Leadership - &amp - HCM-Final

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1/1/2011 Prof.VishwanathJoshi
Leadership & Human Capital Management
What Is Leadership?
LEADERSHIP AND HUMAN CAPITAL MANAGEMENT
What do Leaders Do?
What Do Leaders Do?

Influence others to do activities to fulfill a shared goal Directing and managing change g g g g Creating vision for the organization Motivating & leading people for success Creating conditions necessary to achieve goals. goals.
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LEADERS
Create Vision & Values
Create Conditions of Empowerment
Overcome resistance to change
Create Followers who
Reward Appropriate Behaviors
Build Capabilities
Encourage others to lead change
Achieve Continual Renewal
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MANAGER AND A LEADER An Understanding

Manager Thinking Process Initiates / Focus on things / Inward looking/ Accepts reality Operational/Improve present/Immediate financials/Sees trees Leader Originates / Focus on people, Looks outward/Investigates reality Vision/Creates the future/New markets/Sees forest
Managers
Rational
Complexity Planning & budgeting targets/goals Organizing & staffing Controlling & problem solving
Leaders
Intuitive
Change Setting Direction -Visions Aligning People Motivating Inspiring/Moving
Direction Setting
Employee Relations
Tight Empower/Associates/L control/Subordinates/Instru earns/Trusts & cts/Directs and coordinates Develops Efficiency/How & When/Manage change Policies/Rules/Procedures/ Expectations/Serve top mgmt. Effectiveness/What & Why / Creates change Values & Principles/Ideas and People/Strives to excel 5 / Serves clients
Mode of operating Decision Methods
Roles of the Manager

Basic Styles of Leadership
INTERPERSONAL ROLES
Figurehead Leader Liaison
Entrepreneur Disturbance Handler Resource Allocator Negotiator
Monitor Disseminator Spokesperson
DECISIONAL ROLES
INFORMATIONAL ROLES
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Autocratic: leader tells workers what to do. (Theory X workers: the traditional view of management that suggests that managers are required to coerce, control, or threaten employees in order to motivate them) Participative: leader allows and expects worker participation. (Theory Y workers: A view of management by which a manager believes people are capable of being responsible and mature)
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Basic Styles of Leadership

Democratic: leader seeks majority rule from workers. (Theory Y workers) Laissez - faire: leader lets group members make all decisions. (Specialist workers)
Basic Approaches to Leadership
TRAIT THEORIES OF LEADERSHIP
Theories of Leadership
Ohio Studies ( Initiating Structure Vs Consideration) Michigan Studies ( Production Oriented) Employee Vs
My Philosophies
People are lazy, need to be forced, have no ambition, they just want security! THEORY X Work is Natural; people force themselves Work in work that is good and rewarding, people seek responsibility & people are smart! THEORY Y
BEHAVIORAL THEORIES OF LEADERSHIP
Managerial Grid ( Concern for People Vs Production) Fiedlers Contingency Model ( Leader Member Relations, Task Structure, Position Power)
CONTINGENCY THEORIES OF LEADERSHIP
Cognitive Resource Theory ( Impact of (1970-1990) stress) Hersey & Blanchard ( Style Vs Followers Readiness) Leader-Member Exchange Theory (Time pressure & Special Relationship Path Goal Theory Leader-Participation Model
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INSPIRATIONAL LEADERSHIP
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Trait Theories
Leadership Traits: Traits: Ambition and energy The desire to lead Honesty and integrity Self-confidence Self Intelligence Job-relevant Jobknowledge
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Contingency Theories Behavioral Theories Trait Theories
Trait Theories
Limitations:
No universal traits that predict leadership in all situations. Traits predict behavior better in weak than strong situations. Unclear evidence of the cause and effect of relationship of leadership and traits. Better predictor of the appearance of leadership than distinguishing effective and ineffective leaders.
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Behavioral Theories
Ohio State Studies

Behaviors that attempt to: Organize work Work relationships Goals
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Trait theory: Leaders are born, not made. Behavioral theory: Leadership traits can be taught.
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Behaviors that attempt to show: Concern for followers comfort Wellbeing Status and satisfaction
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University of Michigan Studies

Emphasized interpersonal relations Took personal interests in the needs of their employees Accepted individual differences amongst their employees
The Managerial Grid
Emphasized technical / tasks aspects of work Main concern was task accomplishment Members were a means to an end
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The Managerial Grid The Managerial Grid

9.1 authority obedience: operating efficiency through controls. 1.9 country club management: leader is thoughtful, comfortable, and friendly with little concern for output. 5.5 organization man management: A balanced approach- concern for work in exchange for satisfactory level of morale. 9.9 team management: high output through committed people, achieved through trust, respect, and interdependence. 1.1 impoverished management: little concern for either people or production.
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Contingency Models of Leadership
Traits
Beha viors
EFFECTIVE LEADERSHIP
SITUATIONS

Contingencies
Groups Characteristics Leaders Characteristics Employees Characteristics Orgn. Structure Characteristics
Leaders Behavior
Employees Behavior
Influences
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Feedback
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Situational Leadership-Hersey & Blanchard

The framework of H&B weighs interplay of three variables: Amount of direction and guidance a leader i l d gives-task b h i t k behavior. Amount of support he gives- relations behavior. Readiness of followers to perform the task-maturity.
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Hersey and Blanchards Styles of Leadership

There are four styles of leadership for the four levels of maturity of the followers High task, low relationship TELLING High task, high relationship SELLING High relationship, low task PARTICIPATING Low relationship, low task DELEGATING
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Hersey and Blanchards Situational Leadership Theory

Situational Leadership Theory (SLT) A contingency theory that focuses on followers readiness.
Unable and Unwilling Unable but Willing Able and Unwilling Able and Willing
Follower readiness: ability and willingness

Leader: decreasing need for support and supervision
Directive
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High Task and Relationship Orientations
Supportive Participative
Monitoring
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High R E G U L A T I N G B E H A V I O R
Situational Leadership
Level 5 Leadership
Low Regulating High Regulating High Nurturing High Nurturing Consulting Approach Supportive Approach
Consultant Mentor
Low Regulating High Regulating Low Nurturing Low Nurturing Delegating Approach Directive Approach
Coach
Low
Counselor
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NURTURING BEHAVIOR
High
Two sides of Level 5 Leadership
Organizational Power and Politics

Leadership Influences
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What is Power
A Capacity that A has to influence the behavior of B so that B acts in accordance with As wishes A s wishes.
Contrasting Leadership and Power

Leadership
Focuses on goal achievement. Requires goal compatibility with followers. Focuses influence downward.
Power
Used as a means for achieving goals. Requires follower dependency. Used to gain lateral and upward influence.
Research Focus
Leadership styles and relationships with followers.
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Research Focus
Power tactics for gaining compliance.
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Bases of Power
Coercive Power: A power base dependant on fear. Reward Power: Compliance achieved based on the ability to distribute rewards that others view as valuable. Legitimate Power: The power a person receives as a result of his / her position in the formal organization. Information Power: Power that comes from access to and control over information. Expert Power: Influence based on special skills and knowledge.
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Personal Power
Referent Power: Influence based on possession by an individual of desirable resources or personal traits.
Charismatic Power: An extension of referent power stemming from an individuals personality and interpersonal style.
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Sources of Power in Organizations

Interpersonal Sources Reward Coercive Legitimate Expert Referent Structural Sources Knowledge Resources Decision Making Networks
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Dependency: The Key To Power

The General Dependency Postulate
The greater Bs dependency on A, the greater the power A has over B. POWER Possession/control of scarce organizational resources that others need makes a manager powerful. Access to optional resources (e.g., multiple suppliers) reduces the resource holders power.
What Creates Dependency
Importance of the resource to the organization Scarcity of the resource Non substitutability of the resource
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Power Tactics
Power tactics Ways in which individuals translate power bases into specific actions Tactical Dimensions: Reason & Friendliness Coalition & Bargaining Assertiveness Higher authority & Sanctions
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Common tactics individuals use to become powerful in organizations

1. Forming coalitions and alliances 2. Controlling access to individuals 3. Controlling access to information 4. Controlling access to resources 5. Setting the agenda 6. Attacking others 7. Managing the impression
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Use of Power Tactics: From Most to Least Popular
Power in Groups: Coalitions

Seek to maximize their size to attain influence. Seek a broad and diverse constituency for support of their objectives. Occur more frequently in organizations with high task and resource interdependencies. Occur more frequently if tasks are standardized 42 and routine.
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Sexual Harassment: Unequal Power in the Workplace
Politics: Power in Action
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Politics is in the Eye of the Beholder
Factors That Influence Political Behaviors
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Employee Responses to Organizational Politics
Avoiding Action:
Over-conforming Buck passing Playing dumb Stretching Stalling
Defensive Behaviors
Avoiding Blame:
Bluffing Playing safe Justifying Scape-goating Misrepresenting
Avoiding Change:
Prevention Self-protection
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Is Political Action Ethical?
Games People Play

1. If it werent for you : Blaming others:You are not OK! 2. See what you made me do: Blaming others: You are not Ok! 3. Im only trying to help you: Saving others: You are not OK! 4. What would you do without me: Saving others: You are not OK! 5. Now Ive got you, you SOB: Getting even: You are not Ok! 6. Kick me: Provoking put downs: Im not OK!
Utilitarianism
Rights
Justice
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7. Poor me: Enjoying misery: Im not OK!

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Organization Culture
Organizational Culture
Culture is what people do when no one is looking!
Organizational Culture is a pattern of beliefs and expectations shared by the members of the organization. These beliefs and expectations produce norms that powerfully shape the behavior of individuals and groups in the organizations. Schwartz & Davis
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Organizational Culture
Organizational Culture represents a complex pattern of beliefs, expectations, ideas, values, attitudes and behaviors shared by the members of the organizations.
Know your organizational culture

Does the company emphasize following established processes to complete a task, or does it just care about results? Is management hands-on or hands-off? hands on hands off? What is the company's attitude toward technology? Are flextime and telecommuting acceptable? Do managers work side by side with their staff or do they work in offices? 54
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Factors Shaping Organizational Cultures

Influence of a dominant leader Company history and tradition Technology, products and services The industry and its competition Customers Company expectation Information and control systems Legislation and company environment Procedures and policies Reward systems and measurements Organizational resources Goals, values and beliefs
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Methods of maintaining organizational culture

What managers and teams pay attention to Reactions to Incidents and crises Role Modeling, Teaching and Coaching Allocation of Rewards and Status Employees also learn about the organizational culture through its reward systems. Recruitment, Selection, Promotion and Removal Rites, Ceremonies and Stories
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More specifically, organizational culture includes:

Routine behaviors when people interact, such as organizational rituals and ceremonies and the language commonly used The norms that are shared by the teams throughout th th h t the organization, such as ll i ti h all meetings shall be attended on time The dominant values held by the organization, such as product quality or price leadership
More specifically, organizational culture includes:

The philosophy that guides an organizations policies towards its employees and customers The rules of the game for getting along in the organization or the ropes that a new comer must learn in order to become an accepted member; and The feeling or climate conveyed in an organization by the physical layout and the way in which managers and employees interact with customers and others outside.
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Bureaucratic Culture
Values formality, rules, standard operating procedures and hierarchical coordination Long-term concerns of bureaucracy are predictability, efficiency and stability. Behavioral norms support pp formality y over informality. Managers view their role as good coordinators, organizers and enforcers of written rules and standards. Tasks, responsibilities and authority for employees are clearly defined. The organizations many rules and processes are spelled out in manuals and employees believe their duty is to follow them.
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Clan Culture
Tradition, loyalty, personal commitment, extensive socialization, teamwork, selfmanagement and social influence Its members recognize an obligation beyond the simple exchange of labor for a salary. They understand that contributions to the organization exceed beyond the contractual agreements. Loyalty is rewarded by security. Because the individuals believe that organization will treat them fairly in all respects and aspects, they hold themselves accountable to the organization for their actions.
Longtime clan members serve as mentors and role models for the newer members. These relationships perpetuate organizations norms and values over successive generations of i ti f employees. Members share a sense of pride in membership. They have a strong sense of identification and recognize the interdependence. Depending on the types of norms, the culture may or may not generate risk taking behaviors or innovation.
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Entrepreneurial Culture
High levels of risk taking, dynamism and creativity. Commitment to experimentation, innovation and being on the leading edge. This culture doesnt just quickly react to doesn t change in the environment it creates change. Effectiveness means providing new and unique products and rapid growth. Individual initiative, flexibility and freedom foster growth and are encouraged and well rewarded.
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Market Culture
Achievement of measurable and demanding goals, financial and market based (eg., sales growth, profitability and market share) Hard-driving competitiveness and profit orientation prevail throughout the organization. g g The relationship between an individual and the organization is contractual. There is a clear agreement on what one can expect from the other and the formal control orientation is quite stable. The individual is responsible for some level of performance and the organization promises a specified level of rewards. The market culture is often tied to monthly, quarterly and annual performance goals based on profits. The organization does not promise (or imply) security and the individual does not promise (or imply) loyalty. In this culture, superiors interaction with subordinates largely consist of negotiating performance reward agreements and/or evaluating requests for resource allocation. The absence of a long-term commitment of both the parties result in a weak socialization process. Social relations among coworkers arent officially emphasized, and few economic incentives are tied to directly cooperating with peers. The pure official relationships shared by the members with each other may not result in personal network.
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Interpersonal Interactions Model

Power Culture Strong leaders are needed to distribute resources. resources. Leaders are firm, but fair and generous to loyal followers. followers. Rewards results, not unproductive efforts. efforts. Work teams are selfselfdirected. directed. Rules and structure serve the system, not an end by themselves. themselves. If badly managed there is rule by fear, abuse of power for personal gain, and political intrigue. intrigue. A possible downside is sustaining energy and enthusiasm over time. time.
Interpersonal Interactions Model

Support Culture Employee is valued as a person, as well as a worker. worker. Employee harmony is important. important. Rule of law with clear responsibility and reward system. system. Provides stability, justice, and efficiency. efficiency. Weakness is a possible internal commitment without an external task focus. focus. Weakness is impersonal operating procedures and a stifling of creativity and innovation
Achievement culture: culture:
Role Culture
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Bolman and Deals Theory of FourFourFrame Leadership Styles
Organizational Culture & Leadership Styles

Self Assessment
Structural Frame (SF)

the assembly plant
Emphasizes efficiency and effectiveness. Structural leaders make the rational decision over the personal, and strive to achieve organizational goals and objectives through coordination and control control. Value accountability and critical analyses. Specialization and division of labor are used to increase performance levels. Problems in performance may result in restructuring
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Human Resource Frame (HuRe)

the clan
Political Frame (PoF)

the coliseum
Emphasizes the individual Human resource leaders value camaraderie and harmony within the work environment, and strive to achieve organizational goals through meaningful and satisfying work. Recognize human needs and the importance of congruence between the individual and the organization.
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Emphasizes competition Political leaders value practicality and authenticity, and strive to achieve organizational goals through negotiation and compromise compromise. They recognize the diversity of individuals and interests, and compete for scarce resources regardless of conflict. Power is an important resource
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Symbolic Frame (SyF)

the shrine
Octapace
The Octapace Inventory was developed especially for Indian Organisations And believes that 8 Values are needed For strong Institution Building Institution Building Openness, Confrontation, Trust, Authenticity Proactivity, Autonomy, Collaboration and Experimentation
Emphasizes meaning Symbolic leader value the subjective, and strives to achieve organizational goals through interpretative rituals and ceremonies. Recognize that symbols give individuals meaning, and provide direction towards achieving organizational purpose. They recognize unity and a strong culture and mission
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When Leaders Communicate
Leadership Communication
INFORM Healthy, BUILDMOTIVATE ENGAGE AND INSPIRESelf Sustaining, & Strong, Long term, EDUCATE
Mutually beneficial
Just more than information sharing..
RELATIONSHIPS
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Framing:
Inspire Others
Using Words to Shape Meaning and
Leaders Communication Effectiveness

Rapport Trust and Credibility Knowledge and Information Competence Listening and Understanding
Framing is a way to use language to manage meaning. Way for leaders to influence how events are seen and understood understood. Involves selection and highlighting of one or more aspects of a subject while excluding others.
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Communication and Interpersonal Relationships

Relationships at work, especially a team members relationship with his or her supervisor, are a HUGE part of a person's productivity. You make my work sing when you: Treat me as a colleague not as a "subordinate" Let me know that you believe I can succeed Show that you trust me Let me see you as a person
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What
Communicates
Trust
Give credit where it's due Take responsibility for your mistakes Share information openly Think in terms of "us," not "me and them" , Assure that each persons role is clear, to you, to the person, and to the department Voice concerns or conflicts easily and directly Speak positively about the team and the work
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Effective Feedback
is a matter of giving it and taking it. Constructively given
Defensively taken
Giving Feedback
Individualized to fit the specific person and situation; Focused on the behavior or action you are concerned with not on the person with, or their personality; Delivered in a timely fashion, as soon as possible after the positive or negative action and before the next performance. Open Body language
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G o t Growth and Change
Destructively given
Leadership and Motivation

Have to Vs Cant wait to Motivation Three Qualities of Motivation
ENERGY
Find what energizes each employee Find ways to furnish that kind of work Reward them for doing it
A Culture of Candour
DIRECTION
Set Goalsthat make sense and participatively
SUSTAIN
Never take the hard work for granted It is necessary to keep motivating
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Leadership
Need Vision, yesbut Facts are better than dreams Need a Climate where the truth is heard
A Culture of Candor
Do you have an atmosphere of candid communication? Are people engaging in superficial congeniality during congenialit d ing meetings? Do people say yes when they really mean No? Are people comfortable speaking up when they have concerns or dissenting views?
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Unwavering faith and brutal facts

The Stockdale paradox
Lead with questions, not answers Engage in a dialogues and debate, not coercion Conduct autopsieswithout blame Build red flag mechanisms
Retain faith that you will prevail in the end, regardless of difficulties AND at the same time Confront the most brutal facts of your current reality, whatever they may be
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Warning Signs
Do management meetings seem more like hushed, polite games of golf or fast paced, physical games of ice hockey? Do subordinates wait to take their verbal and visual cues from y you before commenting on controversial issues? Are planning and strategy sessions largely about the preparation of hefty binders and fancy presentations, or are they primarily about a lively, open dialogue? Do the same people tend to dominate the management team meetings?
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Warning Signs
Is it rare for you to hear concerns or feedback directly from those several levels below you in the organization? Have senior management meetings become rubber stamp sessions in which executives p simply ratify decisions that have already been made through other channels? Do you rarely hear from someone who is concerned about the level of criticism and opposition that they encountered when offering a proposal during a management team meeting?
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How to Mentor Well
Effective Mentoring
1.
Walk the Talk Learns by observation than telling What you do has a greater impact than what you say I Inconsistency b t i t between action and advice will ti d d i ill send confusing signals and result into loss of trust. 2. Give actionable advice and feedback 3. Resist the temptation to solve the mentees problems Help them help themselves
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Coaching and Mentoring
How to Mentor Well

4. Criticize the behavior not the person
Stop Doing that I noticed that you havent..
Key Goals Initiative Volunteerism Focus Roles Duration
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Coaching
To correct the inappropriate behavior, improve performance, impart skills The Coach directs the learning and instruction Though essential for the coachees participation, but not voluntary Immediate problems and learning opportunities Heavy on telling and appropriate feedback Usually concentrated on short term needs, as needed basis Coach as Boss
Mentoring
To support and personal growth guide
5. Challenge the mentee to develop a plan for success 6. 7. 8. 9.

Mentee is in charge of his/her learning Both participate volunteers as
Create a foundation of support Dont create dependence on yourself Get off to a good start Know when to say goodbye!
Where would be like to be in 5 years.. How do you plan to get there?
Long term personal and career development Heavy on listening, providing a role model, and making suggestions and connections Long term Usually not the boss, not in chain of command 88
Relationship
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Coaching
Coach and Coaching

A Coach
is a person who facilitates experiential learning that results in futureoriented abilities. (Frederic Hudson, The Handbook of Coaching)
Coaching
is a process that fosters self-awareness and leads to the motivation to change, as well as the guidance needed if change is to take place in ways that meet individual and organizational performance 90 needs. (David Dotlich, Action Coaching)
Coaching
Coaching: Concept
is a process that involves working with someone on a one-to-one basis to help that person achieve a desired result. It i th skill of providing f db k is the kill f idi feedback, direction and support. is an interactive
Coaching: Concept
Coaching is a process that enables learning and development to occur and thus performance to improve.
Coaching
process, relying on collaboration, through which managers and 91 supervisors aim to solve performance problems or / and develop employee
Literal meaning transporting a valued person from where he/she is to where he she wants to be
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Potential For Coaching

Those individuals who consistently and substantially perform above expectations Excellent rating. Working with individuals whose contribution and performance is less than expected in majority of the areas Below Average rating. Coaching benefits those individuals who are highly strung, aggressive, etc. Where development of a skill will significantly 93 contribute to growth.
Assessing Coachees Readiness

Want to change and grow Be willing to be available for coaching meetings and assignments i t Be capable of envisioning a preferred future Be willing to think beyond own frame of reference Be open to discovering barriers Be willing to try out new ideas Be interested in how others perceive him/her Be action oriented Be able to trust and generate partnership Be capable of follow through steps Be committed to continuously learning Be interested in new information and ideas
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Qualities of a Coach
Emotionally Competent Sustain intimate bonds and relationships Maintain high levels of selfconfidence and self-esteem Imagine, wonder, and envision Listen intently and objectively to others Express feelings naturally and appropriately Display gratitude and appreciation Manage conflicts fairly and directly Seek and maintain friendships that are mutually rewarding
Qualities of a Coach
Action Oriented Discern and clarify personal values in self and others Collaborate effectively and act fairly as a team player Celebrate, have fun, and pursue affirmations and rituals Plan and feel responsible for making the future happen Live his or her own beliefs and concerns Challenge, test, and expect high performance from self and others Look for ways clients can experience their strengths Look for ways coachee can learn to be self-directed Look for social settings and activities that can enrich the coaching plan Validate and reward the efforts of others Embrace diversity in men and women and in people from other cultures
(Source of Coach Qualities: The Handbook of Coaching, Frederic M. Hudson, PH.D.)
(Source of Coach Qualities: The Handbook of Coaching, Frederic M. Hudson, PH.D.)

Coaches Connect Short-Term Strategies to Longer-Term Plans Evoke a sense of purpose with clients Facilitate compelling visions of the future with coachee Convert planning into scenario building: design the future Conduct personal and professional strategic-planning and time management sessions with coachee ith oa hee Be effective at facilitating small group process, including emotional work Facilitate persons and human systems through times of transition Promote personal renewal and career resilience Coaches Seek Balance Understand appropriate adult roles throughout the life cycle Model and teach the balance of roles and show how to be one person in all roles
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Mentally Sharp Possess legitimate personal authority Give and receive criticism fairly Reflect on sense of self and its personal life course Negotiate useful and accurate coaching agreements Distinguish between trivial and significant problems Distinguish between situational and patterned distress Provide accurate feedback Observe and understand the conduct of self and others Know how to conclude coaching relationships professionally 95
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Structure of Coaching
It takes place in a one-on-one relationship Involves a high level of communication and trust. Format is individualized, relevant to current performance needs and customized to the learning style and motivations of the learner learner. Program is carried out over a period of time, allowing for self-paced awareness and plenty of practice. Critically, there is regular accountability and reinforcement.
Process
Ownership
Self Belief
Principles of Coaching
Action
Blame free
Solution Focus
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Coaching Style DIRECTIVE
Used For.. Developing Skills
Example.. Instructing a new employee who needs to develop certain skills Explaining the project plan to the new employee A joint con-call j con-
GOLDEN RULES OF COACHING

Build relationships, then coach. Value individual differences and uniqueness. Build on strengths, create enthusiasm for positive change. Have regular, consistent and structured conversations with the coachee. Plan and agree for stretch objectives. Create a coaching moment every time you interact with your coachee. Live coaching, dont pretend it !!
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Providing answers
Instructing g SUPPORTIVE Facilitating solving Building confidence Encourage learning
problem Helping others find their own solutions self You can do it, I am sure self Allowing on the job learning, even if it is risky
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Serving as a resource Providing to others info/contacts
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Human Capital Management Principlesgetting them right!

Human Capital Management Process, Strategies and Programs which enable
an organization to acquire, develop, compensate and retain Human Capital critical for meeting the dynamic needs of the organization
Principle #1: HCM Strategy Must Be Anchored To the Business Strategy Principle #2: HCM is Not about Programs; P og ams it is abo t Relationships about Principle #3: HCM involves Anticipating Change and Implement it
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TM Principlesgetting them right!

Principle #4: People in charge of HCM should be an Outspoken Advocate of Employee Interests but be balanced Principle #5: The Effectiveness of HCM depends on its staying focused on Issues rather than on Personalities Principle #6: HCM Executives must accept that Constant Learning and Skill enhancement are essential to their being Contributor to the Business
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HC Management
HRM
Strategic HRM
HCM
Attraction Deployment Development Reward R d Retention
HR system
Human Capital Management
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CEOs must ask their HR Leaders Talent Management/HCM

6 Questions
Deloitte Research-Its 2008: Do You Know where your talent is?
in
CEOs must ask their HR Leaders Talent Management

6 Questions
Deloitte Research-Its 2008: Do You Know where your talent is?
in
1. 2.
3.
Which segments of the workforce create the value for which we are most rewarded in the marketplace? Which areas of our business will be most impacted be impending waves of attrition? What are we doing p p p to prepare successors? What impact will attrition have on the skills and productivity necessary to meet the future demand? In what areas is talent market heating up (ie; demand will outplace supply)? Which segments of our workforce will be impacted? What are the potential top line and bottom line implication?
4. What skills will we need over the next five years that we dont currently posses? How will we create that capacity? What happens to our business of we dont? 5. What is our turnover within critical areas? How much is g y it costing us? In Customers? In Productivity? In Innovation? In Quality? What are we doing to resolve the root cause? 6. Are we actively developing talent portfolios of workforce plans that will help us understand and communicate the financial consequences of talent decisions on our business?
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Human Capital/Talent Management

Talent Management
SIX HR Conditions Contributing to Organizational Excellence

LBA Consulting Group 1990s
Talent Forecasting
Talent Acquisition
Talent On-boarding and Deployment
Talent Development
Talent Retention
Business & HR Planning
Recruiting & Selecting
Induction & Placement
Learning Training Development
Engagement Culture
1. Performance Oriented Culture 2. Low turnover (in premium employee groups) 3. High Levels of Employee Satisfaction 4. A Cadre of qualified replacements 5. Effective investments in employee compensation and development 6. Use of institutional competencies (success factors) in selection and performance evaluation process
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From Mckinseys
Key Questions Understanding the value of HCM
Key Questions Understanding the value of HCM

1. How should we manage the intangible assets vested in our people?
a. b. c. Can we measure the tradeoff between investment in our building our culture and investment in new products and services? y g How should we balance the cultural continuity against the need to adopt fresh ideas and practices? How can we build a talent brand to attract the best people?
1. How do our people affect the value of our business?

a. What effect would losing one high performer have on our share price? b. How much value do we forego by hanging on to poor performers?
2. How much value do our processes developing people add to our company?
of
2.
a. Can we make a business case for all our development programs? b. What balance should we strike between make Vs buy talent? c. How does the shape of our promotion pyramid affect our growth prospects?
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How much value do our processes of developing people add to our company?
a. b. c. Can we make a business case for all our development programs? What balance should we strike between make Vs buy talent? 110 How does the shape of our promotion pyramid affect our growth prospects?
Integrated Talent Management Framework

Aon Consulting Inc
5 Levers and 15 Best Practices

BCG Analysis
Culture & Change Management Talent Strategy
Business Strategy
Communication
Measurement
Recruitment Selection Orientation Performance Management Training & Development Reward Management Succession Planning Exit Management
Talent Outcome Performance Commitment Retention
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Workforce Planning Organizational Planning
Levers
Embrace a new global talent mindset
Best Practices
1. Shift from a west centered to a multi centered operating model 2. Balance the global and local programs to win the talent battle 3. Over invest in talent to capture growth 4. Locate operations to capture global talent pools 1. Understand the type and location of talent required over the next five years. 2. Organize as if the companys survival depended on talent management; it does
Elevate global talent planning to an item on the CEOs agenda
Business Outcome Shareholder growth 111 Revenue growth Profitability
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5 Levers and 15 Best Practices

BCG Analysis
Goals of Proactive HCM

1. Identification, Selection, Development and Retention of Super-keepers
2. 2
Take our Twenty best people away from us and I can tell you that Microsoft would be an unimportant company
Levers
Expand the hiring horizon
Best Practices
1. Uncover hidden talent at second and third tier schools by allaying with the schools and tapping into non traditional pools 2. Tailor employment offers to local conditions 3. Create talent through locally tailored T&D programs 1. Identify, cultivate and retain high potential employees 2. Accelerate paths to leadership 3. Build a leadership team through global succession planning and cross cultural rotations 1. Make global values locally relevant 2. Ignite in all leaders a lasting passion113 for globalization
Accelerate careers and create global leaders
3.
Identification and development of high quality replacements for a small number of positions designated as key to current and future organizational success. Classification and investment in each employee based on his / her actual and/or potential for adding value to the organization
Embed the new global mindset in all the leaders
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Performance Potential Matrix

Low Performance High Potential MISFITS Identify and support a Personal Improvement Plan over next two quarters High Performance High Potential SUPER-KEEPERS Identified as Fast Track performers Additional investments on Manager may also look at development and growth needs of such people by the organization reallocation to appropriate functional area Prospects for higher roles Low Performance Low Potential CASE FOR EXIT Based on the gaps, managers to take a call on specific skill building programs along with very close monitoring Counseling Case for planned exit High Performance Low Potential SOLID CITIZENS Opportunities to grow in specific areas only Potential development plans wherever required May not be considered for leadership roles
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Leadership Communication
Just more than information sharing..
Communication: Connecting
TO HAVE A COMMON DOOR WITH!

To Communicate means...
You can't not communicate. Everything you say and do or don't say and don't do sends a message to others." John Woods
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Communication Loop
MESSAGE Filters/barriers Filters/Barriers
Sender
Receiver
Filters/Barriers RESPONSE
Filters/Barriers
Filters in our communication

Hot Buttons Assumptions Perceptions Self-esteem Sensitivities Paradigms Suspicions Previous Experience Attitudes Needs Prejudices Anxieties A i ti Feelings Expectations Motives
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When Leaders Communicate
INFORM Healthy, BUILDMOTIVATE ENGAGE AND INSPIRESelf Sustaining, & Strong, Long term, EDUCATE
Mutually beneficial
RELATIONSHIPS
Leaders Communication Effectiveness

Rapport Trust and Credibility Knowledge and Information Competence Listening and Understanding
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Communication and Interpersonal Relationships

Relationships at work, especially a team members p , p y relationship with his or her supervisor, are a HUGE part of a person's productivity. productivity. You make my work sing when you: you: Treat me as a colleague not as a "subordinate" Let me know that you believe I can succeed Show that you trust me Let me see you as a person
What
Communicates
Trust
Give credit where it's due T k responsibility f your mistakes Take ibilit for i t k Share information openly Think in terms of "us," not "me and them" Assure that each persons role is clear, to you, to the person, and to the department Voice concerns or conflicts easily and directly Speak positively about the team and the work
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Personal Effectiveness
Self Disclosure
What happens when I dont tell them anything about myself when I am working with them?
Openness to feedback
What happens when I dont listen to them when they are tell me something about myself?
Perceptiveness
What happens when I dont notice things not told to me by them while working with them?
How good a LISTENER we are?

A Self Assessment
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Consider these responses!

Actually, whenever you are on call with him, you should begin by building a rapport. That helps in many ways, rapport. especially when it comes to managing difficult customers This time, please document it in your self appraisal so that it can be considered in our unit level rationalization meeting You should ask the training department to conduct a full fledged training program on this technology and also may be ask for some on the job support while you work on this technology
Reactive Responses RR
Offering advice Tell what to do and / or not to do Does the thinking for the talker
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It can be very difficult to manage such clients and you feel stressed and demoralized at ti f l t d dd li d t times You feel hiring freshers is actually adding to your work and taking away your critical time from your projects Complying with processes you think are non value adding is irritating for you and you feel thay can be eliminated
Empathetic Response ER
Non judgmental Captures essential theme / feelings Potential for building rapport and mutual understanding d d
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How many freshers work with you on an average? Do you prioritize the training of freshers when they join your team Which are such processes that you think are redundant Whom are you referring to from other units
Additional Information Responses AFAIR

Ask for additional responses If used excessively, the talker may feel grilled
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May be situations in other units could be different from that in our unit May be you should take a course on Managing Customers that we do in our organization May be you need to look at how you go about it in your team. Eventually, training and coaching is a part of all team. ll d h f ll managers responsibility
Criticizing Responses CR
Expresses criticism Results from a tendency approve, disapprove to judge,
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Verbal Communication: Listening

Pay Attention
& Remember
Make No Assumptions
Monitor NonNon-Verbal
Effective Active Listening
Encourage speaker to Talk
Paraphrase & Repeat
Empathize
Effective Feedback
is a matter of giving it and taking it. Constructively given
Defe ensively t taken
Growth and Change
Destructively given
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How do you feel?

You have done a sloppy work." "The "Th pages in this report are out of order." i thi t t f d " "You never are on time!" "You were 15 minutes late today. That's the third time this week." "You always interrupt my stories!" "I would like to tell my story without being interrupted." You make me angry." "I get angry when you break your promises."
Difficult Conversations

Behavior -- what it is, exactly, that the other person has done or is doing Effect -- what is happening because of their behavior Feelings -- what effect does behavior have on your feelings? Request - Request for change their
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Giving Feedback
Individualized to fit the specific person and situation; situation; Focused on the behavior or action you are concerned with, not on the person or their personality; personality; Delivered in a timely fashion, as soon as possible after the positive or negative action and before the next performance. performance. Open Body language
Leadership and Motivation

Have to Vs Cant wait to Motivation Three Qualities of Motivation
ENERGY
Find what energizes each employee Find ways to furnish that kind of work Reward them for doing it
DIRECTION
Set Goalsthat make sense and participatively Goals
SUSTAIN
Never take the hard work for granted It is necessary to keep motivating
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Framing:
Using Words to Shape Meaning and Inspire Others
Framing is a way to use language to manage meaning. meaning. Way for leaders to influence how events are seen and understood. understood. Involves selection and highlighting of one p j or more aspects of a subject while excluding others. others.
Questions of,for,by the Leaders

Effective and Empowering Questions
1. They create clarity: Can you explain more about this clarity: situation? 2. They construct better working relations: Instead of Did you relations: make your sales goal? ask, How have sales been going? ask, 3. They help people think analytically and critically: What are critically: the consequences of going this route? 4. They inspire people to reflect and see things in fresh, unpredictable ways: Why did this work? ways: 5. They encourage breakthrough thinking: Can that be done thinking: in any other way? 6. They challenge assumptions: What do you think you will assumptions: lose if you start sharing responsibility for the implementation process? 7. They create ownership of solutions: Based on your solutions: experience, what do you suggest we do here?
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A Culture of Candour
Leadership
Need Vision, yesbut yes Facts are better than dreams Need a Climate where the truth is heard
Unwavering faith and brutal facts

The Stockdale paradox
Lead with questions, not answers Engage in a dialogues and debate, not coercion Conduct autopsieswithout blame autopsies Build red flag mechanisms
Retain faith that you will prevail in the end, regardless of difficulties AND at the same time Confront the most brutal facts of your current reality, whatever they may be
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A Culture of Candor
Do you have an atmosphere of candid communication? i ti ? Are people engaging in superficial congeniality during meetings? Do people say yes when they really mean No? No ? Are people comfortable speaking up when they have concerns or dissenting views?
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Warning Signs
Do management meetings seem more like hushed, p polite games of golf or fast paced, p y g g p , physical games g of ice hockey? Do subordinates wait to take their verbal and visual cues from you before commenting on controversial issues? Are planning and strategy sessions largely about the preparation of hefty binders and fancy presentations, presentations or are they primarily about a lively lively, open dialogue? Do the same people tend to dominate the management team meetings?
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Warning Signs
Is it rare for you to hear concerns or feedback directly from those several levels below you in the organization? Have senior management meetings become rubber stamp sessions in which executives simply ratify decisions that have already been made through other channels? Do you rarely hear from someone who is concerned about the level of criticism and opposition that they encountered when offering a proposal during a management team meeting?
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1. Basic Approaches to Leadership

What is Leadership?
Leadership and management are two terms that are often confused. Whats the difference between them? John Kotter of the Harvard Business School argues that management is about coping with complexity. Good management brings about order and consistency by drawing up formal plans, designing rigid organization structures, and monitoring results against the plans. Leadership, in contrast, is about coping with change. Leaders establish direction by developing a vision of the future; then they align people by communicating this vision and inspiring them to overcome hurdles. Robert House of the Wharton School at the University of Pennsylvania basically concurs when he says that managers use the authority inherent in their designated formal rank to obtain compliance from organizational members. Management consists of implementing the vision and strategy provided by leaders, coordinating and staffing the organization, and handling day-to-day problems. Although Kotter and House provide separate definitions of the two terms, both researchers and practicing managers frequently make no such distinctions. So we need to present leadership in a way that can capture how it is used in theory and practice. We define Leadership as the ability to influence a group toward the achievement of a vision or set of goals. The source of this influence may be formal, such as that provided by the possession of managerial rank in an organization. Because management positions come with some degree of formally designed authority, a person may assume a leadership role simply because of the position he or she holds in the organization. But not all leaders are managers, nor, for that matter; are all managers leaders. Just because an organization provides its managers with certain formal rights is no assurance that they will be able to lead effectively. We find that non-sanctioned leadership that is, the ability to influence that arises outside the formal structure of the organization is often as important as or more important than formal appointment to lead a group.
Trait Theories
Throughout history, strong leaders Buddha, Napoleon, Mao, Gandhi, Churchill, Roosevelt, Thatcher, Reagan have all been described in terms of their traits. For example, when Margaret Thatcher was prime minister of Great Britain, she was regularly described as confident, iron willed, determined, and decisive. Trait theories of leadership differentiate leaders from nonleaders by focusing on personal qualities and characteristics. Individuals such as Mahatma Gandhi, Margaret Thatcher, South Africas Nelson Mandela, Virgin Group CEO Richard Branson, Apple co-founder Steve Jobs, American Express chairman Ken Chenault, Ratan Tata of the Tata Group of Companies, Azim Premji of Wipro, and Narayana Murthy of Infosys are recognized as leaders and described in terms such as charismatic, enthusiastic, and courageous. The search for personality, social,
physical, or intellectual attributes that would describe leaders and differentiate them from nonleaders goes back to the earliest stages of leadership research. Research efforts at isolating leadership traits resulted in a number of dead ends. For instance, a review in the late 1960s of 20 different studies identified nearly 80 leadership traits, but only 5 of these traits were common to 4 or more of the investigations. By the 1990s, after numerous studies and analyses, about the best thing that could be said was that most leaders are not like other people, but the particular traits that were isolated varied a great deal from review to review. It was a pretty confusing state of affairs.
Behavioral Theories
The failures of early trait studies led researchers in the late 1940s through the 1960s to go in a different direction. They began looking at the behaviors exhibited by specific leaders. They wondered if there was something unique in the way that effective leaders behave. To use contemporary examples, Siebel Systems Chairman Tome Siebel and Oracle CEO Larry Ellison have been very successful in leading their companies through difficult times. And they both rely on a common leadership style that is tough talking, intense, and autocratic. Does this suggest that autocratic behavior is a preferred style for all leaders? In this section, we look at three different behavioral theories of leadership to answer that question. First, however, lets consider the practical implications of the behavioral approach. If the behavioral approach to leadership were successful, it would have implications quite different from those of the trait approach. Trait research provides a basis for selecting the "right" persons to assume formal positions in groups and organizations requiring leadership. In contrast, if behavioral studies were to turn up critical behavioral determinants of leadership, we could train people to be leaders. The difference between trait and behavioral theories, in terms of application, lies in their underlying assumptions. Trait theories assume that leaders are born rather than made. However, if there were specific behaviors that identified leaders, then we could teach leadership; we could design programs that implanted these behavioral patterns in individuals who desired to be effective leaders. This was surely a more exciting avenue, for it meant that the supply of leaders could be expanded. If training worked, we could have an infinite supply of effective leaders. Ohio State Studies The most comprehensive and replicated of the behavioral theories resulted from research that began at Ohio State University in the late 1940s.Researchers at Ohio State sought to identify independent dimensions of leader behavior. Beginning with over 1,000 dimensions, they eventually narrowed the list to two categories that substantially accounted for most of the leadership behavior described by employees. They called these two dimensions initiating structure and consideration. Initiating structure refers to the extent to which a leader is likely to define and structure his or her role and those of employees in the search for goal attainment. It includes behavior that attempts to organize work, work relationships, and goals. A leader characterized as high in initiating structure could be described as someone who
"assigns group members to particular tasks," "expects workers to maintain definite standards of performance," and "emphasizes the meeting of deadlines." Consideration is described as the extent to which a person is likely to have job relationships that are characterized by mutual trust, respect for employees' ideas, and regard for th.eir feelings. We could describe a leader high in ' consideration as one who helps employees with personal problems, is friendly and approachable, treats all employees as equals, and expresses appreciation and support. A recent survey of employees revealed that, when asked to indicate the factors that most motivated them at work, 66 percent mentioned appreciation. This speaks to the motivating potential of considerate leadership behavior.
University of Michigan Studies

Leadership studies undertaken at the University of Michigan's Survey Research Center at about the same time as those being done at Ohio State had similar research objectives: to locate behavioral characteristics of leaders that appeared to be related to measures of performance effectiveness. The Michigan group also came up with two dimensions of leadership behavior that they labeled employee oriented and production oriented. The employee oriented leaders were described as emphasizing interpersonal relations; they took a personal interest in the needs of their employees and accepted individual differences among members. The productionoriented leaders, in contrast, tended to emphasize the technical or task aspects of the job; their main concern was in accomplishing their group's tasks, and the group members were a means to that end. These dimensions employee oriented and production oriented are closely related to the Ohio State dimensions. Employee oriented leadership is similar to consideration, and production-oriented leadership similar to initiating structure. In fact, most leadership researchers use the terms synonymously. The conclusions the Michigan researchers arrived at strongly favored leaders who were employee oriented in their behavior. Employee oriented leaders who were associated with higher group productivity and greater job satisfaction. Production-oriented leaders tended to be associated with low group productivity and lower job satisfaction. Although the Michigan studies emphasized employee-oriented leadership (or consideration) over production-oriented leadership (or initiating structure), the Ohio State studies garnered more research attention and suggested that both consideration and initiating structure are important to effective leadership. Drawing from the Ohio State and Michigan studies, Blake and Mouton proposed a managerial grid (sometimes called the leadership grid) based on styles of "concern for people" and "concern for production," which essentially represent the Ohio State dimensions of consideration and initiating structure or the Michigan dimensions of employee oriented and production oriented. The grid, depicted has 9 possible positions along each axis, creating 81 different positions in which the leader's style may fall. The grid does not show results produced; rather, it shows the dominating factors in a leader' thinking in regard to getting results. Based on the findings of Blake an Mouton, managers were found to perform best under a 9, 9 style, as
contrasted for example, with a 9,1 (authority type) or 1,9 (laissez-faire type) style. Unfortunately, the grid offers a better framework for conceptualizing leadership style than for presenting any tangible new information in clarifying the leadership quandary because it doesn't really convey any new information in addition to the Ohio State and the University of Michigan research.
Hersey and Blanchards Situational Theory

Paul Hersey and Ken Blanchard have developed a leadership model that has gained a strong following among management development specialists. This model-called Situational Leadership Theory (SLT)-has been incorporated into leadership training programs at more than 400 of the Fortune 500 companies; and more than 1 million managers per year from a wide variety of organizations are being taught its basic elements. Situational leadership is a contingency theory that focuses on the followers. Successful leadership is achieved by selecting the right leadership style, which Hersey and Blanchard argue is contingent on the level of the followers' readiness. Before we proceed, we should clarify two points: Why focus on the followers? And what do they mean by the term readiness? The emphasis on the followers in leadership effectiveness reflects the reality that it is the followers who accept or reject the leader. Regardless of what the leader does, effectiveness depends on the actions of the followers. This is an important dimension that has been overlooked or underemphasized in most other leadership theories. The term readiness, as defined by Hersey and Blanchard, refers to the extent to which people have the ability and willingness to accomplish a specific task. SLT essentially views the leader-follower relationship as analogous to that between a parent and a child. Just as a parent needs to relinquish control as a child becomes more mature and responsible, so too should leaders. Hersey and Blanchard identify four specific leader behaviors-from highly directive to highly laissez-faire. The most effective behavior depends on a follower's ability and motivation. SLT says that if followers are unable and unwilling to do a task, the leader needs to give clear and specific directions; if followers are unable and willing, the leader needs to display high task orientation to compensate for the followers' lack of ability and high relationship orientation to get the followers to "buy into" the leader's desires; if followers are able and unwilling, the leader needs to use a supportive and participative style; and if the employee is both able and willing, the leader doesn't need to do much. SLT has an intuitive appeal. It acknowledges the importance of followers and builds on the logic that leaders can compensate for ability and motivational limitations in their followers. Yet research efforts to test and support the theory have generally been disappointing. Why? Possible explanations include internal ambiguities and inconsistencies in the model itself as well as problems with research methodology in tests of the theory. So despite its intuitive appeal and wide popularity, any enthusiastic endorsement, at least at this time, has to be cautioned against.
2. Power and Politics

Definition of Power
Power refers to a capacity that A has to influence the behavior of B so that B acts in accordance with As wishes. This definition implies a potential that need not be actualized to be effective, and a dependency relationship. Power may exist but not be used. It is, therefore, a capacity or potential. Someone can have power but not impose it. Probably the most important aspect of power is that it is a function of dependency. The greater Bs dependence on A, the greater is As power in the relationship. Dependence, in turn, is based on alternatives that B perceives and the importance that B places on the alternative(s) that A controls. A person can have power over you only if he or she controls something you desire. If you want a college degree and have to pass a certain course to get it, and your current instructor is the only faculty member in the college who teaches that course, he or she has power over you. Your alternatives are highly limited, and you place a high degree of importance on obtaining a passing grade. Similarly, if youre attending college on funds totally provided by your parents, you probably recognize the power that they hold over you. Youre dependent on them for financial support. But once youre out of school, have a job, and are making a good income, your parents power is reduced significantly. Who among us, though, has not known or heard of a rich relative who is able to control a large number of family members merely through the implicit or explicit threat of writing them out of the will?
Contrasting Leadership and Power

A careful comparison of our description of power with our description of leadership the concepts are closely intertwined. Leaders use power as a means of attaining group goals. Leaders achieve goals, and power is a means of facilitating their achievement. What differences are there between the two terms? One difference relates to goal compatibility. Power does not require goal compatibility, merely dependence. Leadership, on the other hand, requires some congruence between the goals of the leader and those being led. A second difference relates to the direction of influence. Leadership focuses on the downward influence on ones followers. It minimizes the importance of lateral and upward influence patterns. Power does not. Still another difference deals with research emphasis. Leadership research, for the most part, emphasizes style. It seeks answers to questions such as: How supportive should a leader be? How much decision making should be shared with followers? In contrast, the research on power has tended to encompass a broader area and to focus on tactics for gaining compliance. It has gone beyond the individual as the exerciser of power because power can be used by groups as well as by individuals to control other individuals or groups.
Bases of Power
Where does power come from? What is it that gives an individual or a group influence over others? We answer these questions by dividing the bases or sources of power into two general groupings formal and personal and then breaking each of these down into more specific categories.
Formal Power
Formal power is based on an individuals position in an organization. Formal power can come from the ability to coerce or reward or it can come from formal authority. Coercive Power: The coercive power base is dependent on fear. A person reacts to this power out of fear of the negative results that might occur if she failed to comply. It rests on the application, or the threat of application, of physical sanctions such as the infliction of pain, the generation of frustration through restriction of movement, or the controlling by force of basic physiological or safety needs. At the organizational level, A has coercive power over B if A can dismiss, suspend, or demote B, assuming that B values his or her job. Similarly, if A can assign B work activities that B finds unpleasant or treat B in a manner that B finds embarrassing. A possesses coercive power over B. Coercive power can also come from withholding key information. People in an organization who have data or knowledge that others need can make those others dependent on them. Reward Power: The opposite of coercive power is reward power. People comply with the wishes or directives of another because doing so produces positive benefits; therefore, one who can distribute rewards that others view as valuable will have power over those others. These rewards can be either financial such as controlling pay rates, raises, and bonuses; or nonfinancial including recognition, promotions, interesting work assignments, friendly colleagues, and preferred work shifts or sales territories. Coercive power and reward power are actually counterparts of each other. If you can remove something of positive value from another or inflict something of negative value, you have coercive power over that person. If you can give someone something of positive value or remove something of negative value, you have reward power over that person. Legitimate Power: In formal groups and organizations, probably the most frequent access to one or more of the power bases is ones structural position. This is called legitimate power. It represents the formal authority to control and use organizational resources. Positions of authority include coercive and reward powers. Legitimate power, however, is broader than the power to coerce and reward. Specifically, it includes acceptance by members in an organization of the authority of a position. When school principals, bank presidents, or army captains speak (assuming that their directives are viewed to be within the authority of their position ), teachers, tellers, and first lieutenants listen and usually comply.
Personal Power
You dont have to have a formal position in an organization to have power. Many of the most competent and productive chip designers at Intel, for instance, have power, but they arent managers and have no formal power. What they have is personal power power that comes form an individuals unique characteristics. In this section, we look at two bases of personal power expertise and the respect and admiration of others.
Expert Power : Expert power is influence wielded as a result of expertise, special skill, or knowledge. Expertise has become one of the most powerful sources of influence as the world has become more technologically oriented. As jobs become more specialized, we become increasingly dependent on experts to achieve goals. It is generally acknowledged that physicians have expertise and hence expert power-most of us follow the advice that our doctors give us. But it's also important to recognize that computer specialists, tax accountants, economists, industrial psychologists, and other specialists are able to wield power as a result of their expertise. Referent Power: Referent power is based on identification with a person who has desirable resources or personal traits. If I like, respect, and admire you, you can exercise power over me because I want to please you. Referent power develops out of admiration of another and a desire to be like that person. It helps explain, for instance, why celebrities are paid millions of dollars to endorse products in commercials. Marketing research shows that people such as Amitabh Bachchan and Sachin Tendulkar have the power to influence your choice of chocolates and credit cards. With a little practice, you and I could probably deliver as smooth a sales pitch as these celebrities, but the buying public doesn't identify with you and me. One of the ways in which individuals acquire referent power is through charisma. Some people have referent power who, while not in formal leadership positions, nevertheless are able to exert influence over others because of their charismatic dynamism, likability, and emotional effects on us.
Power Tactics
What power tactics do people use to translate power bases into specific action? That is, what options do individuals have for influencing their bosses, coworkers, or employees ? And are some of these options more effective than others? In this section, we review popular tactical options and the conditions under which one may be more effective than another. Research has identified nine distinct influence tactics: Legitimacy. Relying on one's authority position or stressing that a request is in accordance with organizational policies or rules. Rational persuasion. Presenting logical arguments and factual evidence to demonstrate that a request is reasonable. Inspirational appeals. Developing emotional commitment by appealing to a target's values, needs, hopes, and aspirations. Consultation. Increasing the target's motivation and support by involving him or her in deciding how the plan or change will be accomplished.
Exchange. Rewarding the target with benefits or favors in exchange for following a request. Personal appeals. Asking for compliance based on friendship or loyalty. Ingratiation. Using flattery, praise, or friendly behavior prior to making a request. Pressure. Using warnings, repeated demands, and threats. Coalitions. Enlisting the aid of other people to persuade the target or using the support of others as a reason for the target to agree. Some tactics are more effective than others. Specifically, evidence indicates that rational persuasion, inspirational appeals, and consultation tend to be the most effective. On the other hand, pressure tends to frequently backfire and is typically the least effective of the nine tactics.I5 You can also increase your chance of success by using more than one type of tactic at the same time or sequentially, as long as your choices are compatible. For instance, using both ingratiation and legitimacy can lessen the negative reactions that might come from the appearance of being dictated to by the boss.
Politics: Power in Action

When people get together in groups, power will be exerted. People want to carve out a niche from which to exert influence, to earn rewards, and to advance their careers. When employees in organizations convert their power into action, we describe them as being engaged in politics. Those with good political skills have the ability to use their bases of power effectively. It is essential for the new workforce joining work to understand the influence of political skills. Young people today who are getting ready to enter the organizational world are simply not ready. They may have the required knowledge, skill, and ability to work hard and turn out quality products or services, but lack the ability to show gratification. It has also been observed that they lack political skill and are amazingly unprepared to deal with organizational politics. Definition of Organizational Politics There has been no shortage of definitions of organizational politics. Essentially, however, they have focused on the use of power to affect decision making in an organization or on behaviors by members that are self-serving and organizationally non-sanctioned. For our purposes, we shall define political behavior in organizations as activities that are not required as part of one's formal role in the organization but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization. This definition encompasses key elements from what most people mean when they talk about organizational politics. Political behavior is outside one's specified job requirements. The behavior requires some attempt to use one's power bases. In addition, our definition encompasses efforts to influence the goals, criteria, or processes used for decision making when we state that politics is concerned with "the distribution of advantages and disadvantages within the organization." Our definition is broad enough to include varied political behaviors such as withholding key information from decision makers, joining a
coalition, whistle-blowing, spreading rumors, leaking confidential information about organizational activities to the media, exchanging favors with others in the organization for mutual benefit, and lobbying on behalf of or against a particular individual or decision alternative. A final comment relates to what has been referred to as the "legitimate illegitimate" dimension in political behavior. Legitimate political behavior refers to normal everyday politics-complaining to your supervisor, bypassing the chain of command, forming coalitions, obstructing organizational policies or decisions through inaction or excessive adherence to rules, and developing contacts outside the organization through one's professional activities. On the other hand, there are also illegitimate political behaviors that violate the implied rules of the game. Those who pursue such extreme activities are often described as individuals who "play hardball." Illegitimate activities include sabotage, whistle-blowing, and symbolic protests such as wearing unorthodox dress or protest buttons and groups of employees simultaneously calling in sick. The vast majority of all organizational political actions are of the legitimate variety. The reasons are pragmatic: The extreme illegitimate forms of political behavior pose a very real risk of loss of organizational membership or extreme sanctions against those who use them and then fall short in having enough power to ensure that they work. The Reality of Politics Politics is a fact of life in organizations. People who ignore this fact of life do so at their own peril. But why, you may wonder, must politics exist? Isn't it possible for an organization to be politics free? It's possible but unlikely. Organizations are made up of individuals and groups with different values, goals, and interests. This sets up the potential for conflict over resources. Departmental budgets, space allocations, project responsibilities, and salary adjustments are just a few examples of the resources about whose allocation organizational members will disagree. Resources in organizations are also limited, which often turns potential conflict into real conflict. If resources were abundant, then all the various constituencies within the organization could satisfy their goals. But because they are limited, not everyone's interests can be provided for. Furthermore, whether true or not, gains by one individual or group are often perceived as being at the expense of others within the organization. These forces create competition among members for the organization's limited resources. Maybe the most important factor leading to politics within organization is the realization that most of the "facts" that are used to allocate the limited resources are open to interpretation. What, for instance, is good performance? What's an adequate improvement? What constitutes an unsatisfactory job? One person's view that an act is a "selfless effort to benefit the organization" is seen by another as a blatant attempt to further ones interest.
3. Organizational Culture
What is Organizational Culture? A number of years back, an executive was asked what he thought organizational culture meant. He gave essentially the same answer that a Supreme Court justice once gave in attempting to define pornography: I cant define it, but I know it when I see it. This executives approach to defining organizational culture isnt acceptable for out purposes. We need a basic definition to provide a point of departure for our quest to better understand the phenomenon. In this section, we propose a specific definition and review several peripheral issues that revolve around this definition.
A Definition of Organizational Culture

There seems to be wide agreement that Organizational Culture refers to a system of shared meaning held by members that distinguishes the organization from other organizations. This system of shared meaning is, on closer examination, a set of key characteristics that the organization values. The research suggests that there are seven primary characteristics that, in aggregate, capture the essence of an organizations culture. 1. Innovation and risk taking. The degree to which employees are encouraged to be innovative and take risks. 2. Attention to detail. The degree to which employees are expected to exhibit precision, analysis, and attention to detail. 3. Outcome Orientation. The degree to which management focuses on results or outcomes rather than on the techniques and processes used to achieve those outcomes. 4. People orientation. The degree to which management decisions take into consideration the effect of outcomes on people within the organization. 5. Team Orientation. The degree to which work activities are organized around teams rather than individuals. 6. Aggressiveness. The degree to which people are aggressive and competitive rather than easygoing. 7. Stability. The degree to which organizational activities emphasize maintaining the status quo in contrast to growth. Each of these characteristics exists on a continuum from low to high. Appraising the organization on these seven characteristics, then, gives a composite picture of the organizations culture. This picture becomes the basis for feelings of shared understanding that members have about the organization, how things are done in it, and the way members are supposed to behave.
Strong Versus Weak Cultures

It has become increasingly popular to differentiate between strong and weak cultures. The argument here is that strong cultures have a greater impact on employee behavior and are more directly related to reduce turnover. In a strong culture, the organizations core values are both intensely held and widely shared. The more members who accept the core values and the greater their commitment to those values is, the stronger the culture is. Consistent with this definition, a strong culture will have a great influence on the behavior of its members because the high degree of sharedness and intensity creates an internal climate of high behavioral control. For example, Seattle-based Nordstrom has developed one of the strongest service cultures in the retailing industry. Nordstrom employees know in no uncertain terms what is expected of them, and these expectations go a long way in shaping their behavior. One specific result of a strong culture should be lower employee turnover. A strong culture demonstrates high agreement among members about what the organization stands for. Such unanimity of purpose builds cohesiveness, loyalty, and organizational commitment. These qualities, in turn, lessen employees propensity to leave the organization.
How Employees Learn Culture

Culture is transmitted to employees in a number of forms, the most potent being stories, rituals, material symbols, and language. Stories During the days when Henry Ford II was Chairman of the Ford Motor Co., you would have been hard pressed to find a manager who hadnt heard the story about Mr. Ford reminding his executives, when they got too arrogant, that its my name thats on the building. The message was clear: Henry Ford II ran the company. Nike has a number of senior executives who spend much of their time serving as corporate storytellers. And the stories they tell are meant to convey what Nike is about. When they tell the story of how co-founder (and Oregon track coach) Bill Bowerman went to his workshop and poured rubber into his wifes waffle iron to create a better running shoe, theyre talking about Nikes spirit of innovation. When new hires hear tales of Oregon running star Steve Prefontaines battles to make running a professional sport and to attain better performance equipment, they learn of Nikes commitment to helping athletes. Stories such as these circulate through many organizations. They typically contain a narrative of events about the organizations founders, rule breaking, rags-to-riches successes, reductions in the workforce, relocation of employees, reactions to past mistakes, and organizational coping. These stories anchor the present in the past and provide explanations and legitimacy for current practices.
Rituals
Rituals are repetitive sequences of activities that express and reinforce the key values of the organization what goals are most important, which people are important, and which people are
expendable. One of the better known corporate rituals is Wal-Marts company chant. Begun by the companys founder, Sam Walton, as a way to motivate and unite his workforce, Gimme a W, gimme an A, gimme an L, gimme a seuiggle, give me an M, A, R, T! has become a company ritual that bonds Wal-Mart workers and reinforces Sam Waltons belief in the importance of his employees to the companys success. Similar corporate chants are used by IBM, Ericsson, Novell, Deutsche Bank, and PricewaterhouseCoopers.
Material Symbols
The headquarters of Alcoa doesnt look like your typical head-office operation. There are few individual offices, even for senior executives. It is essentially made up of cubicles, common areas, and meeting rooms. This informal corporate headquarters conveys to employees that Alcoa values openness, equality, creativity, and flexibility. Some corporations provide their top executives with chauffeur driven limousines and, when they travel by air, unlimited use of the corporate jet. Others may not get to ride in limousines or private jets, but they might still get a car and air transportation paid for by the company. Only the car is a Chevrolet (with no driver), and the jet seat is in the economy section of a commercial airliner. The layout of corporate headquarters, the types of automobiles top executives are given, and the presence or absence of corporate aircraft are a few examples of material symbols. Others include the size of offices, the elegance of furnishings, executive perks, and attire. These material symbols convey to employees who is important, the degree of egalitarianism desired by top management, and the kinds of behavior (for example, risk taking, conservative, authoritarian, participative, individualistic, social) that are appropriate. Language Many organizations and units within organizations use language as a way to identify members of a culture or subculture. By learning this language, members attest to their acceptance of the culture and, in so doing, help to preserve it. The following are examples of terminology used by employees at Knight-Ridder Information, a Californiabased data redistributors: accession number (a number assigned to each individual record in a database), KWIC (a set of key-words-in context), and relational operator (searching a database for names or key terms in some order). If you're a new employee at Boeing, you'll find yourself learning a whole unique vocabulary of acronyms, including BOLD (Boeing online data), CATIA (computer-graphics-aided three-dimensional interactive application), MAIDS (manufacturing assembly and installation data system), POP (purchased outside production), and SLO (service-level objectives). Organizations, over time, often develop unique terms to describe equipment, offices, key personnel, suppliers, customers, or products that relate to its business. New employees are frequently overwhelmed with acronyms and jargon that, after 6 months on the job, have become fully part of their language. Once assimilated, this terminology acts as a common denominator that unites members of a given culture or subculture.
4. Organizational Change
Forces for Change
No company today is in a particularly stable environment. Even traditionally stable industries such as energy and utilities have witnessed and will continue to experience- turbulent change. Companies that occupy a dominant market share in their industries must change, sometimes radically. Dynamic and changing environments that organizations face today require adaptation, sometimes calling for deep and rapid responses. Change or die! is the rallying cry among todays managers worldwide. Forces for Change Force Nature of the workforce Examples More cultural diversity Aging population Many new entrants with inadequate skills Faster, chipper, and mobile computers Online music sharing Deciphering of the human genetic code Rise and fall of dot-com Stocks 2000-2002 stock market collapse Record low interest rates Global competitors Mergers and consolidation Growth of e- comers Internet chat rooms Retirement of baby boomers Rise in discount and Big Box retailers Iraq US war Opening of markets in China War on terrorism following 9/11/01
Technology
Economic Shocks
Competitions
Social Trend
World politics
Resistance to Change
One of the well-documented findings from studies of individual and organizational behavior is that organizations and their members resist change. One recent study showed that even when employees are shown data that suggests they need to change; they latch onto whatever data they can find that suggests they are okay and don't need to change. Our egos are fragile, and we often see change as threatening.
In some ways, resistance to change is positive. It provides a degree of stability and predictability to behavior. If there weren't some resistance, organizational behavior would take on the characteristics of chaotic randomness. Resistance to change can also be a source of functional conflict. For example, resistance to a reorganization plan or a change in a product line can stimulate a healthy debate over the merits of the idea and result in a better decision. But there is a definite downside to resistance to change. It hinders adaptation and progress. Resistance to change doesn't necessarily surface in standardized ways. Resistance can be overt, implicit, immediate, or deferred. It's easiest for management to deal with resistance when it is overt and immediate. For instance, a change is proposed and employees quickly respond by voicing complaints, engaging in a work slowdown, threatening to go on strike, or the like. The greater challenge is managing resistance that is implicit or deferred. Implicit resistance efforts are more subtle-loss of loyalty to the organization, loss of motivation to work, increased errors or mistakes, increased absenteeism due to "sickness"- and hence are more difficult to recognize. Similarly, deferred actions cloud the link between the source of the resistance and the reaction to it. A change may produce what appears to be only a minimal reaction at the time it is initiated, but then resistance surfaces weeks, months, or even years later. Or a single change that in and of itself might have little impact becomes the straw that breaks the camel's back. Reactions to change can build up and then explode in some response that seems totally out of proportion to the change action it follows. The resistance, of course, has merely been deferred stockpiled. What surfaces is a response to an accumulation of previous changes.
Sources of Resistance to Change

Individual Sources Habit - To cope with life's complexities, we rely on habits or programmed responses. But when confronted with change, this tendency to respond in our accustomed ways becomes a source of resistance. Security - People with a high need for security are likely to resist change because it threatens their feelings of safety. Economic factors - Changes in job tasks or established work routines can arouse economic fears if people are concerned that they won't be able to perform the new tasks or routines to their previous standards, especially when pay is closely tied to productivity. Fear of the unknown-Change substitutes ambiguity and uncertainty for the unknown. Selective information processing - Individuals are guilty of selectively processing information in order to keep their perceptions intact. They hear what they want to hear and they ignore information that challenges the world they've created.
Organizational Sources Structural inertia - Organizations have built-in mechanisms-like their selection processes and formalized regulations-to produce stability. When an organization is confronted with change, this structural inertia acts as a counterbalance to sustain stability. Limited focus of change - Organizations are made up of a number of interdependent subsystems. One can't be changed without affecting the others. So limited changes in subsystems tend to be nullified by the larger system. Group inertia - Even if individuals want to change their behavior, group norms may act as a constraint. Threat to expertise - Changes in organizational patterns may threaten the expertise of specialized groups. Threat to established power relationships - Any redistribution of decision-making authority can threaten long-established power relationships within the organization. Threat to established resource allocations - Groups in the organization that control sizable resources often see change as a threat. They tend to be content with the way things are.
Overcoming Resistance to Change

Seven tactics have been suggested for use by change agents in dealing with resistance to change. Let's review them briefly. Education and Communication Resistance can be reduced through communicating with employees to help them see the logic of a change. Communication can reduce resistance on two levels. First, it fights the effects of misinformation and poor communication: If employees receive the full facts and get any misunderstandings cleared up, resistance should subside. Second, communication can be helpful in "selling" the need for change. Indeed, research shows that the way the need for change is sold matters-change is more likely when the necessity of changing is packaged properly. A study of German companies revealed that changes are most effective when a company communicates its rationale balancing various stakeholders (shareholders, employees, community, and customers) interests versus a rationale based on shareholder interests only. Participation It's difficult for individuals to resist a change decision in which they participated. Prior to making a change, those opposed can be brought into the decision process. Assuming that the participants have the expertise to make a meaningful contribution, their involvement can reduce resistance, obtain commitment, and increase the quality of the change decision. However, against these advantages are the negatives: potential for a poor solution and great consumption of time.
Building Support and Commitment Change agents can offer a range of supportive efforts to reduce resistance. When employees' fear and anxiety are high, employee counseling and therapy, new-skills training, or a short paid leave of absence may facilitate adjustment. Research on middle managers has shown that when managers or employees have low emotional commitment to change, they favor the status quo and resist it. So firing up employees can also help them emotionally commit to the change rather than embrace the status quo. Implementing Changes Fairly Try as managers might to have employees see change positively, most workers tend to react negatively. Most people simply don't like change. But one way organizations can minimize the negative impact of change, even when employees frame it as a negative, is to makes sure the change is implemented fairly. As we learned, procedural fairness becomes especially important when employees perceive an outcome as negative, so when implementing changes, it's crucial that organizations bend over backwards to make sure employees see the reason for the change, and perceive that the changes are being implemented consistently and fairly. Manipulation and Cooptation Manipulation refers to covert influence attempts. Twisting and distorting facts to make them appear more attractive withholding undesirable information, and creating false rumors to get employees to accept a change are all examples of manipulation. If corporate management threatens to close down a particular manufacturing plant if that plants employees fail to accept an across-the-board pay cut, and if the threat is actually untrue, management is using manipulation. Cooptation, on the other hand, is a form of both manipulation and participation. It seeks to "buy off' the leaders of a resistance group by giving them a key role in the change decision. The leaders' advice is sought, not to seek a better decision, but to get their endorsement. Both manipulation and cooptation are relatively inexpensive and easy ways to gain the support of adversaries, but the tactics can backfire if the targets become aware that they are being tricked or used. Once discovered, the change agent's credibility may drop to zero. Selecting People Who Accept Change Research suggests that the ability to easily accept and adapt to change is related to personality-some people simply have more positive attitudes about change than others. It appears that people who adjust best to change are those who are open to experience, take a positive attitude toward change, are willing to take risks, and are flexible in their behavior. One study of managers in the United States, Europe, and Asia found that those with a positive self-concept and high risk tolerance coped better with organizational change. The study authors suggested that organizations could facilitate the change process by selecting people who score high on these characteristics. Another study found that selecting people based on a resistance-to change scale worked well in winnowing out those who tended to react emotionally to change or to be rigid.
Coercion Last on the list of tactics is coercion; that is, the application of direct threats or force on the resisters. If the corporate management mentioned in the previous discussion really is determined to close a manufacturing plant if employees don't acquiesce to a pay cut, then coercion would be the label attached to its change tactic. Other examples of coercion are threats of transfer, loss of promotions, negative performance evaluations, and a poor letter of recommendation. The advantages and drawbacks of coercion are approximately the same as those mentioned for manipulation and cooptation. Approaches to Managing Organizational Change Now we turn to several approaches to managing change: Lewin's classic three step model of the change process, Kotter's eight-step plan, action research, and organizational development. Lewin's Three-Step Model Kurt Lewin argued that successful change in organizations should follow three steps: unfreezing the status quo, movement to a desired end state, and refreezing the new change to make it permanent. The value of this model can be seen in the following example, when the management of a large oil company decided to reorganize its marketing function in the Western United States. The oil company had three divisional offices in the West, located in Seattle, San Francisco, and Los Angeles. The decision was made to consolidate the divisions into a single regional office to be located in San Francisco. The reorganization meant transferring more than 150 employees, eliminating some duplicate managerial positions, and instituting a new hierarchy of command. As you might guess, a move of this magnitude was difficult to keep secret. The rumor of its occurrence preceded the announcement by several months. The decision itself was made unilaterally. It came from the executive offices in New York. The people affected had no say whatsoever in the choice. For those in Seattle or Los Angeles, who may have disliked the decision and its consequences-the problems inherent in transferring to another city, pulling youngsters out of school, making new friends, having new coworkers, undergoing the reassignment of responsibilities-their only recourse was to quit. In actuality, fewer than 10 percent did. The status quo can be considered to be an equilibrium state. To move from this equilibriumto overcome the pressures of both individual resistance and group conformity-unfreezing is necessary. It can be achieved in one of three ways. The driving forces, which direct behavior away from the status quo, can be increased. The restraining forces, which hinder movement from the existing equilibrium, can be decreased. A third alternative is to combine the first two approaches. Companies that have been successful in the past are likely to encounter restraining forces because people question the need for change. Similarly, research shows that companies with strong cultures excel at incremental change but are overcome by restraining forces against radical change.
Unfreezing
Movement
Re-freezing
The oil company's management could expect employee resistance to the consolidation. To deal with that resistance, management could use positive incentives to encourage employees to accept the change. For instance, increases in pay can be offered to those who accept the transfer. Very liberal moving expenses can be paid by the company. Management might offer low-cost mortgage funds to allow employees to buy new homes in San Francisco. Of course, management might also consider unfreezing acceptance of the status quo by removing restraining forces. Employees could be counseled individually. Each employee's concerns and apprehensions could be heard and specifically clarified. Assuming that most of the fears are unjustified, the counselor could assure the employees that there was nothing to fear and then demonstrate, through tangible evidence, that restraining forces are unwarranted. If resistance is extremely high, management may have to resort to both reducing resistance and increasing the attractiveness of the alternative if the unfreezing is to be successful. Research on organizational change has shown that, to be effective, change has to happen quickly. Organizations that build up to change do less well than those that get to and through the movement stage quickly. Once the consolidation change has been implemented, if it is to be successful, the new situation needs to be refrozen so that it can be sustained over time. Unless this last step is taken, there is a very high chance that the change will be short-lived and that employees will attempt to revert to the previous equilibrium state. The objective of refreezing, then, is to stabilize the new, situation by balancing the driving and restraining forces.
Kotter's Eight-Step Plan for Implementing Change

1. Establish a sense of urgency by creating a compelling reason for why change is needed 2. Form a coalition with enough power to lead the change. 3. Create a new vision to direct the change and strategies for achieving the vision. 4. Communicate the vision throughout the organization. 5. Empower others to act on the vision by removing barriers to change and encouraging risk taking and creative problem solving. 6. Plan for, create, and reward short-term "wins" that move the organization toward the new vision. 7. Consolidate improvements, reassess changes, and make necessary adjustments in the new programs. 8. Reinforce the changes by demonstrating the relationship between new behaviors an organizational success.

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Leadership & Human Capital Management

LEADERSHIP AND HUMAN CAPITAL MANAGEMENT

What do Leaders Do?

What Do Leaders Do?

Create Vision & Values

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Overcome resistance to change

Create Followers who

Reward Appropriate Behaviors

Encourage others to lead change

Achieve Continual Renewal

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MANAGER AND A LEADER An Understanding

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Roles of the Manager

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Basic Styles of Leadership

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The Managerial Grid The Managerial Grid

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Situational Leadership-Hersey & Blanchard

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Follower readiness: ability and willingness

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Two sides of Level 5 Leadership

Organizational Power and Politics

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Contrasting Leadership and Power

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Sources of Power in Organizations

Dependency: The Key To Power

Common tactics individuals use to become powerful in organizations

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Use of Power Tactics: From Most to Least Popular

Power in Groups: Coalitions

Sexual Harassment: Unequal Power in the Workplace

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Politics is in the Eye of the Beholder

Factors That Influence Political Behaviors

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Is Political Action Ethical?

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