Learn about, leadership essentials, personal leadership mastery, leadership effectiveness, situational leadership, the art of influence and goal setting

1. Leadership
Fundamentals

2. module
1
Leadership 2

3. Leadership Framework
LEADERSHIP ESSENTIALS
Historical Perspective
Leadership Theories
1
2
3
Leadership Vs. Management4
Leadership 3

4. What Is Leadership?
Directing and channeling human
behaviour to achieve shared vision.
Leadership 4

5. HISTORY OF LEADERSHIP THEORY
1. Trait Theory (1920s)
1. Looked for common traits of leaders (ambition, honesty,
self-confidence)
2. Could not find any
2. Style Theory (1940s)
1. Looking for style (behavior) with most potential
2. Found to depend on situation
3. Contingency Theory
1. Leadership depends on situation
4. Competency Theory
1. Leadership requires a set of skills and abilities
Leadership 5

6. LEADERSHIP THEORIES
Trait Leaders are born
Behaviour Leaders are made
Situational Crisis creates leaders
Great Man Leaders comes from elite class
Transform
ational People choose to be leaders
Leadership 6

7. Trait Theory
It was assumed that by identifying the
characteristics of great leaders, we could
better understand the type of person who
could become a leader, and could potentially
identify future leaders early in life.
After more than twenty years of research
only three traits ranked consistently high on
most lists: intelligence, initiative, and
responsibility.
Leadership 7

8. Behavioural
This focused on the behavior of leaders
rather than on their personal characteristics
or traits. The growing appeal of behavioral
approaches to the study of leadership
stemmed from the fact that, unlike traits,
behaviors could be observed, and
consequently lent themselves more readily
to scientific examination.
Leadership 8

9. Situational
Rather than attempting to identify a
single most effective leadership profile,
the situational theorists conceded that
radically different leadership styles can
be equally effective in different
circumstances.
Leadership 9

10. Leadership
Framework

11. LEADERSHIP STYLES
Autocratic - directive
Democratic - majority
Laissez-faire - consensus
Leadership 11

12. • Autocratic Leadership
• Bureaucratic Leadership
• Charismatic Leadership
• Democratic Leadership or Participative
Leadership
• Laissez-faire Leadership
LEADERSHIP STYLES
Leadership 12

13. • People-oriented Leadership or Relations-
Oriented Leadership
• Servant Leadership
• Task-oriented Leadership
• Transactional Leadership
• Transformational Leadership
LEADERSHIP STYLES
Leadership 13

14. • The classic and extreme form of leadership
• The leader has absolute power over his group
• Group members have little opportunity for making
suggestions
• Most people tend to resent being treated like this
• Usually leads to high levels of absenteeism and
turnover
• Can be effective where the advantages of control
outweigh the disadvantages (military)
AUTOCRATIC LEADERSHIP
Leadership 14

15. • “By the book”, ensure that their staff follow
procedures exactly
• Appropriate style for work involving serious safety
risks (military, working with machinery, with toxic
substances or at heights)
• Appropriate style for work where large sums of
money are involved (such as cash-handling)
BUREAUCRATIC LEADERSHIP
Leadership 15

16. • Leader injects huge doses of enthusiasm into his
or her team
• Is very energetic in driving others forward
• Tends to believe more in him or herself than in
their team
• To their followers, success is tied up with the
presence of the charismatic leader
• Creates a risk that a project, or even an entire
organization, might collapse if the leader were to
leave
CHARISMATIC LEADERSHIP
Leadership 16

17. • Invites other members of the team to contribute to the
decision-making process
• Reserves the right to make the final decision
• Increases job satisfaction and helps to develop team
member’s skills
• This approach can take more time, but often the end
result is better
• Most suitable where team-work is essential, and quality
is more important than speed to market or productivity.
DEMOCRATIC LEADERSHIP
Leadership 17

18. • French phrase meaning “leave it be”
• Leader who leaves his or her colleagues to get on
with their work
• Can be effective if the leader monitors what is being
achieved and communicates this back to his or her
team regularly
• Often works for teams of experienced and skilled
self-starters
• Can also refer to situations where managers are not
exerting sufficient control
LAISSEZ-FAIRE LEADERSHIP
Leadership 18

19. • Leader is totally focused on organizing, supporting
and developing the team
• It is the opposite of task-oriented leadership
• A participative style, it tends to lead to good
teamwork and creative collaboration
PEOPLE or RELATIONS - ORIENTED
LEADERSHIP
Leadership 19

20. • Describes a leader who is often not formally
recognized as such
• When someone leads by virtue of meeting the
needs of the team he or she is described as a
“servant leader”
• Effective in an environment in which leaders
achieve power on the basis of their values and
ideals
• Sometimes not appreciated in competitive
leadership situations
SERVANT LEADERSHIP
Leadership 20

21. • Focuses only on getting the job done, and can be
quite autocratic
• Will actively define the work and the roles
required, put structures in place, plans, organizes,
and monitors
• Spare little thought for the well-being of their
teams
• Suffers many of the flaws of autocratic leadership
• Difficulties in motivation and retention
TASK-ORIENTED LEADERSHIP
Leadership 21

22. • Team members agree to obey their leader totally when they
take on a job
• The “transaction” is (usually) that the organization pays the
team members in return for their effort and compliance
• Leader has the power to “punish” or “reward the team
members
• Really more a way of managing than a true leadership style
• The focus is on short-term tasks
• Has serious limitations for knowledge-based or creative work
• Remains a common style in many organizations
TRANSACTIONAL LEADERSHIP
Leadership 22

23. • A true leader who inspires the team constantly with
a shared vision of the future
• Highly visible, and spends a lot of time
communicating
• Don’t necessarily lead from the front, as they tend
to delegate responsibility amongst their team
• Their enthusiasm is often infectious, but they
generally need to be supported by “details people”
TRANSFORMATIONAL LEADERSHIP
Leadership 23

24. module
2
Leadership 24

25. Personality and Leadership
PERSONAL LEADERSHIP MASTERY
Foundation Building
Vision and Values
1
2
3
Styles Around You4
Leadership 25

26. UNDERSTANDING CORE VALUES
• What are core values?
• How do we choose core values?
• Why is it important to both employees and to
employer?
• What is the link between core values, vision
and mission statement?
Leadership 26

27. Some Key Terms…
Ethics – refers to principles that define
behavior as right, good and proper.
Such principles do not always dictate a
single “moral’ course of action, but provide
a means of evaluating and deciding among
competing options.
Making Ethical Decisions, Wes Hanson
Leadership 27

28. Some Key Terms…
Values – The inner judgments or beliefs
that determine how a person actually
behaves
“Ethics” “Values”
NOT
Leadership 28

29. Let’s Boil it Down Some More…
Ethics = Behavior
Values = Beliefs
Leadership 29

30. Why is this distinction important?
• Ethics is an important part of being a good
person
• New recruits will be exposed to situations
requiring ethical decisions
• Medical advances are occurring faster than
policies regarding medical ethics
Leadership 30

31. Core Values
1. Workplace values drive the attitudes and
behaviors that you want to see within your
team.
2. These values might include respecting
others, keeping promises, showing
personal accountability, or providing
excellent customer service.
Leadership 31

32. Why It Is Important
1. Core values are the building blocks of
organizational culture.
2. The process of defining, measuring, and
improving core values can be an excellent
vehicle for improving organizational culture.
3. Core values provide a common language to
address unacceptable behaviors in a less
threatening way.
4. Core values guide decisions and emphasize what
is important to the business as the organization
continues to change and improve.
5. Core values influence business performance.
Leadership 32

33. Ethics
In the final analysis, ethics is about
good and evil, right and wrong, and of
duty and obligation in human conduct;
and how we reason and make choices
about them
Leadership 33

34. The Ethical Leader
• Values and principles open to conversation
and criticism.
• Leadership by choice of the followers.
• Followers and society taken as important
elements in guiding leader.
• Leader responsible for sound moral
judgment.
Leadership 34

35. 10 Universal Values
1. Honesty
2. Integrity
3. Keeping Promise
4. Fidelity
5. Fairness
6. Caring
7. Respect For Others
8. Responsible
9. Excellence
10. Accountability
Leadership 35

36. What Is Your Personality?

37. Your Personality affects your
Leadership Style
• Let’s find out……Do a DOPE Test!
• Which “Bird” are you?
• The best way to communicate with each
“Bird Type”
10 Minutes!
Complete
Leadership 37

38. module
3
Leadership 38

39. Differentiating Roles
LEADERSHIP EFFECTIVENESS
Goals And Accomplishments
Traits and Critical Skills
1
2
3
Dealing With Others4
Leadership 39

40. Leadership 40

41. Leader
The Mediocre leader Tells
The Good leader Explains
The Superior leader Demonstrates
The Great leader Inspires
Leadership 41

42. Factors That Contribute to
Effective Leadership
• Personality traits of the leader
• Leader’s use of power
Leadership 42

43. Personality Traits of the Leader
The Five Factor (FFM) or
OCEAN Model of Personality
Leadership 43

44. The Five Factor (FFM) or
OCEAN Model of Personality
The Five Factor Traits
• Openness to experience
• Conscientiousness
• Extraversion
• Agreeableness
• Neuroticism
The Behaviors
• Curiosity, innovative
• Organized, committed
• Ambitious, self-confident
• Empathetic, optimistic
• Thick-skinned, calm
Leadership 44

45. Factors That Contribute to
Effective Leadership
• Personality traits of the leader
• Leader’s use of power
Leadership 45

46. Leader’s Use of Power
Leaders use five types of power to
influence followers
A leader’s values and ethics determine how
he/she uses power
Leadership 46

47. The Star Of Power
Referent Power
Influence based on desirable
personal traits. You like the
person and enjoy doing things
for him or her
Coercive Power
Influence based on fear
Commitment unlikely
Resistance more likely
Reward Power
Influence based on the
ability to distribute
what
others view as
valuable
Legitimate Power
Influence based on position in the formal hierarchy of an
organization. The person has the right to expect you to
comply with legitimate requests
Expert Power
Influence based on special skills
or knowledge. This person earns
respect by experience and
knowledge
Potential for Influencing Five Points of Power Over Another
Leadership 47

48. PERSONAL EFFECTIVENESS
IT MUST BE VIEWED ACROSS
THREE DIMENSIONS i.e. Openness,
perceptiveness & communications.

49. CONT’’D.
 Personal effectiveness can be increased
by moving towards appropriate
perceptiveness & openness.
 Movements in these directions is possible,
only through emphasis on communication.
 People must to learn take risk in giving
feedback to others & use it appropriate
manner.
Leadership 49

50. CONT’’D.
 Perceptiveness refers to the selection of
verbal & non-verbal cues from others.
 This dimensions must be combined with
other two dimensions for effectiveness.
 A person who is not open may receive
many cues & much feedback from others,
but may be observed as manipulative &
generally unavailable.
Leadership 50

51. .CONT’’D
 Perceptiveness & openness reinforces
each other, if used effectively & are likely
to increase personal effectiveness.
 One of the pre-conditions for personal
effectiveness is a better self- awareness
 Johari window is one of the simplest
model of self- awareness developed by
Luft & Ingham( 1973).
Leadership 51

52. CONT’’D.
In Fact, There Are Two – Dimensions For
Understanding The Self i.e. ( The
personal behaviour & style that is
known to him/ her)
Those aspects of behaviour that are
known to others, with whom he or she
interacts.
A combination of four dimensions
reveals four areas of knowledge about
self.
Leadership 52

53. The Johari Window:
Open; Blind; Hidden; Unknown
Leadership 53

54. The Johari Window:
Self-Disclosure Levels in Two-Way Communication
Leadership 54

55. module
4
Leadership 55

56. Participating
SITUATIONAL LEADERSHIP
Telling
Selling
1
2
3
Directing4
Leadership 56

57. Management vs. Leadership
Leadership - occurs whenever one person
attempts to influence the behavior of an
individual, regardless of the reason
Management – process of working with and
through individuals to accomplish organizational
goals
Management ALWAYS involves Leadership
Leadership 57

58. Leadership Competencies
Diagnosing
• Cognitive Competence – understanding what the
situation is now what it will be/can be in the future
Adapting
• Behavioral Competence – adapting actions and
resources to close gap between current performance
and ultimate objectives
Communicating
• Process Competence – conveying information so that
followers can understand and accomplish the goal
Leadership 58

59. Leadership Skills
Technical
• Use of knowledge, methods, techniques and
equipment necessary for specific tasks
• Acquired through experience, education, training
Human Skills
• Ability and judgment in working with and through
people
• Understanding motivation sufficiently to influence
others
Leadership 59

60. Leadership Skills (con.)
Conceptual Skills
• Planning – setting goals, objectives, “work
maps”
• Organizing/Integrating Resources - people,
capital, equipment – to effectively accomplish
goals
• Controlling – providing feedback and adjusting
processes to ensure outcomes
Leadership 60

61. Skill Mix – Up the Organizational Chain
Leadership 61

62. Bottom Line
Effective leadership
• Does not happen by accident but is the result of
deliberate actions that can be learned
• Meets the needs of the followers
• Not based in technical knowledge but in facilitating
knowledge, skill and experience, specifically the
ability to diagnose, adapt and communicate
• Conceptual and human skills increase in importance
as one moves up the continuum from non-
supervisory to leadership positions
Leadership 62

63. The Quadrant
Leadership 63

64. Task Behavior
Leaders spells out the duties and
responsibilities of the individual or the group
• Involves what to do, how to do it, when to do it, where to
do it, and who is to do it
• Involves one-way communication from the leader to the
follower
Not concerned with the follower’s
feelings so much as directing them to
achieve the goal
Leadership 64

65. Relationship Behavior
Extent to which the leader engages in two-way
or multi-way communication
Behaviors include listening, facilitating, and
supporting
High amount of relationship behavior is required
when an impasse is reached in an assignment
Leadership 65

66. Situational Leadership -
Basic Principles
Situation Leadership is an interplay
among the -
• Amount of guidance and direction a leader
provides = task behavior
• Amount of social-emotional support a leader
providers = relationship behavior
• Readiness level of the follower in performing
a specific task, function or objective
Leadership 66

67. Situational Leadership – Basic Principles
Focus is on the behavior of the leader in relation
to the followers – “followers are the most crucial
factor in any leadership event” (Fillmore Sanford)
No best way to influence people – leadership
styles MUST change based on the readiness of
the followers the leader is attempting to influence
Leadership 67

68. Task Behavior
Leaders spells out the duties and
responsibilities of the individual or the
group
• Involves what to do, how to do it, when to do it,
where to do it, and who is to do it
• Involves one-way communication from the leader to
the follower
Not concerned with the follower’s
feelings so much as directing them to
achieve the goal
Leadership 68

69. Relationship Behavior
Extent to which the leader engages in two-way
or multi-way communication
Behaviors include listening, facilitating, and
supporting
High amount of relationship behavior is required
when an impasse is reached in an assignment
Leadership 69

70. The Whole Point!
No one style is effective in all situations!
Nomenclature – Task and Relationship
behavior may not always be the
appropriate or most comfortable terms
based on setting
• Task behavior AKA “guidance” or “direction”
• Relationship behavior AKA “supportive” or
“facilitating”
Leadership 70

71. Diagnosis
Why is Diagnosis Important? - To
maximize the leader-follower relationship,
leaders
• Must determine
The task-specific outcomes followers are to
accomplish
Both on an individual and group basis
• Assess follower readiness and the specific
leadership style required
Leadership 71

72. What is Readiness?
Readiness is NOT a personality trait
Readiness IS a situational state
• Based on the task to accomplish
• The motivation and expectancies of the
follower
No connections between the readiness
of the group and any of its individual
members
Leadership 72

73. Components of Readiness
Ability
• Knowledge: understanding of a task
• Skill: proficiency in a task
• Experience: ability gained from performing the task
Willingness
• Confidence: assurance in ability to perform the task
• Commitment: Duty to perform the task
• Motivation: desire to perform the task
Leadership 73

74. Willingness and Ability
Interacting Influence System
• A change in one will affect the other and the
overall readiness of the whole
• Combinations can be arrayed along a continuum
Leadership 74

75. R1 – Unable and Unwilling or Insecure
• Does not perform task to acceptable levels
• Unclear about direction
• Avoids task or “passes the buck”
Unable and Unwilling Unable and Insecure
Defensive, argumentative Body language signs of discomfort
Complaining Confused
Resistant, performs only to exact
request
Procrastinates with fear of failure
Leadership 75

76. R2 – Unable but Willing or Confident
• New task and with no experience
• Excited and enthusiastic, but anxious
• Interested , attentive and responsive, listening
carefully
• Receptive to input and seeks clarity
• Accepts tasks and acts quickly
• Preoccupied with end results rather than
incremental steps
Leadership 76

77. R3 – Able and Unwilling or Insecure
• Demonstrated knowledge and ability
• Appears hesitant or reluctant to finish or take
next step
Able but Unwilling Able but Insecure
Resistant Questions own ability
Seeks reinforcement Focuses on potential problems
Feels over-obligated or over-worked Solicits frequent feedback
Concerned that assignment is
punishment for past competence
Encourages leader to stay involved
Leadership 77

78. R4 – Able and Willing or Confident
– Operates autonomously
– Results oriented and takes charge of tasks
– Makes effective decisions regarding tasks
– Keeps boss informed of progress
– Shares creative ideas and willing to help others
– Completes responsibilities on time or early
– Streamlines operations
Leadership 78

79. MatchingLeadershipStyle
ToReadiness
Leadership 79

80. S1 – Telling (AKA Guiding, Directing,
Structuring)
• Defines roles and provide specifics – who,
what, when, where & how
• KISS – keep it simple and specific
• Close supervision and accountability
• Incremental supervision
Unable and Unwilling Unable and Insecure
Explicit task requests Provide direction in small steps
Positively reinforce small success Reduce fear of mistakes
Keep emotional level in check Help step by step
Consider consequences for refusal Focus on instructionLeadership 80

81. S2 – Selling (AKA Explaining,
Persuading, Clarifying)
• Follower is still unable but is trying & confident
• Leader provides relationship behavior as well as
task behavior to support follower’s motivation and
commitment
• Provide specifics (who, what, where and how), but
also answers the “why” questions
• Encourage two-way behavior
• Discuss details and reinforce improvement
• Seek “buy in” through persuasion
Leadership 81

82. S3 – Participating (AKA Facilitating,
Collaborating, Committing)
• Leader provides high amount of supportive
behavior, but low amounts of guidance
• Encourages input and supports risk-taking
• Actively listens
• Compliments work
Able but Unwilling Able but Insecure
Share responsibility for decisions Encourage and support
Feed follower’s “need to know” Reduce fear of mistakes
Focus on results Assist with identification of next steps
Involve follower in outcomes of task Discuss apprehensionLeadership 82

83. S4 – Delegating (AKA Observing,
Monitoring)
• Follower is able, willing and confident and has
sufficient experience at the task
• Leader provides freedom & opportunity
• Delegates tasks and activities and resists over-
burdening
• Encourages autonomy and risk-taking
• Observes and monitors activities, listens to
updates, and remains accessible
Leadership 83

84. Probability of Success when Leader Style
Mismatched to Follower Readiness
Things to Remember
• It is the follower who determines leadership behavior
• Changes in follower behavior MUST result in the leader
reassessing and modifying his leadership style
accordingly
Readiness S1 S2 S3 S4
R1 High Med. High Med. Low Low
R2 Med. High High Med. Low Low
R3 Low Med. High High Med. Low
R4 Low Med. Low Med. High High
Leadership 84

85. Natural Style
The “natural” style of a leader is often
the least effective
Why?
• We tend to work more diligently and practice
that which is not natural to us
• We tend to pay more attention to the details
What does it mean if your natural style
is not S4?
Leadership 85

86. PuttingItAll
Together
Leadership 86

87. module
5
Leadership 87

88. Inspiring Others
The Art Of Influence
Principles Of Influence
The Art Of Persuasion
1
2
3
Leadership 88

89. 3 Fundamental Elements of Persuasive
Arguments
Ethos
Logos
Pathos
the credibility, knowledge, expertise,
stature and authority of the person
trying to persuade
the appeal of logic, reason,
cognitive thinking, data and facts
the appeal to the emotions; the non-
cognitive, non-thinking motivations that
affect decisions and actions
Reality
Identity Creativity
These elements are the powerful cornerstones of
every persuasive argument or presentation. They
aren’t weighted equally, however, and therein lies
the hidden secret of unlocking your persuasive
powers.
From Aristotle
Leadership 89

90. # 1 # 2
Using the
argument that
would work best
on themselves
Overestimating
the power of
logic and
rationality
2 Major Mistakes
Feelings First, Logic Later . Emotions come first. Not only do
they guide our decisions and actions, but we’re incapable of
making decisions without them.
Leadership 90

91. reasoned
evaluative
approach
avoid cognitive
evaluation because
it’s hard work and
to conserve energy
Analytical
Automatic
requires enormous
mental energy
make emotional
decisions and then
justify them with
logic and reason
Process Effect
How We Respond To Persuasion
Leadership 91

92. Strategic Persuasion
Being upfront, transparent and
guileless with the objective of building
the foundation for strong, trusting and
long-lasting relationships
Leadership 92

93. What Is Strategic Persuasion?
Upfront
Transparent
Guileless
Putting All Your Cards On
The Table
What You See Is What You
Get
Presenting It As It Is
Strong
Enduring Trusting
The ObjectivesThe Approach
RELATIONSHIP
Leadership 93

94. How Do You Do It
1. Begins with the way in which you think
about the people you need to
influence.
2. Depends upon your ability to
communicate and interact effectively
and strategically
3. Understanding how to shift attitudes
and behaviors
Leadership 94

95. Why It Work
• persuasion introduces compelling
perceptions
• people can only do or agree to what
they have first imagined
• persuader's task is to get others to
imagine doing what it is you want them
to do
Leadership 95

96. Characteristics of Strategic
Persuasion
• Interest based aka What’s In It For Me
• Social proof
• Politics
• The Power Of Less
• Rationality
• Emotion & Inspiration
Leadership 96

97. • Relationships
• Likeability Factor
• The Law of Reciprocity
• The Proximity Effect
• Scarcity
• Foot In The Door
Characteristics of Strategic
Persuasion
Leadership 97

98. Why Strategic
Persuasion Is
Important

99. The market rewards strong
influence and persuasion skills.
“An office worker who is creative,
charismatic, and really good in fast-
changing interactive settings now gets
paid much more than a disciplined
middle manager who excels at routine
tasks.”
Leadership 99

100. The “internal” market also rewards
political skills.
• 95% of all organizations are political to
“some” extent. Nearly half are political to a
“very great” or “fair” extent.*
• Political skills are the strongest predictor
of performance ratings, outstripping by far
both intelligence and personality traits.
Leadership 100

101. Culture or Cultures?
 Organizations have multiple “occupational cultures.”
 Different functions/specialists “occupy different thought
worlds.”

Function What is the sense
of task?
What is the sense
of the product?
Technical Hands on, Tactile A solution
Field Relationship-based Possibility
Manufacturing Operational A well-built thing
Planning Abstract A business
Leadership 101

102. Taken-for-granted
beliefs, perceptions,
thoughts and feelings
about how to run a
successful business
How the company is
organized, how people do
their work, what norms
govern behavior
Strategies, goals,
vision and mission
statements
Behaviours
Language
Beliefs
Corporate Culture: What Is It?
Culture is based
on habitual
ways of doing
business
Leadership 102

103. Wooing Is A Four-step Process.
1. Survey your situation: What is my idea, and how
is it better than the alternatives? Who are the
decision makers and influencers? What is my
“stepping stone” strategy?
2. Remove the BRICCs: Beliefs, Relationships,
Interests, Credibility, Channels.
3. Make your pitch: Use PCAN (because meaning
matters). Make your pitch memorable.
4. Secure your commitments: Target key individuals.
Manage the politics. Create a “snowball effect.”
Leadership 103

104. The Five Barriers: Remove the
BRICCs!
Channels &
Language
Beliefs &
Values
Relationships
Interests
Credibility
BRICC’s
YOU
OTHERS
Leadership 104

105. The Ladder of Working
Relationships
Rapport
Reciprocity
Trust
•Do I know you?
(liking, similarity &
familiarity)
Are you reliable?
(chits, favors,
helpfulness,
sacrifices)
Will I extend myself
for you? Will I give
you the benefit of the
doubt? (reliability,
character, consistency)
TRUST:
Delivering again
and again
Leadership 105

106. Culture and politics: three key findings.
1. Human beings are “tribal,” turf-conscious
creatures, who tend to create “granfalloons”—
associations without content or feeling, based only
on a label.
2. People love the status quo, and they tend to suffer
from “decision inertia.”
3. Losers are louder, because of the “scarcity”
principle.
Leadership 106

107. module
6
Leadership 107

108. Creating A Support System
GOAL SETTING
Setting S.M.A.R.T Goals
Creating A Long-Tem Plan
1
2
3
Leadership 108

109. LEVELS OF GOALS
STRATEGIC
GOALS
STRATEGIC
PLANS
TACTICAL
GOALS
TACTICAL
PLANS
OPERATIONAL
GOALS
OPERATIONAL
PLANS
TOP MANAGEMENT
Organisational perspective
MIDDLE MANAGEMENT
Departmental perspective
FIRST-LEVEL MANAGEMENT
Unit/Individual perspective
Leadership 109

110. DIRECTION Goals provide direction by channeling attention and action
toward activities related to the goals, rather than toward
other activities. When individuals are committed to specific
goals, those goals can help them make better choices about
the activities that they will undertake.
EFFORT Goals to which individuals are committed boost effort by
mobilising energy. Individuals are likely to put forth more
effort when goals are difficult than when they are easy.
PERSISTENCE Persistence involves maintaining direction and effort on
behalf of a goal until it is reached. Thus for some goals
persistence may be required over an extended period of
time. Commitment to goals makes it more likely that
individuals will persist in attempting to reach them.
PLANNING Individuals who have committed themselves to achieving
difficult goals are likely to develop plans or methods that
can be used to attain those goals.
HOW DOES GOAL-SETTING INFLUENCE WORK BEHAVIOUR?
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111. S.M.A.R.T
• Specific
– goals set must be SPECIFIC
• Measurable
– results must be MEASURABLE
• Achievable
– it must be ACHIEVABLE
• Realistic
– REALISTIC within the CAPACITY and CAPABILITY
• Time-related
– it must have a TIME-FRAME
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112. LONG TERM PLAN
Practical Steps in Long Term Planning
1. Resources
2. Congruency With Corporate Objectives
3. Review and Follow Up
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113. CREATING A SUPPORT SYSTEM
• Management Support
• Support Of Immediate Superior
• Cooperation Of Peers
• Reception By Subordinates
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