The document discusses leadership styles and traits of successful supervisors. It describes three common leadership styles - authoritarian, democratic, and laissez-faire. Authoritarian leaders retain a great deal of authority while democratic leaders seek input from employees. Laissez-faire leaders are uninvolved and let employees direct themselves. Contingency models suggest the best leadership style depends on situational factors like employee maturity and task structure. Traits like responsibility, self-confidence, and empathy are associated with successful supervision.
This document defines leadership and discusses different leadership styles and theories. It describes task-oriented versus people-oriented leadership behaviors. Situational leadership theories like Hersey-Blanchard and path-goal theory link leadership style to situational factors. Transformational leadership promotes vision and change while transactional leadership focuses on tasks and rewards. Sources of leader power and leading organizational change are also covered.
First-line managers are responsible for day-to-day operations and leading teams of employees. This training program aims to provide first-line managers with leadership and management tools to make optimal decisions aligned with organizational strategy and lead their teams effectively. The training will help managers understand their basic roles and focus on responsibilities after the session. It covers topics such as the role of a first-line manager, core responsibilities, leadership skills, motivating teams, and sales management best practices.
This document discusses time and attention management skills. It provides an overview of key topics including:
- Learning objectives around understanding time management, overcoming procrastination, and applying the Time Management Matrix.
- An explanation of the Time Management Matrix which categorizes tasks as urgent/important, not urgent/important, urgent/not important, and neither urgent nor important.
- Examples of how to apply the matrix to prioritize daily tasks and determine how to handle different types of tasks.
- The concept of "eating the frog" which refers to tackling the most challenging task first to avoid procrastination.
- Twenty-one tips for stopping procrastination and getting more done faster,
Role of team leader, Qualities of Effective Team Leader, Belbin Team RolesNidhin Chandrasekharan
The document discusses the roles and qualities of effective team leaders. It describes that team leaders are responsible for communicating goals, motivating team members, and assessing performance. Effective team leaders communicate well, motivate others, inspire trust, and have a team orientation. The document also discusses Belbin's nine team roles that classify roles into action, people, and thought orientations like the shaper, coordinator, and plant roles.
This document discusses leadership skills and development. It covers several key points:
1. Only three things happen naturally in an organization: friction, confusion, and underperformance. Everything else requires leadership.
2. It explores various leadership theories, styles, and levels. Theories discussed include trait, behavioral, and contingency theories. Styles examined include autocratic, democratic, visionary, affiliate, pace-setting, and coaching. Levels range from position to permission to production to people development to the pinnacle.
3. Various aspects of human nature are addressed, including needs, thought processes, and motivation. Abraham Maslow's hierarchy of needs and the ladder of inference model are summarized.
4.
This document discusses effective supervisory skills for managers. It emphasizes that managers are important for setting and achieving organizational goals and linking workers to management. Essential skills include people management, technical skills, effective communication, delegation, providing feedback, achieving goals, leading and disciplining teams, managing conflicts, and managing oneself. Specific techniques are provided, such as using the HEAR model for communication, setting SMART goals, coaching direct reports, and resolving issues promptly. Overall, the document offers guidance to supervisors on developing critical skills for overseeing employees and operations.
This document discusses how to train employees to become effective supervisors. It recommends a 3 step process: 1) Ensure employees learn technical job skills; 2) Set clear expectations for their new supervisory role and responsibilities; 3) Model desired behaviors. The role of a supervisor is multidimensional, involving tasks like assigning work, monitoring performance, coaching, and disciplining. Transitioning from an individual contributor to a supervisor requires adjustments in role, attitude, and skills. Creating the right conditions can help motivate employees in their new roles.
Twelve tips are provided for new managers to help with their transition into a management role. The tips include not letting the new position go to your head, acting like a manager, discussing expectations with your boss, learning the organizational culture, learning from role models, getting to know your staff, understanding individual differences, discussing your new role with staff, comparing your leadership style to your predecessor, talking to staff who applied for the job, identifying department goals, and managing stress during the transition.
1. The document provides guidance for new supervisors on how to transition into their new role, establish authority while maintaining good relationships, and effectively manage employees.
2. It discusses establishing credibility with employees, avoiding favoritism, handling complaints and difficult situations, and giving constructive feedback to improve performance.
3. The document also outlines best practices for communication, training, scheduling work, and dealing with issues like tardiness, goofing off, and chronic complainers. It emphasizes setting a good example, being fair and consistent.
This document discusses the roles of supervisors in managing employee performance. It explores the differences between management and supervision, with supervision focusing more on overseeing employee productivity and progress. Key responsibilities of supervisors include conducting basic management tasks like planning and problem-solving, organizing departments, managing employee performance, and disciplining employees for development. Effective supervision requires setting clear performance goals, providing ongoing feedback, addressing performance issues promptly, and conducting formal performance reviews.
The document provides guidance for new supervisors on key skills needed for success in their role. It discusses setting goals, demonstrating effective behaviors, decision-making, managing change, time management, communication skills, motivation, delegation, and training. Specific tips are provided in each area, such as prioritizing tasks, listening actively, giving constructive feedback, and clearly defining responsibilities when delegating. The overall message is that supervisors should stay aware of the big picture, create a productive work environment, and develop their employees' skills through goal-setting, decision-making, and effective management of time, communication and change.
The document discusses leadership development programs and their importance. It defines leadership development as programs that help professionals develop abilities to take on leadership roles in an organization, such as designing strategies and helping others grow. An effective program involves understanding employee goals and strengths, experiential learning, encouraging adaptability to change, and providing constructive feedback. Leadership programs benefit organizations by improving productivity, engagement, culture and the development of unique strategies. The document provides steps to create effective programs, such as defining leadership goals, focusing on development over training, identifying potential leaders, and gauging performance.
This document discusses the responsibilities and skills of effective supervisors. It outlines that supervisors must work well with employees, management, and peers by setting a good example, providing trust and loyalty, and offering constructive feedback. Supervisory responsibilities include conducting safety meetings and investigations, assisting with job safety analyses, maintaining equipment and work areas, training employees, and supervising task performance. Additional characteristics of successful supervisors are having a positive attitude, being a good communicator, and possessing both technical and human relations skills.
Taking the Lead: Five Things Every Supervisor Needs to Know | Supervisory SkillsHRDQ-U
What makes a supervisor great? While there may not be a quick and simple answer to that question, there is a certain skill set that, when learned through time and exposure, make supervisors more effective. With increasing pressure being placed on supervisors to perform, organizations can’t afford a long learning curve.
Join us for an informative webinar that will help you, the trainer, get up to speed fast:
https://www.hrdqu.com/webinars/taking-lead/
For your own supervisory skills assessment:
https://www.hrdqstore.com/supervisory-skills-questionnaire
Effective leadership requires developing key skills and attributes over time. Leaders must understand followers, communicate a clear vision, and adapt their style to different situations ("be, know, do"). Setting goals, values and concepts helps shape an organization's culture and climate. Leaders influence roles, relationships and rituals to motivate members and achieve objectives.
The document provides tips on how to motivate staff and increase productivity, including by spending time with them, focusing on their strengths, creating a no fear environment, delegating jobs effectively, and challenging their work. It then outlines an agenda for a staff motivation workshop covering these topics in more detail over several sessions.
This document discusses the importance of supervisory development training. It notes that supervisors are the first line managers and their skills impact the speed of the entire organization. Effective supervisory skills include patience, commitment, respect, good judgment, and the ability to manage adversity. The methodology outlined includes providing a respectful workplace where ideas are valued, recognizing talent, short and long term career planning, empowering decision making, setting clear goals, and providing continuous feedback and rewards. Activities include solving problems immediately, reviewing team goals in line with organizational goals, and prioritizing work to meet targets.
Supervisi pendidikan adalah serangkaian usaha pemberian bantuan kepada guru dalam bentuk layanan profesional untuk meningkatkan mutu proses dan hasil belajar mengajar. Supervisi bertujuan untuk melakukan penelitian, penilaian, perbaikan, dan pembinaan guru. Supervisi didasarkan pada latar belakang kultural, filosofis, psikologis, sosial, dan pertumbuhan jabatan. Terdapat berbagai jenis dan keterampilan supervisor
Hal-hal negatif tentang perilaku seorang supervisor, kadang hanya sebuah mitos dari seorang bawahan kepada atasannya, tapi ungkin juga hal itu merupakansebuah fakta yang terjadi.
Apa saja mitos atau fakta negatif tentang seorang Supevisor ? kami unggah dalam materi Supervisor antara mitos dan fakta.
Satu lagi materi presentasi tentang SUPERVISOR.
untuk menambah khasanah pengetahuan kita tentang Supervisor.
Semoga bermanfaat.
Supervisor adalah:
- Seseorang yang bertanggung jawab terhadap kemajuan produktivitas bawahan dalam sebuah organisasi
- Jembatan antara atasan dan bawahan
- one who supervises or has charge and direction of (seseorang yang menyelia atau yang mempunyai wewenang untuk memberi arahan) wikipedia
Dokumen tersebut merupakan ringkasan visi, misi, filosofi dan budaya perusahaan dealer sepeda motor Honda bernama Tunasjaya Honda Motor Group beserta layanan yang ditawarkan. Visi perusahaan adalah menjadi dealer pilihan utama dengan manajemen, SDM dan keuangan yang sehat serta kelengkapan produk, suku cadang dan layanan purna jual.
Basic Supervisory Skills Training Presentation. Includes placeholders for customized company info and training games. Topics covered include:
Interviewing, Performance Evaluations,
Coaching & Communication, and Progressive Discipline. NOTE: handwritten fonts don't convert in SlideShare and were replaced with ComicSans.
The document provides an overview of a training course on supervisory skills for supervisors. It covers key areas of responsibility for supervisors, including legal obligations. It discusses techniques for effective time management, coaching and developing employees, and active listening skills. Key topics include transitioning to a leadership role, determining an employee's development level to apply the appropriate coaching style, and barriers to active listening.
This document discusses the differences between a supervisor and other employees, and how to transform a supervisor into an effective leader. It states that a supervisor has more experience than others, knows something about everything and everything about something, and has a more mature understanding level. It provides expectations for supervisors such as being results-oriented, taking responsibility for failures, maintaining good teamwork, and establishing discipline and harmony. It then discusses qualities of good leaders, the difference between being a boss versus a leader, and tips for leaders to be both managers and good leaders such as setting goals, helping people achieve their goals, and learning from books on leadership.
This document outlines the key topics and activities covered in a training course on career planning and development for supervisors. The course objectives are to help supervisors recognize the benefits of career development, identify common steps in the process, assist employees with goal setting and individual development plans, conduct effective career discussions, and plan for career development initiatives in their organizations. The course covers topics such as the roles of supervisors and employees, common career planning steps, overcoming barriers, and planning to support ongoing career development.
The document discusses key aspects of communication skills, including the communication process, elements, types, ways, forms, networks, barriers, and principles of effective communication. It defines communication as transmitting information between individuals and lists its main elements as a sender, message, medium, receiver, encoding, decoding, feedback. It also outlines various types of communication, channels, forms, and networks as well as principles like the 7C's and 4S's of communication that emphasize credibility, clarity and being concise.
Slideshow prepared for a series of lectures on Democratic Theory and American Political Culture for PS 101 American Government (Fall 2007) at the University of Kentucky. Dr. Christopher S. Rice, Lecturer.
The document discusses different leadership styles: coaching, coercive, authoritative, affiliative, democratic, pacesetting. It provides descriptions of each style's key characteristics and examples of when each style would be most effective based on situational factors like the task, time constraints, employee experience/training, and relationships. It also includes scenarios and asks the reader to identify the leadership style portrayed in each scenario.
SEE ALL 14 SKILLS AT: - bitly.com/train-me - This supervisor development program or supervisor development course is designed to train any supervisor properly regardless of experience in how to approach employees with solid skills that will create good relationship and maximize productivity. You can download this slide program and remove the red tag. This supervisor development course and supervisor development program is also created to reduce risk, reduce employee complaints, reduce the likelihood of EEOC complaints, reduce risk of sexual harassment, reduce violence, improve productivity, and many other payoffs. This supervisor development course is also available as a web course with 35 test questions, handouts, and certificate of completion. You won't find a supervisor development course like this one anywhere. We know, because we create this one ourselves to train supervisors specifically in skills for supervisors and topics for supervisors that none of the staff at Arlington County Government and Arlington Public School system ever had. As a result, supervisors left training more confident and secure that they could address issues with employees more effectively. The best part of this supervisor development program is the Flash Movie format with professional narrations. It uploads to any website and supervisor can go to your website and click on any skills and get a brush up on the fly in any supervisory skill or topic that pertains to the management situation they are dealing with immediately with their employee. That is completely unheard of in a supervisor development course or supervisor development program where a one-day intense training at some hotel leaves supervisors excited for only 4-5 hours later. After that, the training of supervisors fizzles fast. This supervisor development program sticks. Supervisor classes and certification for supervisors is hard to find. But this course will also issue of certification that the course was complete. It's not for credit, but any supervisor participating in this program will pick up practical information in supervisory skills that will far out-do their peers who have never been any any formal supervisor training -- even those who have -- because most of them forget what they were exposed to at that one day hotel seminar.
This document discusses democratic schools and leadership. It defines democratic schools as having consensus among students and teachers regarding what, how and when to learn. This gives students responsibility, equality and justice while becoming self-directed and critical thinkers. Democratic schools emphasize global curriculum projects, meaningful dialogue-based learning, and a democratic environment with student mediators. Teachers specialize but also act as tutors with attention to each student. Leadership in democratic schools is distributed across the school community, with the headmaster promoting collaboration and change while involving all in decision-making.
Dalam sebuah sesi training terhadap para pekerja yang berada pada level operator, terungkap adanya pandangan-pandangan negatif tentang Supervisor mereka.
Belum diketahui apakah pandangan-pandangan itu hanya sebuah mitos atau justru fakta yang mungkin tidak disadari telah dilakukan oleh seorang Supervisor.
Berikut sebagian rangkumannya.
This document outlines developing a leadership strategy, which is critical for organizational success. It defines what a leadership strategy is and provides steps to create one. A leadership strategy considers the quantity and qualities of leaders needed, their skills and behaviors, collective capabilities, and leadership culture. It is created by analyzing a business strategy to identify key drivers and their implications for leadership. Data is collected on the current leadership situation and compared to the desired future to develop the leadership strategy and subsequent leadership development strategy.
This presentation is about the importance of training supervisors to business success. It provides five examples of companies who had varied degrees of success with training depending on how they structured their objectives and C-suite support.
The document discusses leadership and defines it as inspiring people to commit to organizational goals. It identifies characteristics of good leaders such as balancing people and work, setting a positive example, strong communication skills, influence, persuasiveness, and coaching ability. The document also discusses different leadership styles like autocratic, democratic, participative, and situational leadership. It argues that while some leaders are born, others can develop skills through training and effort to become good leaders who motivate followers and build trust within an organization.
Managers and leaders both play important roles in organizations. While managers focus on administrative tasks like planning and organizing, leadership involves inspiring and guiding a group to achieve its goals. Effective leadership depends on the situation and adapting one's style. Several models attempt to explain the relationship between leadership style and situational factors like task structure and subordinate maturity. Overall, there is no single best leadership style - the approach should match the demands of the specific organizational context.
Notes on Leadership In Organisation Behavior (Notes for BBA/B.com Students)Yamini Kahaliya
this is the notes on leadership in organisation behavior.
Leadership can be defined as the ability of the management to make sound decisions and inspire others to perform well. It is the process of directing the behavior of others towards achieving a common goal. In short, leadership is getting things done through others.
it covers following points :-
1.Definition
2.Importance of ledership
3.Leader V/s Manager
4.Leadership Styles
5.Theories of leadership
Leadership and social responsibility hardcopyAizell Bernal
This document discusses leadership and social responsibility. It defines leadership and outlines characteristics of quality leaders. It also describes various leadership styles like telling, selling, participating, and delegating. The contingency approach and path-goal approach to leadership are explained. The document also defines social responsibility and discusses arguments for and against businesses' social involvement. It outlines theories of ethical business management and how businesses can institutionalize ethics.
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This document discusses various aspects of leadership, including:
1. It defines leadership as the ability to inspire others to perform well and achieve goals through effective decision making and communication.
2. It outlines several leadership skills like setting goals, monitoring progress, rewarding good behavior, and reprimanding negative actions.
3. It describes different leadership styles such as engagement, autocratic, participative, bureaucratic, charismatic, servant, and those focused on tasks versus relationships.
4. It lists qualities of great leaders such as honesty, the ability to delegate, and treating people with respect.
The document discusses various aspects of leadership including definitions, characteristics, importance, styles, theories and skills. It defines leadership as a process to influence and guide others towards accomplishing goals. It describes key characteristics like being interpersonal and situation-dependent. Important leadership styles discussed include autocratic, laissez-faire, democratic and bureaucratic. Several theories of leadership are also summarized like the path-goal theory, great man theory, trait theory, transformational vs transactional leadership and Fiedler's contingency model. Effective leadership skills mentioned are time management, asking questions, work-life balance, growth opportunities, brainstorming, vision and courage.
Here are my responses to the leadership questionnaire:
4. False. Most employees are not lazy. They want meaningful work and leadership.
5. True. Providing guidance and support without pressure allows subordinates to develop skills and confidence.
7. False. While rewards and punishments can be used, the most effective motivation comes from job satisfaction, personal growth and feeling valued.
8. True. Frequent, open communication builds trust and engagement.
9. False. Subordinates usually prefer a collaborative approach where their input is valued and respected.
10. False. Most workers feel secure and competent in their roles and want leadership that empowers rather than directs.
11. True. Effective
The document discusses various leadership styles and theories of leadership. It describes the autocratic, bureaucratic, democratic, and laissez-faire leadership styles. It also summarizes trait theory, behavioral theories including studies from Iowa, Ohio State, and University of Michigan, the managerial grid theory, contingency theory, path-goal theory, and Likert's four system theory. Additionally, it discusses factors that influence leadership style and problems of leadership in modern industry.
This document discusses various leadership styles and theories of leadership. It begins by defining leadership as the ability to influence others towards achieving goals according to Robbins. It then describes different leadership styles such as autocratic, democratic, participative and laissez-faire. Several leadership theories are also summarized, including trait theory, behavioural theories focusing on styles/behaviours, and contingency/situational theories which emphasize the importance of the situation. Specific theories discussed include Fiedler's contingency model, situational leadership theory, and path-goal theory.
mob-ppt-UNIT-V.pptx management organisation and behaviourdrushikareddy0422
This document discusses leadership and motivation. It defines leadership as the ability to persuade others to seek defined objectives enthusiastically. Important roles of a leader include initiating action, providing motivation, coordination, creating confidence and building morale. Leadership traits include drive, desire to lead, honesty/integrity, self-esteem/confidence, open-mindedness, intelligence and extraversion. Theories of motivation discussed include Maslow's hierarchy of needs and Herzberg's two-factor theory. Common leadership styles are also outlined such as laissez-faire, autocratic, participative, transactional and transformational.
Leadership1. Define leadership and explain its importance for or.docxcroysierkathey
Leadership
1. Define leadership and explain its importance for organizations.
There is probably no topic more important to business success today than leadership. Leadership occurs between people, involves the use of influence, and is used to attain goals. Influence means that the relationship among people is not passive. A definition of leadership is the ability to influence people toward the attainment of goals. This definition captures the idea that leaders are involved with other people in the achievement of goals. Leadership is dynamic and involves the use of power. Power is the potential ability to influence the behavior of others. Power represents the resources with which a leader effects changes in employee behavior.
2. Describe how leadership is changing in today’s organizations, including Level 5 leadership, servant leadership, and authentic leadership.
The turbulence and uncertainty of the environment in which most organizations are operating has significantly influenced leadership styles in recent years. Ethical and economic difficulties, corporate governance concerns, globalization, changes in technology, new ways of working, shifting employee expectations, and significant social transitions have contributed to a shift in how we think about and practice leadership.
A key characteristic of Level 5 leaders is an almost complete lack of ego, coupled with a fierce resolve to do what is best for the organization. In contrast to the view of great leaders as larger-than-life personalities with strong egos and big ambitions, Level 5 leaders often seem shy and unpretentious. Although they accept full responsibility for mistakes, poor results, or failures, Level 5 leaders give credit for successes to other people.
The concept of servant leadership, first described by Robert Greenleaf, is leadership upside down, because leaders transcend self-interest to serve others and the organization. Servant leaders operate on two levels: for the fulfillment of their subordinates’ goals and needs and for the realization of the larger purpose or mission of their organization. Servant leaders give things away—power, ideas, information, recognition, credit for accomplishments, even money. Servant leaders truly value other people. They are trustworthy and they trust others. They encourage participation, share power, enhance others’ self-worth, and unleash people’s creativity, full commitment, and natural impulse to learn and contribute. Servant leaders can bring their followers’ higher motives to the work and connect their hearts to the organizational mission and goals.
· Authentic leadership refers to individuals who know and understand themselves, who espouse and act consistently with higher-order ethical values, and who empower and inspire others with their openness and authenticity.
· Authentic leaders pursue their purpose with passion. When leaders demonstrate a high level of passion and commitment to purpose, they inspire commitme ...
Pharmacists can learn from the accumulated wisdom of the leadership literature to be better leaders. These slides summarize the major ideas covered in Chapter 2 of "Leadership for Pharmacists". It provides a brief review of leadership theories and what pharmacists can learn from them.
This chapter discusses leadership and power in organizations. It defines leadership as the ability to lead a group and set challenging goals. The chapter then covers several theories of leadership, including trait theory and behavioral theories. It also discusses different leadership styles and the differences between leaders and managers. Finally, the chapter defines power as the ability to influence others and cause actions. It identifies six main types of power in leadership: legitimate, referent, expert, reward, coercive, and informational power.
This document discusses various theories and models of leadership. It covers trait theories that seek to identify personal characteristics of effective leaders. Behavioral theories examine types of leader behaviors and consider how styles may vary across cultures. Contingency models propose that effective leadership depends on both leader characteristics and situational factors. Specific models covered include Fiedler's contingency model, House's path-goal model, and transformational leadership. The document also discusses substitutes for leadership and the role of gender in leadership.
Leadership skills and its impact on organizational performancePreet Gill
Introduction and definition of leadership, leadership styles, how to measure organizational performance, and also explained the relationship between leadership styles and organizational performance.
The Certified Planning Engineer.PREVIEW.pdfGAFM ACADEMY
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2. Leading The management function of influencing people to act or not act in a certain way. Leadership traits that are often suggested as useful include: a sense of responsibility, self-confidence, high energy level, empathy, internal locus of control, and a sense of humor.
3. Internal Locus of Control: The belief that one is the primary cause of what happens to oneself.
4. Leadership Styles: Leadership styles are define by The amount authority retained by the supervisor A task-oriented or people-oriented approach, or both Leader attitudes based on assumptions they have about employees.
5. Supervisors can be authoritarian, democratic, or laissez-faire. They often use more than one style of leading depending on employee and situational factors.
7. An important part of the leadership role is giving orders or directions to employees. A supervisor should make sure that employees understand directions and the reason for them.
8. Leadership behavior is affected by how the supervisor thinks of himself/herself. People who believe they are capable tend to act capably.
9. Successful supervisors need to work effectively and maintain good relations with their employees, boss, and peers. With employees, supervisors should set a good example, be ethical, and develop trust. Supervisors should give their boss loyalty, cooperation, information, and results and be aware of and respond to the boss’s style. With peers, supervisors should keep competition fair and as friendly as possible and offer support or criticism in a constructive way.
10. Paul B. Malone III, “a manager focuses just on getting a task done, a leader focuses on getting it done in a way that gives employees a feeling of accomplishment and willingness to follow the leader again.”
11. Manage-- 1. To direct or control the use of. 2. a. To exert control over. b. To make submissive to one’s authority, discipline, or persuasion.”)
12. In some cases a distinction is emphasized with leadership described as a more dynamic activity toward meeting the needs and goals of the organization..
13. Organizations seek to hire or promote employees who will be successful and an asset to the organization. Is it possible to predict success or leadership ability from personality type, or are there traits that are associated with a supervisor’s success?
14. Significant Traits Associated with Leadership a. Sense of responsibility. Supervisors must be willing to take seriously the responsibility that goes with the job. b. Self confidence . Supervisors who believe in their ability to get the job done will convey confidence to employees.
15. c. High energy level. Many organizations expect supervisors to willingly put in long hours in order to handle the variety of duties that come with the job. d. Empathy. Supervisors need to be sensitive and higher management. Supervisors who have difficulty understanding what makes people tick are at a disadvantage.
16. e. Internal locus of control. People with an internal locus of control are thought to be leaders because they try harder to take charge of events. f. Sense of humor. People with a good sense of humor are more fun to work with or for.
17. Characteristics of a Successful Supervisor (Ch. 1) The characteristics of a successful supervisor include: positive attitude loyal fair good communicator able to delegate wants the job
18. Additional Characteristics of a Successful Supervisor Additional criteria for a successful supervisor include: technical skills human relations skills conceptual skills decision making skills
19. The 7 Habits of Highly Effective People by Stephen Covey Habit 1 Be proactive. This refers to the taking of responsibility to make things happen. Habit 2 Begin with the end in mind. Start with a clear picture of where you are going and what the destination will look like.
20. The 7 Habits of Highly Effective People by Stephen Covey Habit 3 Put first things first. The principle is based upon two factors--importance and urgency. Habit 4 Think win/win. The principle means that agreements or solutions are mutually beneficial.
21. The 7 Habits of Highly Effective People by Stephen Covey Habit 5 Seek first to understand, then to be understood. One key to effective interpersonal communications is to listen with the intent to understand. Habit 6 Synergize. The whole is greater than the sum of the parts.
22. The 7 Habits of Highly Effective People by Stephen Covey Habit 7 Sharpen the saw. Enhance personal abilities.
24. Authoritarian Leadership: A leadership style in which the leader retains a great deal of authority. This style of leadership is characterized by the supervisor giving orders and employees following the orders. An example would be a military commander who expects unquestioned obedience. Decisions are made quickly. Works best in an emergency or crisis or where employees lack maturity. Employees may become dependent on decisions from supervisors and will not do anything of their own.
25. Democractic Leadership A leadership style in which the leader allows subordinates to participate in decision making and problem solving. This style of leadership is characterized by the supervisor actively seeking input from the employees. An example would be work groups or teams for problem solving Employees feel they have a say in the ways things are done and may feel more satisfied with their jobs. Decisions take longer. A supervisor who leaves most decisions to the group may be viewed by some employees as weak.
26. Laissez-faire Leadership A leadership style in which the leader is uninvolved and lets subordinates direct themselves. This style of leadership is characterized by the noninvolvment of the supervisor. An example would be research and development settings. Works best in an atmosphere where creativity and innovation is required. Many employees see this method as no leadership at all.
27. Theory X A set of attitudes based on the view that people dislike work and must be coerced to perform. Theory X assumes that people dislike work and try to avoid it and must be coerced to perform. Employees would prefer to be directed. Employees have to be watched and occasionally disciplined to keep them performing. A Theory X supervisor would most likely be autocratic.
28. Theory Y A set of attitudes based on the view that work is a natural activity and that people will work hard and creatively to achieve objectives they are committed to. Employees can be trusted and discipline is not necessary to get them to perform adequately. Theory Y supervisors are more likely to adopt the democratic style.
29. Theory Z A set of attitudes that emphasize employee participation in all aspects of decision making. Assumes employees work as hard as they can. An extension of Theory Y with the addition of organizational structure and the response of management to the employees. Employees are trusted, and their input or ideas are actively sought. This approach to supervision would be more consistently democratic.
30. Authoritarian style of leadership Organizations or departments that require a regimented method of performance, quick response, or employees need a lot of direction. The military, and military-type organizations such as correction facilities, would be an example. Fire fighting would be another. This style would also be appropriate in organizations where employees require a lot of direction, such as a fast-food restaurant where there is high turnover of personnel.
31. Democratic style of leadership Organizations and departments that require input from employees for problem solving or product and process improvement. This style works in organizations where there is a highly skilled work force, especially if work requires teamwork to complete work effectively. An example may be companies that supply the auto industry with parts and materials. These companies are being driven by competitive forces to improve quality and reduce prices through continuous improvement.
32. Laissez-faire style of leadership Organizations or departments that require innovative employees and where creativity is important. Examples include research and development departments, software companies, and design departments. Beauty salons might be another type of company where this style of leadership works best.
34. Supervisors are not likely to use or represent a single type. Contingency models of leadership attempt to describe the situations under which a specific type of supervisor will be most successful. Contingency models of leadership maintain that the best style of leadership depends on the circumstances.
36. Fiedler’s Model Supervisors will be relationship oriented (people oriented) or task oriented depending on: leader-member relations, or the extent to which the leader has group members’ support and loyalty. task structure, or whether there is specified procedures to follow in carrying out the task. position power, or the leader’s formal authority granted by the organization.
37. Fiedler recommends that a leader determine whether his or her preferred leadership style fits the situation, and, if not, the leader should try to change the characteristics of the situation.
38. The Hersey-Blanchard Life Cycle Theory Similar to Fiedler’s theory except they believe that the leadership style should reflect the maturity of the followers as measured by such traits as ability to work independently . Leaders should adjust the degree of task and relationship behavior in response to the growing maturity of their followers.
39. As followers mature, leaders should move through a combination of behaviors: (1) High task and low relationship behavior (2) High task and high relationship behavior (3) Low task and high relationship behavior (4) Low task and low relationship behavior
41. Supervisor Characteristics The manager’s values. What is most important to the supervisor? Company profits Personal growth and development Development of employees Level of confidence in employees The more confidence in the employees, the more the supervisor will involve the employees.
42. Personal leadership strengths Effective leaders capitalize on their strengths. Tolerance for ambiguity When employees are involved, the supervisor cannot always be sure of the outcomes. Will the supervisor be comfortable will this uncertainty?
43. Employee Characteristics Need for independence. Employees who want a lot of direction will welcome autocratic leadership. Readiness to assume responsibility. Employees eager to assume responsibility appreciate democratic or laissez-faire styles of leadership.
44. Tolerance for ambiguity. Employees tolerant of ambiguity will accept the leadership style that gives them more input. Interest in the problem to be solved. Employees interested in a problem and think it is important will want to be involved.
45. Understanding of and identification with goals. Employees who understand and identify with the organization’s or department’s goals will want to be involved in meeting these goals. Knowledge and experience. Employees with the knowledge necessary to solve a problem are more apt to want to help come up with a solution.
46. Expectations. Some employees expect to participate in making decisions and solving problems.
47. Diversity Growing diversity in the work place means that supervisors may have a more difficult time determining where the employees are in regard to these characteristics. There is the additional danger that supervisors have preconceived ideas about how employees think and behave.
48. Situation characteristics Type of organization. The organization lends itself to a type of leadership. For example, if supervisors are expected to manage large numbers of employees, a democratic leadership style may be time consuming and relatively challenging to use. When there is a large number of employees to manage or they are dispersed over a large area, laissez-faire style leadership may be the result whether it is intended or not.
49. Effectiveness of the group. Regardless of the characteristics of individual employees, some groups are more successful in handling decisions than others. When employees have little experience making decisions, authoritarian style leadership may be easier to use.
50. The problem or task. Problems range from simple to complex. Tasks range from structured to relatively unstructured. Although it appears that each of these variables suggests a specific type of leadership, such as a structured task is best handled with more control by the supervisor, in reality each problem or task is also related to the other characteristics of the situation.
51. Time available. An autocratic leader is in a position to make decisions quickly. Group decision making usually requires more time for discussion and sharing ideas.
52. Giving Directions Supervisors practice leadership by giving employees directions. Supervisors should make sure employees understand the directions. Directions should be stated in specific, clear terms. Employees should understand the reason for the directions.
53. When employees do not seem to be following directions, perhaps they didn’t understand the directions they may not realize that the supervisor is giving them an order.
54. Self-concept The image a person has of himself/herself. influences how the supervisor behaves. Someone who believes he or she has the power will act powerful. Someone who thinks himself or herself as intelligent is apt to make careful decisions. When supervisors do something well, they should give themselves credit for their success.
56. Developing and Maintaining Good Relations A supervisor needs support from many people in the organization to be successful. They need the support of their employees. They also need the support of their boss and co-workers.
57. Ways to get along with almost everyone include projecting a positive attitude, taking an interest in other people, and helping out.
58. A supervisor who is liked and respected by employees will inspire them to work harder and better. Supervisors should be role models for employees by following the rules of the company. They should also be fair in the treatment of employees and ethical.
59. Employees work most cooperatively with a supervisor they trust. Building trust takes time and effort, yet it can be lost with a single act that is unreasonable. Trust is built by fair and predictable behavior.
60. No matter how good you are at planning, organizing, and leading, your ability to get along with your boss can determine the course of your career within the organization. That may not always seem fair, but the fact is that your boss is the one who most often decides whether you will be promoted, get a raise, or even have a job next week. A boss who likes to work with you is more likely to take a favorable view of your performance.
61. A supervisor can assume that his or her boss expects the following : Loyalty positive attitude about the company and his/her boss Cooperation works with others in the organization to achieve organizational goals. Communication kept informed about the department’s performance. Results ensures department meets or exceeds its objectives
62. If you get along with your peers, they will help you look good and get your job done. If your peers resent you, the poor relations can cause an endless stream of problems. Quite often your peers are competing with you for raises, bonuses, or promotions. Regardless, the more you cooperate, the better you all will look.