiar with and their effectiveness. Briefly describe the organization you are referring to. 5) Explain the various leadership styles. Discuss the leadership styles of your organization and how influential it is in improving the performance of your organization or any organization you are acquainted with. Briefly describe the organization you are referring to.
Solution of IGNOU MBA MS-01 Assignments 2010 Solution 1: Tasks of professional managers: 1. Providing direction to the firm: Envisioning goal is the first task that should never be delegated. 2. Managing survival and growth. There are two sets: internal and external. Internal factors are choice of technology, efficiency of labour, competency of managerial staff, company image, financial resources etc.
External factors are govt. policy, laws and regulation, changing customer taste, attitude and values, increasing competition etc. 3. Maintaining firm¶s efficiency: A manager has not only to perform and produce results, but to do so in the most efficient manner. The more output a manager can produce with the same input, the greater will be the profit. 4.Meeting the competition challenge: A manager must anticipate and prepare for the increasing competition. Competition increasing in terms of more producers, products, better qua lity lity etc. et c. 5.Innovation: To finding new and better way to doing any task 6.Renewal: Managers are responsible for fostering the process of renewal.it has to do with provoding new process and resources. 7. Building human organization: organizat ion: A good worker is a valuable assets of any company. Every manager must constantly lookout for people with potential and attract t hem to join the company. 8. Change management: A manager has to perform the task of change agent.its the managers task to ensure that the change is introduced and incorporated in a smooth manner with the least disturbance and resistance. 9.Selection: Todays manager4 are faced with a bewildering array of information technology choices that promise to change the way work gets done.
Example: A professional manager for a city has duties which include meeting with elected council to determine policies that are determined by the council and to notify council members and citizens about the local govt.operations.discussing of certain reforms, installing a bridge, setting up new traffic plans, or proposing a new building-all these are many more things which can affect community life are some of the responsibilities of the professional managers in a township. He is also responsible for preparing annual budget, presenting it to elected officers for sanction and then implementing it, after is is approved. Listening to citizen grievances with regards to administration, civic problems, law and order, and presenting matter to the elected officials for appropriate actions are some of the task of professional manager who is in charge of the administration of a city. c ity.
Solution 2: TYPES OF DECISION MAKING: Irreversible These are type of decisions, which if made once cannot be undone. Whatever is decided would then have its repercussions for a long time t ime to come. It commits one irrevocably when w hen there is no other satisfactory option to the chosen course. A manager should never use it as an all-or-nothing but instant escape from general indecision. Reversible These are the decisions that can be changed completely, either before, during or after the agreement of taking action. Such types of decisions allows one to acknowledge a mistake early in the process rather than perpetuate perpet uate it. It can be effectively used for changing circumstances where reversal is necessary. Experimental These types of decisions are not final until the first results appear and prove themselves to be satisfactory. It requires positive feedback before one can dec ide on a course co urse of action. It is useful and effective when correct move is unclear but there is a general clarity c larity regarding the direction of action. Trial and Error In this type of decision making, knowledge is derived out of past mistakes. A certain course of action is selected and is tried out, if the results are positive, the action is carried further, if the results appear negative, another co urse is adopted. And so on and so forth a trial is made and an error is encountered. Till the right combination co mbination takes place, this situation continues. It allows the manager to adopt and adjust plans continuously before the full and final commitment. commitment. It uses both, the positive and negat ive feedback before selecting one particular course o f action. Made in stages Here, the decisions are made in steps until the whole action is completed. It allows allows close c lose monitoring of risks as one accumulates the ev idences from out-comes and obstacles at every stage. It permits feedback and further discussi d iscussion on before be fore the next stage of the decision decision is made. Cautious It allows time for contingencies and problems pro blems that may crop up later at the time t ime of implementation. The decision-makers hedge their best o f efforts to adopt the right course. It helps to limit the risks that are inherent to decisiondecision-making. making. Although this may also limit the final gains, it allows one to scale down those projects which look too risky in the first instance. Conditional Such type of decisi dec isions ons can be altered if certain foreseen circumstances arise. It is an µeither / or¶ kind of decision with all options kept open. It prepares one to react if the competition makes a new move or if the ga me plan changes radically. It enables one to react quickly to the ever changing circumstances of competitive co mpetitive markets.
Delayed Such decisions are put on o n hold till the decision±makers feels that the t ime is right. A go-ahead is given only when required elements are in place. It prevents one from making a decision at the wrong time or before all the facts are known. It may, at times result into forgoing o f opportunities in the market that require prompt pro mpt action. BEING DECISIVE The ability to take timely, t imely, clear and firm decisions is an essential quality of leadership, but t he type of decision needed, varies according to the circumstances. Learning to recognize the implications of taking each type o f different decisions leads to error minimization. Being Positive Taking decisive action does do es not mean making decisions on t he spur of the moment. Although, it may be necessary in emergencies e mergencies and as also occasionally desirable for other reasons. A true leader approaches the decisions confidently, co nfidently, being aware of consequences and fully in command of the entire decision±making process. pro cess. Making Fast Decisions It is important to be able to assess whether a decision needs to be made qu ickly or it can wait. Good decision-makers often do make instant decisions ± but they then assess the long-term implications. Identifying issues It is crucial to diagnose problems pro blems correctly. Before any decision is made identifying and defining the issue removes the criticality. This also means dec iding who else needs to be involved in the issue, and analyzing the implication of their involvement. Prioritizing factors While making a decision, a manager needs to prioritize on important factors. So me factors in a process are more important than others. The u se of Pareto¶s rule of Vital Few and Tr ivial may help in setting up of the priorities. priorities. Giving every factor affecting a decision equal weight makes sense only if every factor is equally important. The Pareto rule concentrates on t he significant 20 percent and gives the less important 80 percent lower priority. Using advisers It is advisable to involve as many people as are needed in making a decision. In making collective decisions, specific expertise as well as experience o f a person both can be used simultaneously. The decision-maker, having weighed the advice of experts and experienced hands, must then use authority aut hority to ensure that the final decision is seen through. Whetting decisions If one does not have the full autonomy to proceed, p roceed, it is advisable to consult the relevant aut hority ± not just for the final go, but also for the input. It is always in the interest of the subordinate to have the plans whetted by a senior colleague whose judgment is trusted and who is experienced. Even if there is no need t o get the decisi dec ision on sanctioned, sanct ioned, the top people are likely to lend their cooperation well if they have been kept fully informed all the way long, of the decision path.
MANAGERIAL DECISION MAIKING
In this installment of our guide to organizat ional management we look at managerial decision making... Effective managers are tasked with making dec isions ranging from large to small on a daily basis. An effective organization employs managers who are problem-solvers and who can make decisions constantly. It is critical to first prioritize issues and problems based on the issues potential effect on the organization. Those that stand to have the greatest impact should be dealt d ealt with first, and all problems need to be addressed in a systematic way prior to a decision being made. Because a first impression is just that, and do es not necessarily reflect the entire situation, a manager must avoid jumping to conclusions. Collecting information from more than one source to avoid bias, and co mpletely assessing all pertinent (and verifiable) verifiable) information prior to rendering a decision is strongly recommended. Collecting information in order to obtain a co mplete understanding of the issue is only the first step, however. Once the t he information is available, then it is wise to brainstorm different solutions and possible options in order to get more than one perspective. Such options can start out as wide-ranging, and then can be narrowed down to fit the scope of the problem. Having identified a set of options and so lutions, feedback and suggestions on them, a long with alternatives, should be sought from consultations with others. For t he most part, group decisions (particularly where the group contains people peop le who the end decision will affect) affect) are preferable to those made by individuals as a pool of knowledge, skills and experience can be drawn upon. Tools, techniques and analysis methods (such as: P areto Analysis; Paired Comparison Analysis; Grid Analysis; PMI; Six Thinking Hats; Starbursting; Decision Trees) Trees) can then be applied. These T hese are not conclusive, but they t hey do offer an objective and so mewhat scientific approach to decision making. Theyre particularly useful when the decision-makers judgment is liable to be clouded by being too closely involved with the issue at hand. Then comes the time t ime to weigh the pros and cons of o f a decision. Which option or solution gives most to the organization whilst taking least from it? Few decisions will be as clear cut to hold no drawbacks. Negatives are acceptable t hough, so long as the positives po sitives sufficiently sufficiently outweigh them.
Degrees of Outcome Predictability Certainty Risk Uncertainty Ambiguity Certainty Full knowledge of available alternatives Full knowledge of what o utcome will result from each alternative Few certain decisions in the real wor ld. Risk Knowledge of what the t he alternatives are Know the probabilities of outcomes resulting from each a lternative. Uncertainty Goals are known, but information about alternatives and future outcomes is incomplete (probabilities unknown) unknown) Some alternatives may be completely unknown Ambiguity Objectives to be achieved are unclear Little, if any, knowledge of o f alternatives
Solution 3 : Types of Conflict By evaluating a conflict according to the five categories below -- relationship, data, interest, structural and value -- we can begin to determine the causes of a conflict and design resolution strategies that will have a higher probability of success. elationship R elationship
Conflicts
Relationship conflicts occur because of the presence of strong negative emotions, misperceptions or stereotypes, poor communication or miscommunication, or repetitive negative behaviors. Relationship problems often fuel disputes and lead to an unnecessary escalating spiral of destructive conflict. Supporting the safe and balanced expression of perspectives and emotions for acknowledgment (not agreement) is one effective approach to managing relational conflict. Data Conflicts Data conflicts occur when people lack information necessary to make wise decisions, are misinformed, disagree on which data is relevant, interpret information differently, or have competing assessment procedures. Some data conflicts may be unnecessary since they are caused by poor communication between the people in conflict. Other data conflicts may be genuine incompatibilities associated with data collection, interpretation or communication. Most data conflicts will have "data solutions." Interest Conflicts
Interest
conflicts are caused by competition over perceived incompatible needs. Conflicts of interest result when one or more of the parties believe that in order to satisfy his or her needs, the needs and interests of an opponent must be sacrificed. Interest-based conflict will commonly be expressed in positional terms. A variety of interests and intentions underlie and motivate positions in negotiation and must be addressed for maximized resolution. Interest-based conflicts may occur over substantive issues (such as money, physical resources, time, etc.); procedural issues (the way the dispute is to be resolved); and psychological issues (perceptions of trust, fairness, desire for participation, respect, etc.). For an interest-based dispute to be resolved, parties must be assisted to define and express their individual interests so that all of these interests may be jointly addressed. Interest-based conflict is best resolved through the maximizing integration of the parties' respective interests, positive intentions and desired experiential outcomes. Structural Conflicts Structural conflicts are caused by forces external to the people in dispute. Limited physical resources or authority, geographic constraints (distance or proximity), time (too little or too much), organizational changes, and so forth can make structural conflict seem like a crisis. It can be helpful to assist parties in conflict to appreciate the external forces and constraints bearing upon them. Structural conflicts will often have structural solutions. Parties' appreciation that a conflict has an external source can have the effect of them coming to jointly address the imposed difficulties. Value Conflicts Value conflicts are caused by perceived or actual incompatible belief systems. Values are good " " or beliefs that people use to give meaning to their lives. Values explain what is " good " bad," bad," " right right " " or "w rong," rong," "j ust ust " " or " un j un j ust." ust." Differing values need not cause conflict. People can live together in harmony with different value systems. Value disputes arise only when people attempt to force one set of values on others or lay claim to exclusive value systems that do not allow for divergent beliefs. It is of no use to try to change value and belief systems during relatively short and strategic mediation interventions. It can, however, be helpful to support each participant's expression of their values and beliefs for acknowledgment by the other party.
RESOLVING CONFLICT
The conflict resolution requires great managerial skills. Here we are t rying to give a solution to a conflict turning it in a constructive side. If one party exercises the principles of interact ion, listens, listens, and us the t he six steps of collaborative resolution, that party may be able to t o end the conflict constructively. constructively. At the very least, he or she may be able to prevent the conflict from turning into a fight by choosing an alternative to destructive interaction?" There is a difference between resolving reso lving a conflict and managing conflict. Resolving a conflict ends the dispute by sat isfying the interests of both parties. Managing a conflict contains specialized interaction that prevents a dispute d ispute from becoming a destructive battle. Managing a conflict attends to the personal issues so as to allow allow for a constructive relationship, even though the objective issues may not be resolvable. For example, the former Soviet Union and the United
States managed their conflict during the Cold War by using a variety of o f mechanisms. The objective issues in the dispute were not resolved, and neither were the personal issues, which contained significant perceptual differences. However, both sides attended significantly to the relationship to keep the disagreement from fro m turning into a destructive battle. Our goal in conflict always should be to seek a resolution based on o n mutual gain. Realistically, however, resolution is not always possible. When this is the case, we must manage the co nflict to ensure that the relationship is constructive and that o pen communication is maintained. We Listen to Conflict to understand the other party and demonstrate the acceptance required to maintain the relationship 1. The Framework for conflict resolution When conflicts arise, we assess a variety of factors before selecting our approach to the situation. We may choose choo se to compete, or dominate, where we try to impose our will on the other side through physical or psychological means, or we may choose to accommodate, or surrender, and cede victory to the other side. Likewise, we may decide to withdraw by either doing nothing or refusing to participate in the conflict altogether, o r we may collaborate and reach a constructive and mutually acceptable solution. And if none of those approaches proves effective, we might choose third-party intervention, a form of co llaboration llaboration in which an a n individual or group external to the conflict intercedes to move both parties toward agreement. While each of the above orientations represents a way to manage conflict, only two collaboration and third-party intervention-are, by definition, focused o n mutual gain and resolution. These two t wo approaches consider the interests of both parties and are most likely to use empathic listening as the primary tool to enhance understanding. understa nding. The other methods deal dea l unilaterally with the conflict and fail to manage the interdependence of the dispute. In order to understand the mechanisms behind the four orientations to conflict, it is useful to examine how these orientations can be applied. The study of negotiation, nego tiation, one form of conflict resolution, provides two opposite approaches for dealing with disputes. Most often, we think of negotiation in the formal sense seen in the business or diplomatic environment, where t wo or more parties bargain to reach agreement. However, two types of negotiation, competitive bargaining and collaboration, also a lso provide good models for understanding different ways of resolving our conflicts. conflicts. 2. Competitive Bargaining When most people think of negotiation, they think of competitive bargaining. In this type of negotiation, a seller asks for more than he expects and a buyer offers less than she is willing to pay. Then, through t hrough a series of concessions, the two sides meet somewhere in the middle where each side is reasonably satisfied. This form of negot iation also is frequently called distributive bargaining or concession-convergence. It maintains a competitive, win-lose orientation, with the goals of one party and the t he attainment of those goals in direct conflict with the goals of the other party. In other words, competitive bargaining is a positional conflict in which "winning" is determined by how much of the original position was obtained. The parties believe that resources are fixed and limited, and that t hat they must battle to maximize their share of the wea lth.
In competitive bargaining, each party part y uses strategy, tactics, and tricks to achieve its objective, and whether one o f both parties will achieve their goal depends upo n their ability to "play the game." Each party seeks to extract information from the other party that will help in ident ifying appropriate counteroffers, while revealing as little accurate information as possible about its own preferences. The final agreement often depends on the willingness of one party to stake out a tough and extreme position po sition that causes the other party to make co ncessions. Labor management disputes and international negotiations often use this model o f conflict resolution. The competitive bargaining process pro cess is unappealing to many of us and often produces unwise agreements. Some of us simply do not have the skills or the temperament to play p lay the game. We see the process as being unnecessary tough, deceitful, or manipulative. Perceptions of power & control also are a significant factor in the effectiveness of competitive bargaining. If you do not have the power in the relationship, or if you perceive that you do not, you are more likely to obtain an unsatisfactory resolution. Your lack o f power will prevent you from using authority or aggression to resolve, or win, the d ispute. In competitive bargaining this form of aggression is often played as a trump card to achieve the win for the party who is able to acquire the most power. The positional approach of co mpetitive bargaining also causes unnecessary issue rigidity. Our egos become so invested in our positions that we are prevented from accepting alternatives. Therefore, even if a better bett er solution is created, it is unlikely that we w ill back down. Another problem with competitive bargaining is that it often ignores the personal issues that affect the resolution process. In competitive bargaining, we care about the other party's needs only as a means to identify an opportunity oppo rtunity for trade. For example, we will trade one d ay at the beach (the other party's need) need) for one day visiting museums (our need) need). But even if the t rade satisfies one need, competitive bargaining still requires some amount of persuasion, decept ion, and manipulation if we are going go ing to resolve all of the objective issues in a satisfactory manner. Over time, this usually breaks down the trust between the parties and places a significant strain on t he relationship. Competitive bargaining tends not to resolve co nflict. It merely manages it for his short term. It is based on an attitude o f limits limits and is fundamentally a process of reaching a settlement within a bargaining range. Both parties know that they are going to have to settle for something less than they would prefer, but they t hey each hope that t he deal will be better than their bottom line. Parties who do not think they got go t the best deal dea l possible or who believe that they "lost" typically t ypically try to find ways to recoup their losses later. Even if one party believes that it "won," it still knows that it left something on the bargaining table tab le and will try to acquire it in future negotiations. Labor and management, for example, may reach an agreement, but it is not long before they are back at the bargaining table, renegotiating renegot iating issues that one or both sides thought had been sett led previously. There is an alternative that breaks the t he destructive cycle of competitive bargaining. It builds relationships and opens the door to constructive resolution. The alternative not only helps you correctly identify the objective issues, but also manages, if not resolves, the personal issues in the dispute. It is based on principles pr inciples of interaction that endeavor to understand a ll of the underlying interests that must be satisfied to reach sustained agreement.
3. Collaboration The collaborative approach to conflict conflict resolution, also called ca lled mutual gains or integrative bargaining, argues for the possibili po ssibility ty of solutions that a ll sides sides find acceptable. It I t embodies the notion of "win-win," a core component of our principle of mutual gain. Co llaboration is about identifying a common, shared, or joint goal and developing a process to achieve it. It is a process in which both parties exchange information openly, defines their common problems, and creates options to solve these problems. And while t he collaborative process cannot guarantee gu arantee that agreement will always be reached, more often than not, the analysis of interests, needs, and desires helps the resolution process and ultimate agree ment. There are many reasons why people peo ple don't pursue this model of o f conflict resolution. First, people in conflict often do not reco gnize the potential for collaboration. This often is the result of an attitude of limits, either-or thinking, or a fixed-pie mentality. When parties remain positional or see only a limited number o f solutions that will satisfy their interests, they do not use their creativity to solve the problem. The history of the relationship between the t wo parties also can prevent collaboration. Over t ime, destructive conflict can build resentment, if not contempt. And, as John Gottman notes in Why Marriages Succeed or Fail (1 (1994) 994), contempt breeds the intent to "insult "insult and psycho logically abuse" the other party. This is not always major major abuse; it may be small, nit-picking criticisms that add up over time. The personal issues become so overwhelming that the objective issues of the conflict cannot be examined, and parties often cannot be in the same room together, let alone identify ways of resolving the conflict. Another barrier to collaboration relates to the co mplexity mplexity of o f most conflicts. Some elements are conducive to collaboration, and some elements require competitive bargaining. Each mode of conflict resolution requires different skill sets, and you can send mixed messages unless you handle them carefully. care fully. Finally, people often have a lack of faith in their problem-solving ability. Parties that enter the resolution process believing that they can wo rk together usually find a way to collaborate. Those who do not have a solid self-concept will be less willing to follow the Principles of interaction& use listening to seek collaborativ co llaborativee resolution. There are many obstac obstacles les that make collaboration more difficult. Given our inherent competitiveness and the various factors that surround many o f our disputes, it is a wonder that constructive collaboration occurs at all. However, it does occur if one or both of the parties in conflict outcomes, the following conditions must be established at some point during the process: Face-to-face interaction: The Listening to Conflic Co nflictt approach appro ach to dispute resolution requires developing an understanding o f the total message another party is trying to communicate. The most effective way to accompli acco mplish sh this is through face-to-face interaction, where we can see the nonverbal expressions that give us clues c lues to underlying emotional needs. High acquaintance potential: Without the ability to accept and have positive regard for the other party, collaboration will not be possible. po ssible. We have to like the person as a person and be willing to
establish a relationship that goes beyond the issues of the dispute. This will allow the personal issues to be dealt with separately from the o bjective issues in the particular conflict so that we can explore options for mutual gain. Constituency support: The parties in conflict will not be able t o collaborate if outside constituencies try to force competitive and po sitional norms. Third parties must be supportive of the collaborative process or risk nullifying the pos itive steps taken toward collaboration by reneging on constructive agreements established between t he two interacting parties. We must prevent or resolve any conflict with our constituencies prior to interacting with the other party in the primary dispute. Cooperative tasks: Acceptance goes a long way toward diffusing head-to-head competition in conflict, but unless a joint or mutual task is established, there will be no need to collaborate. We at least must frame the conflict as a problem to be solved together in order to establish a collaborative environment. Shared exploration: Sharing in the pro cess of understanding the problem and creating so lutions keeps both parties involved. This saves one o ne party from the trap of inventing all of the solutions, and the inevitable dependence and resentment that accompanies that responsibility. When both parties are involved, there will w ill be stronger commitment to the final solutions. No fixed agenda: An agenda age nda creates a positi pos itional onal interaction that is based on satisfying the needs of one party without understanding how the interests of both are related. Having an age nda sends the message that you are not interested in the other party's issues and needs issues and needs. The only agenda should shou ld be to follow the steps of collaboration co llaboration and work toward mutual gain. Adherence to collaborativ co llaborativee process steps. Successful S uccessful resolution resolution requires that we follow the steps of collaboration. If we skip a step, we risk sending the other party mixed signals that will; propel that party toward a defensive, competitive mode. The Six Steps of Co llaboration llaboration With the above conditions in mind, a constructive environment can be established. Ho wever, collaboration also requires that resolution proceed through a series of steps that create a more effective interaction. The steps progress logically &should be depart ed from only to return to a previous step as a means to enhance the relationship & increasing understanding. Skipping steps reduces the chance for collaborative agreement and should be avoided. The six steps are as follows: The Six Steps of Co llaboration llaboration 1. Prepare for the Interaction. 2. Initiate the Exchange. 3. Facilitate the Relationship. 4. Understand the Interests. 5. Examine the So lutions. 6. Reach Consensus
Solution 1: Importance of communication For manager ± employee relations: Effective communication of information and decision is an essential component for management-employee relations. The manager cannot get the work done from employees unless they are communicated effectively of what he wants to be done? He should also be sure of some basic facts such as how to communicate and what results can be expected from that communication. Most of management m anagement problems arise because of lack of effective communication. Chances of misunderstanding and misrepresentation can be minimized with proper communication system system.. For motivation and employee morale: Communication is also a basic tool for motivation, which can improve morale of the employees in an organization. Inappropriate or faulty communication among employees or between manager and his subordinates is the major cause of conflict and low morale at work. Manager should clarify to employees about what is to be done, how well are they doing and what can be done for better performance to improve their motivation. He can prepare a written statement, clearly outlining the relationship between company objectives and personal objectives and integrating the interest of the two. For increase productivity: With effective communication, you can maintain a good human relation in the organization and by encouraging ideas or suggestions from employees or workers and implementing them whenever possible, you can also increase production at low cost. For employees: communicati on that employees submit their work It is through the communication reports, comments, grievances and suggestions su ggestions to their seniors or management. Organization should have effective and speedy communication policy and procedures to avoid delays, misunderstandings, confusion or distortions of facts and to establish harmony among all the concerned people and departments. Importance of written communication: Communication may be made through oral or written. In oral communication, listeners can make out what speakers is trying to say, but in written communication, text matter in the message is a
reflection of your thinking. So, written communication or message should be clear, purposeful and concise with correct words, to avoid any misinterpretation of your message. Written communications provides a permanent record for future use and it also gives an opportunity to employees to put up their comments or suggestions in writing. So, effective communication is very important for successful working of an organization. Business writing software with grammar checker and text enrichment tool, which w hich enhances a simple sentence into more professional and sophisticated one, can be used for writing effective business communications. For more information, please visit grammar correction tool. The Communication Channels The communication channel selected for transmitting a message plays a significant role in maintaining the quality of the original message in its passage from the sender to receiver. The sender, given the opportunity to weigh the merits of using an oral or written communication, or a combination of the two, selects the most effective for the situation. 4. Regardless of the communication channel selected, the sender will encounter obstacles. In the previous chapter, the various barriers to effective communication were analyzed. Considering the possible barriers, the sender must choose the channel which he feels will best guarantee transfer of the essence and meaning of his message without misunderstanding or distortion. 5. To counteract possible interference in the communication channel, the message should attract attention, contain redundancy, continue repetition, or use a combination of these approaches. 6. To attract attention, the message must be different from others competing for the recipient's time. A short handwritten message instead of the usual typed message is one method that can attract attention. 7. To provide redundancy, the message must be rephrased several times (the technique used in newspaper articles), and/or summarized in the final paragraph. The sender should avoid too much redundancy because this tends to clutter the communication channel. 8. To provide repetition, the message must be transmitted through more than one channel, as in spoken and written form, or transmitted more than once through the same channel, as in TV advertising. 9. Now, let's turn our attention to the basic communication channels within an organization. There are three channels: formal, informal, and unofficial. 10. Formal. The communication within the formal organizational structure that transmits goals, policies, procedures, and directions. 11. Informal. The communication outside the formal organizational structure that fills the organizational gaps, maintains the linkages, and handles the one-time situations. 12. Unofficial. The interpersonal communication within (or among) the social structure of the organization that serves as the vehicle for casual interpersonal exchanges, and transmittal of unofficial communications. 13. A more detailed examination of each of these communication channels will provide a better understanding of these functions. 14. Formal Communication
2.
3.
15. Formal communication - written or oral - follows the chain of command of the formal organization; the communication flows from the manager to his immediate subordinates. Each recipient then re-transmits the message in the selected form to the next lower level of management or to staff members, as appropriate. The message progresses down the chain of command, fanning out along the way, until all who have a need to know are informed. Formal communication also flows upward through the organization on the same basis. 16. Formal communication normally encompasses the transmittal of goals, policies, instructions, memoranda, and reports; scheduled meetings; and supervisorysubordinate interviews. 17. Informal Communication 18. No organization operates in a completely formal or structured environment. Communication between operations depicted in an organizational chart do not function as smoothly or as trouble-free as the chart may imply. In most organizations operating effectively, channels of communication have developed outside the hierarchical structure. 19. The informal communication process supplements the formal process by filling the gaps and/or omissions. Successful managers encourage informal organizational linkages and, at the same time, recognize that circumvention of established lines of authority and communication is not a good regular practice. When lines of authority have been bypassed, the manager must assume responsibility for informing those normally in the chain of command of the action taken. 20. There is a fine line between using informal communications to expedite the work of the organization and the needless bypassing of the chain of command. The expediting process gets the job done, but bypassing the chain of command causes irritation and can lead to hard feelings. To be effective, the manager must find a way to balance formal and informal communication processes. 21. Unofficial Communication 22. Astute program and functional managers recognize that a great deal of communication taking place within their organizations is interpersonal. News of revised policies and procedures, memoranda, and minutes of meetings are subjects of conversation throughout the organization. These subjects often share the floor with discussions of TV shows, sports news, politics, and gossip. 23. The "grapevine" is a part of the unofficial communication process in any organization. A grapevine arises because of lack of information employees consider important: organizational changes, jobs, or associates. This rumor mill transmits information of highly varying accuracy at a remarkable speed. Rumors tend to fall into three categories: those reflecting anxiety, those involving things hoped for, and those causing divisiveness in the organization. Some rumors fade with the passing of time; others die when certain events occur. 24. Employees take part in the grapevine process to the extent that they form groups. Any employee not considered a part of some group is apt to be left out of this unofficial communication process. 25. The grapevine is not necessarily good or bad. It serves a useful function when it acts as a barometer of employees' feelings and attitudes. Unfortunately, the information traveling along the grapevine tends to become magnified or exaggerated. Employees then become alarmed unnecessarily by what they hear. It is imperative that a manager be continually alert to the circulation of false information. When discovered, positive steps should be taken to provide the correct information immediately.
27.
Solution : 5
Leadership
Styles
Leadership style is the manner and approach of providing direction, implementing plans, plans, and motivating people. Kurt Lewin (1939) led a group of researchers researchers to identify different styles of leadership. This early study has been very influential and established three major leadership styles. The three major styles of leadership are (U.S. Army Handbook, 1973): 1973): o
Authoritarian or autocratic
o
Participative or democratic
o
Delegative or Free Reign
Although good leaders use all three styles, with one of them normally dominant, bad leaders tend to stick with one style. Authoritarian (autocratic)
I want both of you to. . . This style is used when leaders tell their employees what they want done and how they want it accompished, accompished, without getting the advice a dvice of their followers. Some of the appropriate conditions conditions to use it is when you have all the information to solve the problem, you are short on time, and your employees are well motivated.
Some people tend to think of this style as a vehicle for yelling, using demeaning language, language, and leading by threats and abusing their power. This is not the authoritarian style, rather it is an abusive, unprofessional style called bossing people around. around. It has no place in a leader's repertoire. The authoritarian style should normally only be used on rare occasions. If you have the time and want to gain more commitment and motivation from your employees, then you should use the participative style. Participative (democratic)
Let's work together to solve this. . . This style involves the leader including one or more employees in the decision making process (determining (determining what to do and how to do it). However, the leader maintains the final decision making authority. Using this style is not a sign s ign of weakness, rather it is a sign of strength that your employees will respect. This is normally used when you have part of the information, and your employees have other parts. Note that a leader is not expected to know everything -- this is why you employ k n o w l e d g e a b l e and s k i l l f u l employees. Using Using this style is of mutual benefit -- it allows them to become part of the team t eam and allows you to make better decisions.
Delegative
(free reign)
You two take care of the problem while I go. . . In this style, the leader allows the employees to make the decisions. However, However, the leader is still responsible responsible for the decisions that are made. This is used when employees are able to analyze the situation and determine what needs to be done and how to do it. You cannot do everything! You must set priorities and delegate certain tasks. This is not a style to use so that you can blame others when things go wrong, rather this is a style to be used when you fully trust and confidence in the people below you. Do not be afraid to use it, however, use it wisely! NOTE: This is also known as lais«sez faire (or lais«ser faire), which is the noninterference in the affairs of others. [French : laissez, second person pl. imperative of laisser, to let, allow + faire, to do.]
Forces A good leader uses all three t hree styles, depending on what forces are involved between the followers, the leader, and the situation. Some examples examples include:
o
Using an authoritarian style on a new employee who is just learning the job. The leader is competent and a good coach. The employee is motivated to learn a new skill. The situation is a new environment for the employee.
o
Using a participative style with a team of workers who know their job. The leader knows the problem, but does not have all the information. The employees know their jobs and want to become part of the team. team .
o
Using a delegative style with a worker who knows more about the job than you. You cannot do everything! The employee needs to take ownership of her job. Also, the situation might call for you to be at other places, doing other things.
o
Using all three: Telling your employees that a procedure is not working correctly and a new one must be established est ablished (authoritarian). Asking Asking for their ideas and input on creating a new procedure (participative). Delegating tasks in order to implement the new procedure (delegative).
Forces that influence the style to t o be used included: o
How much time is available.
o
Are relationships based on respect and trust or on disrespect?
o
Who has the information - you, your employees, or both?
o
How well your employees are trained and how well you know the task.
o
Internal conflicts.
o
Stress levels.
o
Type of task. Is it structured, unstructured, complicated, or simple?
o
Laws or established procedures such as a s OSHA or training plans.
Four of the most basic leadership sty st yles are: --Autocratic --Bureaucratic --Laissez-faire --Democratic
This article will briefly define each style and describe the situations in which each one might be used. Autocratic Leadership Style
This is often considered the classical approach. It is one in which the manager retains as much power and decision-making authority as possible. The manager does not consult employees nor are they allowed to give any input. Employees are expected to obey orders without receiving any explanations. The motivation environment is produced by creating a structured set of rewards and punishments. ,
This leadership style has been greatly criticized during the past 30 years. Some studies say that organizations with many autocratic leaders have higher turnover and absenteeism than other organizations. Certainly Gen X employees have proven to be highly resistant to this management style. These studies say that autocratic leaders: --Rely on threats and punishment to influence employees --Do not trust employees --Do not allow for employee input Yet autocratic leadership is not all bad. Sometimes it is the most effective style to use. These situations can include: ,
--New untrained employees who do not know which tasks to perform or which procedures to follow ,
--Effective supervision can be provided only through detailed orders and instructions --Employees do not respond to any other leadership style --There are high-volume production needs on a daily basis --There is limited time in which to make a decision --A manager¶s power is challenged by an employee --The area was poorly managed --Work needs to be coordinated with another department or organization The autocratic leadership style should not be used when: --Employees become tense fearful or resentful ,
,
--Employees expect to have their opinions heard --Employees begin depending on their manager to make all their decisions --There is low employee morale high turnover and absenteeism and work stoppage ,
Bureaucratic Leadership Style
Bureaucratic leadership is where the manager manages ³by 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. This manager is really more of a police officer than a leader. He or she enforces the rules. ,
This style can be effective when: --Employees are performing routine tasks over and over. --Employees need to understand certain standards or procedures. --Employees are working with dangerous or delicate equipment that requires a definite set of procedures to operate. --Safety or security training is being conducted. --Employees are performing tasks that require handling cash. This style is ineffective when: --Work habits form that are hard to break especially if they are no longer useful. ,
--Employees lose their interest in their jobs jobs and in their fellow workers. --Employees do only what is expected of them and no more. Democratic Leadership Style
The democratic leadership style is also called the participative style as it encourages employees to be a part of the decision making. The democratic manager keeps his or her employees informed about everything that affects their work and shares decision making and problem solving responsibilities. This style requires the leader to be a coach who has the final say but gathers information from staff members before making a decision. ,
Democratic leadership can produce high quality and high quantity work for long periods of time. Many employees like the trust they receive and respond with cooperation team spirit and high morale. Typically the democratic leader: ,
,
--Develops plans to 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. Like the other styles the democratic style is not always appropriate. It is most successful when used with highly skilled or experienced employees or when implementing operational changes or resolving individual or group problems. ,
The democratic leadership style is most effective when: --The leader wants to keep employees informed about matters that affect them. --The leader wants employees to share in decision-making and problem-solving duties. --The leader wants to provide opportunities for employees to develop a high sense of personal growth and job satisfaction. --There is a large or complex problem that requires lots of input to solve. --Changes must be made or problems solved that affect employees or groups of employees. --You want to encourage team building and participation. Democratic leadership should not be used when: --There is not enough time to get everyone¶s input. --It¶s easier and more cost-effective for the manager to make the decision. --The business can¶t afford mistakes. --The manager feels threatened by this type of leadership. --Employee safety is a critical concern. Laissez-Faire Leadership Style
The laissez-faire leadership style is also known as the ³hands-off¨ style. It is one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the employees and they must determine goals make decisions and resolve problems on their own. ,
,
This is an effective style to use when: --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. This style should not be used when: --It makes employees feel insecure at the unavailability of a manager. --The manager cannot provide regular feedback to let employees know how well they are doing. --Managers are unable to thank employees for their good work. --The manager doesn¶t understand his or her responsibilities and is hoping the employees can cover for him or her. Varying
Leadership Style
While the proper leadership style depends on the situation there are three other factors that also influence which leadership style to use. ,
1. The manager¶s personal background. What personality knowledge values ethics and experiences does the manager have. What does he or she think will work? ,
,
,
,
2. The employees being supervised. Employees are individuals with different personalities personalities and backgrounds. The leadership style managers use will vary depending upon the individual employee and what he or she will respond best to. 3. The company. The traditions values philosophy and concerns of the company will influence how a manager acts. ,
,
,
Leadership & Impact On Organisation Climate - Presentation Transcript 1. LEADERSHIP & IMPACT ON ORGANISATION CLIMATE 2. Different leadership styles on the organization organizational al climate and performance directs the organization in a way that makes it more cohesive and coherent. Leadership is a process by which a person influences others to accomplish an objective 3. Leadership Styles The Affiliative Style The Coercive Style The Pacesetting Style The Democratic Style The Authoritative Style The Coaching Style Leadership Styles
4.
Leadership Styles Overall impact on climate When the style works best Underlying EI competencies The style in a phrase Leader·s modus operandi Most strongly positive Negative appropriate appropria te when a new direction is required or a clarification cl arification of the goals to be achieved appropriate appropria te in emergencies and severe situations Self confidence, empathy, change catalyst Drive to achieve, initiative, self control ´ Come with meµ ´ Do what I tell youµ focuses on the goal or vision of the future and inspires others to follow Demands immediate compliance Authoritative (a.k.a. 'The Visionary') Coercive (a.k.a. 'The Dictator¶) 5. Leadership Styles Overall impact on climate When the style works best Underlying EI competencies The style in a phrase Leader·s modus operandi Positive Positive a useful style to adopt when attempting to involve a wide range of people in decision making or building a consensus healing dysfunctional relationships relationships within a team Collaboratio Collaboration, n, team t eam leadership, communication communi cation Empathy, building relationship relationships, s, communicatio co mmunication n ´ What do you thinkµ ´ People Come Firstµ Forges consensus through participation focus on people, teambuilding t eambuilding,, bonding and forging alliances; create teams and a motivator Democratic (a.k.a. 'The Listener&apo Listener') s;) Affiliative (a.k.a. 'The People Person') 6. Leadership Styles Overall impact on climate When the style works best Underlying EI competencies The style in a phrase Leader·s modus operandi Positive Negative is especially useful in building skills to develop managers and future leaders To get quick results from a highly motivated and competent team; useful to raise the stakes when a competent and motivated team is working well Developing others, empathy, self-awareness Conscientiousness, drive to achieve, initiative ´ Try thisµ ´ Do as I do, nowµ focuses on helping to improve people's people's strengths sets an example by working to t o extremely high standards of performance Coaching (a.k.a. 'The Nurturer') Pacesetting (a.k.a. 'The Superman/Superwoman') 7. Leadership styles offers clear guidance to the manager, using these styles as appropriate as situation require All of these styles are useful at different times, but used at the t he wrong time they can be o disastrous e.g. too much listening when immediate action is required, or only providing a vision when a team needs building or rebuilding. The type of leadership styles use will affect performance and results o Leadership Styles 8. Flexibility i.e. how free employees feel to t o innovate unencumbered unencumbered by red tape; o Level of standards that people set; The sense of accuracy about performance performance feedback and aptness of rewards; o The clarity people have about mission and values; o The level of commitment to a common purpose o 6 key factors that t hat influence organization organization climate 9. How different leadership styles affects the organizational organizational climate and performanc performancee Reap strong loyalty by building strong emotional bonds o o Drives up flexibility and does not impose i mpose unnecessary unnecessary strictures on how work is done Offers ample positive feedback for motivation o Creates a sense of belonging for employees o Most effective among the 6 leadership styles o
o o o o
o o
Motivates people and able to lead them to t o a clear direction Maximizes commitment commitment to the t he business·s goals and strategy with defined standards Gives employees the freedom to innovate, experiment and take calculated risks. appropriate appropri ate in severe situations and emergency i.e. during a turnaround or when a hostile takeover is looming Able to break failed business habits and shock people into new ways of working Can work with problem employees when all else has failed
POSITIVE ASPECTS o o o
NEGATIVE ASPECTS
Exclusive focus on praise can allow poor performance to go uncorrected Perception that mediocrity is tolerated t olerated Rarely offers constructive advice on how to improve (directionless)
Affiliative o o o o o o
Will not work when working with
a team of experts/peers who are more experienced. experienced. Can undermine an effective team t eam if authoritative becomes overbearing top-down decision overrides new ideas Staff unable to act on their own initiative, loss of ownership has a damaging effect on rewards system Undermines Undermin es motivation to employees
Authoritative Coercive 10. How different leadership styles affects the organizational organizational climate and performanc performancee Helps employees to identify their strengths and weaknesses; establish long-term development o goals and helps to attain them Employees Employe es are more responsible when they know what is expected of them and how their o work fits in the pic o Works well when all employees are self-motivated, highly competent and need little direction/coordination Get work done on time and even ahead of schedule o o Drives up flexibility and responsibility when letting employees have a say in decisions Employees Employe es tend to be very realistic about what they can and cannot be accomplished o POSITIVE ASPECTS o o
NEGATIVE ASPECTS
Ineffective if employees are resistant to learning or changing their ways May create fear or apathy through ongoing performance feedback
Coaching o o
overwhelmed by demands of excellence; morale will drop overwhelmed Employeee don·t feel trust to work in their own way or to take initiative as ideas will be shot Employe down
o
Work becomes task focused, dependant and routine, with no sense of flexibility and
o
responsibility employees may not be competent or informed enough to offer sound advice Unable to reach to a consensus/decision consensus/decision
o
Pacesetting Democratic
11. o
o
Leaders who used styles that positively affect the climate had better financial results than those who did not; Studies have shown that leaders who have mastered 4 or more styles (esp. the t he authoritative, democratic, affiliative and coaching styles) have the very best climate and business performance ========================== ============================================= ================================== ===================== ====== ========================== ============================================= ================================== ===================== ====== ========================== ============================================= ================================== ===================== ====== ========================== ============================================= ================================== ===================== ====== ========================== ============================================= ================================== ===================== ====== ========================== ============================================= ================================== ===================== ====== ======The End=====
