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Content Chapter 1 : Leadership Chapter 2 : Leadership Theories and Styles Chapter 3 : Leadership Leadership Skills Chapter 4 : Leadership Lessons through Literature Chapter 5 : Team Work and Team Building Chapter 6 : Interpersonal Skills Conversation, Feedback, Feed forward Chapter 7 : Interpersonal Skills Delegation, Humor, Trust, Expectations, Values, Status Chapter 8 : Conflict Management Types of Conflicts Chapter 9 : Conflict Management Coping Strategies Chapter 10 : Conflict Management Conflict Management Styles Chapter 11 : Positive Thinking Attitude, Beliefs Chapter 12 : Positive Thinking Martin Seligmans theory of Learn Helplessness
Chapter 1 Leadership
From ancient times, the topic of leadership has generated excitement and interest. When people think about leadership, images come to mind of powerful dynamic individuals who command victorious armies (Alexander, Napolean, Shivaji), shape the events of nations ( Mahatma Gandhi, Nelson Mandela, Abraham Lincoln), develop religions (Gautam Buddha, Guru Nanak) or direct corporate empire ( Bill Gates, Jack Welch, JRD Tata, Dhirubhai Ambani). How did these leaders build such great armies, countries, religions, and companies? Why do certain leaders have dedicated followers, while others do not? It wasnt until the twentieth century that researchers attempted to scientifically answer such questions, using many different definitions. Defining Leadership In his survey of leadership theories and research, Ralph M. Stogdill pointed out that, there are almost as many different definitions of leadership, as there are persons who have attempted to define the concept. Leadership is the process of influencing the activities of an organized group in its efforts toward goal setting and goal achievement (Stogdill, 1950, p. 3)
Often these definitions are like the blind mans description of an elephant. When touching the elephant, the blind men determined an elephant was four pillars and wall with a rope on one end and a hosed on the other. He was able to discern the parts but unable to see the whole. Leadership may be one of those things that are easier caught than taught. Despite our best efforts to the contrary, attempts at defining leadership tends to focus on the parts rather than the whole. Various leadership definitions tend to focus in four areas. Some definitions describe leadership in the context of the person who is leader. Others describe the process by which leader lead. Still others tend to focus on the leaders persuade to follow. Then there are those who describe leader in the context of the people being led. Comprehensive Definition of Leadership : Leadership is influencing process of leaders and followers to achieve organizational objectives through change. Leadership Definition Key Elements
Leader-Follower : In the above definition of Leadership the influencing process is between leaders and followers, not just a leader influencing followers; its a two way process. Knowing how to lead and developing leadership skills will make you a better leader and follower. Influence : Influencing is the process of a leader communicating ideas, gaining acceptance of them, and motivating followers to support and implement the ideas through change. Influence is the essence of leadership. Influencing includes power, politics and negotiating. Organizational Objectives : High performance leaders influence followers to think not only of their own interests, but the interest of the organization. Leadership occurs when followers are influenced to do what is ethical and beneficial for the organization and themselves. Leaders need to provide direction; with the input of the followers, they set challenging objectives and lead the charge ahead to achieve them. Change : Influencing and setting objectives is about change. Organizations need to continually change, in adapting to the rapidly changing global environment. People : Although the term people is not specifically mentioned in the above definition of Leadership, after reading about the other elements, one can realize that leadership is about leading people. Effective Leadership : Leaders with the power and personal traits to be effective in a leadership situation can lead by taking four sets of actions: Providing a vision. Thinking like a leader. Using the right leadership style. Using organizational behavior leadership skills.
Managers and leaders are entirely different: - leaders develop visions and drive changes while managers monitor progress and solve problems (Zalenik, 1977) - managers do things right, while leaders do the right thing (Bennis and Nanus, 1985) Leaders goals are to motivate others to accomplish work/class tasks and to feel that they are contributing to their own professionalism. Chapter 2 Leadership Theories and Styles From ancient times, scholars have propose theories of leadership to explain why certain leaders- that is kings, religious leaders, and military leaders-were effective and successful, where as others were not. Until the 20th century, these theories were largely trait theories. Such theories assumed that one or more specific temperament, character, or social trait, such as intelligence, speaking ability, energy level, or dominance, accounted for a leaders success or effectiveness. More recently, other leadership theories have been proposed that focus on the leaders behavior patterns, situational factors, and relational factors that ostensibly offer more potent and compelling explanations than do trait theories. Different approaches used to study leadership can be categorized as : (A) (B) (C) (D) (E) (F) Trait Theories Behavioural Theories Contingency Theories Situational Theory of Leadership Leadership Functions Theories Some Recent Theories
( A ) Trait Theories According to trait theories, people are born with certain inherited traits. The belief in earlier approaches was that some traits are particularly suited to leadership, and people who make good leaders possess the
Emotional stability and composure Calm, confident and predictable, particularly during stressful situation. Admitting Errors Owning mistakes, rather than covering them up. Good interpersonal skills Ability to communicate and persuade others with restoring negative or coercive tactics. Intellectual breadth Ability to understand wide range of areas (open-minded), rather than having a narrow area of expertise (narrow-minded).
3. Bennis and Thomass Trait Theory of Effective Leaders Bennis and Thomas, based on in-depth interviews of more than forty leaders, both young and old, have suggested the following four characteristics of effective leaders.
Adaptive capacity Hardiness, keen observance, proactive seizing of opportunities and creativity. Engaging others by creating shared meaning encouraging dissent, empathy, and obsessive communication. Voice Purpose, self-awareness, self-confident, and emotional intelligence. Integrity ambition, competence, and moral compass.
There are two main assumptions underlying behavioural theories: (1) leaders are made, rather than born, and (2) successful leadership is based on definable, learnable behaviour. Instead of searching inborn traits or capabilities, behavioural theories look at what leaders actually do. According to these theories, if success can be defined in terms of describable behaviour, then it should be relatively easy for other people to learn to behave in the same way. The assumption that leadership capability can be learned provides great hope for leadership development. This approach studies the behaviour of successful leaders. Studies based on large samples can help in identifying statistically significant behaviours that differentiate successful leaders from ineffective leaders. The renewed interest in trait is based on such behavioural research.
(i)
Autocratic : Autocratic leaders take decisions on their own, without consulting others. From the experiments of Lewin et al it was found that this style resulted in very high level of discontent. Autocratic leaders are effective when there is no need for others contribution to the decision making, and where the motivation of the people to implement the decision would not be affected whether they were or were not involved in decision making. Democratic : Democratic leaders involve their people in decision making. People usually like democratic decision making. Democratic leadership, however, may be difficult when options differ widely and it is difficult to arrive at an equitable final decision. Lassez-faire : Lassez-faire leaders have minimum involvement in decision making. They allow people to make their own decisions. The employees are responsible for the outcome of their decisions. Lassez-faire leadership is successful when people are capable and motivated to make their own decisions, and where there is no requirement for a centralized coordination, for example, in sharing resources among autonomous regions in a country.
(ii)
(iii)
It was discovered by Lewin et al that democratic style was most effective style of leadership. Excessive autocratic styles led to revolution, while under a lassez-faire approach, people were not coherent in their work and did not put in enough energy in their work. 2. Michigan Studies While the trait approach met a setback with Stogdills research, the behaviours of leaders has always been a subject of observation and study. Early studies at the University of Michigan, under the leadership of Rensis Likert suggested that leadership behaviour could be described on a continuum ranging from authoritarian to participative style. Likert identified four main styles of leadership, in particular, around decision making and the degree to which people are involved in the process.
(iii) (iv)
3.
LBDQ Theory
The Ohio State University, using the famous Leadership Behaviour Description Questionnaire ( LBDQ), conducted landmark research. In this approach, group members describe the behaviour of the leader, or leaders, in any type of group or organization. It is assumed that the followers have had an opportunity to observe the leader in action as a leader of their group. Based on extensive research, 40 items were developed. However, only 30 are scored, 15 for each of the two dimensions, initiating structure and consideration. These two dimensions accounted for approximately 34 to 50 percent of the common variance. Initiating structure refers to the leaders behaviour in delineating the relationship between himself or herself and the members of his or her group, and in endeavouring to establish well-defined patterns of organization, channel of communication and ways of getting the job done. Consideration refers to behaviour indicative of friendship, mutual trust, respect, and warmth in relationship between the leader and the members of the group. 4. Continuum of Leader Behaviour
The two contrasting styles of boss-centred leadership, defined by emphasis on the task to be done and subordinate-centred leadership, defined by the attention to the person doing the task (people-oriented style), were later seen as a continuum from high task orientation. The manager makes the decision and announces it (telling) by convincing people about what should be done. The manager sells a decision (selling) and by discussing the task and its strategy with subordinates, he/she presents ideas and invites questions (consulting). The manager provides the employees the responsibility to plan and achieve result. Thus, by providing enough support, the manger permits his/her subordinates to function within defined limits (delegating).
5. Managerial Grid
The treatment of task orientation and people orientation as two independent dimensions was a major step in leadership studies. Blake and Mouton proposed the famous managerial grid with these two dimensions, each dimension ranging from low (1) to high (9). This section describes the five styles of the managerial grid, or the leadership grid as it came to be known later.
(i)
Impoverished Management : It is characterized by low-low (style 1,1), low task, and low people orientation. Minimum effort is exercised toward getting the work done. It refers to lazy approach that avoids work as much as possible.
(ii)
Authority-Compliance : It is characterized by high-low (style 9,1), high task, and low people orientation. There is strong focus on task, but little concern for people. The focus is on efficiency, including the elimination of people wherever possible.
(iii)
Country-club Management : It is characterized by low-high (style 1,9), low task, and high people orientation, care and concern for the people, a comfortable and friendly environment and collegial style. However, a low focus on task may lead to questionable result.
(iv)
Middle of the road Management : This style of leadership is characterized by medium-medium (style 5,5), medium task and medium people orientation. There is a lack of focus on both people and the work. The leader concentrates only on getting the work done and does not push the boundaries of achievements.
(v)
Team Management : It refers to leadership style characterized by high-high (style 9,9), high on task, and high on people orientation. Highly motivated subordinates are committed to the task, and the leader is committed to his/her people and the task.
( C ) Contingency Theories Contingency theories are based on the assumption that the leaders ability to lead is contingent upon various situational factors such as the leaders preferred style, the capabilities and behaviours of followers, etc. Contingency theories contend that there is no one best way of leading and that is leadership style that is effective in some situations may not be always successful in others. 1. Fiedlers Theory
Another milestone in leadership research was Fiedlers theory of contingency. Fiedler demonstrated that the effectiveness of task orientation and people orientation depends on the situation. According to Fiedler, relationships, power, and task structure are the three key factors that drive effective leadership styles. He identified the least preferred coworker (LPC) scoring for leaders by asking them first to think of a person with whom they have worked and would now least prefer
Leadership Effectiveness Model Leader-Member relations Good Good Good Good Poor Poor Poor Poor Task structure Structured Structured Unstructured Unstructured Structured Structured Unstructured Unstructured Leaders Position Power Strong Weak Strong Weak Strong Weak Strong Weak Most Effective Leader Low LPC Low LPC Low LPC High LPC High LPC High LPC High LPC Low LPC
This approach tries to assess respondents' beliefs about people, whether they see others as positive (high LPC) or negative (low LPC).
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5. Path-Goal Theory Path-goal leadership theory is a contingency theory developed by Martin Evans and expanded upon by Robert House. It integrates the expectancy theory of motivation. House has suggested four types of leaders: directive (directs subordinates), supportive (shows genuine concern for subordinates), participative (consults subordinates but decides himself or herself), and achievement oriented (sets challenging goals and shows confidence in subordinates). The path-goal theory proposes that the same leader uses all these styles, depending on the situation. The situation is characterized by two main factors: subordinates' characteristics (leader behaviour being accepted to the extent to which subordinates see the behaviour leading to present or future satisfaction) and environmental pressures on subordinates. The second factor is more important in the expectancy theory of motivation. Subordinates' motivation (increased effort) depends on two factors: the leaders making subordinates' needs contingent on effective performance, and the leader providing support for performance, including guidance and rewards. As proposed in the contingencyexpectancy framework, the leader by influencing subordinates' perceptions and motivationimproves their role clarity, expectancies, satisfaction, and performance. In other words, the leader attempts to make the subordinates' paths to their goals smooth. The leader must use an appropriate style to smoothen the path to the goals. The leader smoothens the path by stimulating subordinates' need for achievement, increasing pay-offs for goal achievement, coaching and guiding, clarifying subordinates' expectancies, reducing functioning barriers, and increasing opportunities for high satisfaction on good performance. This theory has been used extensively in management.
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Hersey and Blanchard combined the grid approach and the contingency theories to propose their situational theory of leadership. According to this theory, leadership is a function of the situation and an effective leader is one who assesses the situation accurately, uses a style appropriate to the situation, is flexible, and is also able to influence and alter the situation. We shall discuss these aspects in some detail. Leadership Styles According to Hersey and Blanchard, a leader is concerned with the task to be performed and with building relations with his or her people. However, a leader may have high or low concern for each of these (task and people). A leader may focus mainly on the work to be completed and/or the leader may focus mainly on building the team. Combining concerns for task (low or high) and for people (low or high), Hersey and Blanchard proposed four leadership styles: Style 1 indicates high concern for the task and low concern for people, Style 2 showing high concern for both, Style 3 having high concern for people and low for the task, and Style 4 with both low. According to them, all the four styles are functional; it is their relevance to situations that is important. Later, Blanchard proposed new terms and his modified model is used here, with the necessary additions. As already stated, leadership style in the situational model is classified according to the amount of task and relationship behaviour the leader engages in. Task-related behaviour, called directive behaviour by Blanchard, is called regulating behaviour here because a leader's behaviour is focused mainly on regulating his or her group members and their activities for task accomplishment. Other leaders concentrate on providing socio-emotional support and on building personal relationships, which is called nurturing behaviour (formerly called relationship behaviour and also supportive behaviour by Blanchard). Regulating behaviour : This is defined as the extent to which a leader engages in one-way communication; spells out the groups' roles and tells the group members what to do, where to do it, when to do it, and how to do it; and closely supervises their performance. Three words can be used to define regulating behaviour, structure, control, and supervise. Nurturing behaviour : This is defined as the extent to which a leader engages in two-way communication, listens, provides support and encouragement, facilitates interaction, and involves the group in decision making. Three words can be used to define nurturing behaviour, praise, listen, and facilitate. A combination of high and low directive and supportive behaviour will give four quadrants, each representing four different leadership styles. These are shown in Diagram below :
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Style 1: Directive : High regulating and low nurturing leader behaviour is called directive style. The leader defines the roles of group members, telling them what tasks to do and how, when, and where to do them. Problem solving and decision making are initiated solely by the leader. Solutions and decisions are announced, communication is largely one-way, and the leader closely supervises implementation. Style 2: Supportive : High regulating and high nurturing behaviour is called supportive style. In this style the leader still provides a great deal of direction and leads with his or her ideas, but the leader also attempts to discover the group's feelings about decisions as well as eliciting their ideas and suggestions. While two-way communication and support are increased, control over decision making remains with the leader. Style 3: Consulting : High nurturing and low regulating leader behaviour is called consulting style. In this style, the focus of control for day-to-day decision-making and problem solving shifts from the leader to the group members. The leader's role is to provide recognition and to actively listen and facilitate problem solving and decision making on the part of the group. Style 4: Delegating : Low nurturing and low regulating leader behaviour is labeled delegating style. The leader discusses problems with his or her people until a joint agreement is achieved on problem definition and then the decision-making process is delegated totally to the group members. Now it is the group that has significant control over deciding how tasks are to be accomplished. Style Appropriateness According to the situational theory of leadership, none of the four styles is ideal: each style can be effective depending on the situation. An effective leader is one who uses a style that is appropriate for the situation he or she is dealing with. In this theory, the situation is characterized by the type of people (team) the leader is working with. Hersey and Blanchard, who developed their theory and an instrument to measure the leadership styles, used a one-to-one framework (leader in relation to a subordinate). They defined the situation in terms of what they called maturity of the subordinate (his or her competence and his or her motivation, commitment or willingness to take responsibility). Later, Blanchard proposed the term 'development level', which seems to be a better term. Hersey and Blanchard proposed that the development level or maturity of the followers be determined by their competence and commitment, that is, their willingness to take responsibility. Since Hersey and Blanchard used the leaderfollower model (one-to-one framework), they neglected the team, the main focus of leadership in organizations. For the situational theory of leadership, the situation is defined by the development level of the team with which the leader is working. Three aspects determine the development of a team or a group: competence, commitment or motivation, and cohesion or teamwork. A leader should, in the first place, know the development level of his or her group and its members, that is, their levels of competence, motivation, and teamwork. The various situations with which the leader deals can be defined in terms of the development level of the group. D4 level (very high) indicates that all the three aspects of competence, motivation, and teamwork are high in the group. D3 level (moderately high) means two of the three aspects are high, while
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1. 2. 3. 1. 4. 5.
Empowering Risk taking Clarity of mission Team building Equanimity Evolving trust
1. Burns' theory
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There are lots of leadership lessons to be learnt from the literature. There have been leaders as early as 200 B.C who have left there mark so strong that today also society remembers and follows there vision and teachings. They were the path setters in formation of our civilized world. The path shown by them is still followed by thousands of people and even though there has been so many changes and progress in our society but there teachings, theories and visions are still revered. Broadly we can classify them into three groups: Political Religious & Humanitarian
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Some of the most influential leaders in Indian political and Kings Era are i. ii. iii. iv. Ashoka the Great Shivaji Maharaj Mahatma Gandhi Indira Gandhi
Religious and Humanitarian : There are a handful of religious and humanitarian leaders who have left there mark on the minds of the people. Few of them are mentioned below i. ii. iii. iv. Gautam Buddha Raja Ram Mohan Roy Dalai Lama Mother Teresa
Business Leaders : There are people in the field of economics and business who has created space for there names to be written in the history books. Below mentioned are few of them : i. ii. iii. Bill Gates Narayan Murthy Dhirubhai Ambani
Special Reference Top Ten Despots are: i. ii. iii. iv. v. vi. vii. viii. ix. x. Tamerlane ( Timur) Ivan the terrible Maximillien Robespierre Joseph Stalin Adolf Hitler Mao Zedong ( Mao Tse tung) Francoise papa docDuvalier Nicolae Ceausescu Idi Amin Pol Pot
Another person who has left a mark in our history and also in the minds of the people is ARISTOTLE. Chapter 5 Team Work and Team Building
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Challenges in team work Dilution of responsibility (accountability), dependence on others, taking on too much, overlap Lack of focus Conflicting personalities and styles/Egos Distribution of credit
Skills Needed for Team Work Aside from any required technical proficiency, wide varieties of social skills are desirable for successful teamwork, including:
Listening it is important to listen to other peoples ideas. Questioning it is important to ask questions, interact, and discuss the objectives of the team. Persuading individuals are encouraged to exchange, defend, and then to ultimately rethink their ideas. Respecting it is important to treat others with respect and to support their ideas. Helping it is crucial to help ones co-workers, which is the general theme of of teamwork. Sharing it is important to share with the team to creat an environment of team work. Participating all members of the team are encouraged to participate in the team. Communication for team to work effectively it is essential team members acquire communication skills and use effective communication channel between one another.
Stages of team Development 1. Forming Get to know each other Identify strengths and where you can contribute Specify commitment Establish the rules
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Team starts to gel.. Managing team dynamics Project management plans Regular reporting and questioning one another Assess progress 4. Performing More feedback Milestones and action reviews Thank in public Manage psychology Identify weak links and support them 5. Adjourning Celebrate success Learn form the experience Provide closure
Role of a Successful Team and Meredith Belbin Model of Team and Work Group Meredith Belbin (1993) based on his research proposed following roles that successful teams should have:
Co-ordinator This person will have a clear view of the team objectives and will be skilled at inviting the contribution of team members in achieving these, rather than pushing his or own view. Shaper The shaper is full of drive to make things happen and get things going. Plant this member is one who is most likely to come out with original ideas and challenge the traditional way of thinking about things. Resource investigator The resource investigator is the group member with the strongest contacts and networks, and is excellent at bringing in information and support from the outside. Implementer the individual who is a team member is well organized and effective at turning big ideas into a manageable tasks and plans that can be achieved. Team worker Team worker is the one who is most aware of the others in the team, their needs and their concerns. Completer The completer is the one who drives the deadlines and make sure they are achieved. Monitor evaluator the monitor evaluator is good at seeing all the options .They have a strategic perspective and can judge situations accurately. Specialist this person provides specialist skills and knowledge and has a dedicated singleminded approach.
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1. 2.
3. 4. 5. 6. 7. 8. 9. 10.
Area What is required to be done? Goal - Define goals and clarify the contents to the team members. Targets - Establish targets to achieve the goals. Organizational goals should be broken down into departmental targets. Resources - Identify and recognize the talents, skill, knowledge and experience of team members. Role and Responsibility - Clearly define the roles and responsibilities of each team members. Principles - Have a clearly understood and accepted set of principles that will contribute to the success of the team. Communication - Create an environment that is conducive to communication Ideas - Have a methodology to assess, finalize and implement ideas and alternative solutions. Progress - Create a system to regularly monitor progress. Mistakes - Ensure that team and individual errors are examined without personal attack. Rewards - When goals and targets are achieved, share the rewards and celebrate the success.
11.
Stages Involved in Team Building 1. Creation : (a) Stage Indicators Newly formed team New Manager Many new team members New Project/ product/Service Major reorganization (b) Task Activities Developing mission Initial action planning Establishing accountability (c) Team-Member Behaviours Introductions Communication from leader Low risk taking (d) Issues Empowerment Communication Diversity 2. Conflict
(a)
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(c)
(d)
3. Cohesion (a)
Stage Indicators "Family" attitude prevails Candid, two-way communication People involved in the workplace Work considered "fun" Task Activities Tackling assignments Generating data Reaching consensus on goals Team-Member Behaviours Input of ideas by all Trust built Communication open Issues Balance Accountability Decision making Teamwork
(b)
(c)
(d)
4. Contribution (a)
Stage Indicators Major milestones and deadlines reached Presentations made on outcomes Collaboration and participation when warranted High quality/high output (b) Task Activities Reaching major milestones Solving problems Continuous improvement
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5. Recreation (a)
Stage Indicators Major projects accomplished, team in maintenance mode Initial plan worked to completion Major organizational change, focus or realignment Team and individuals rewarded for accomplishments Task Activities Accomplishing initial plans Process maintenance Planning for next steps Team-Member Behaviours Victory celebration Sense of accomplishment Rewards and recognition Issues Empowerment Work force diversity Accountability Teamwork Robert Bacals Six Deadly Sins of Team Building
(b)
(c)
(d)
1. Lack of model Solution is you need a model of how teams function, so that you can address all
the factors that result in reduced team effectiveness.
2. Lack of Diagnosis Each team is different. Each team has distinct strengths and weaknesses of
diagnosis are necessary without which the team leader runs the risk of using the process that will be irrelevant or useless, again resulting in lack of credibility for the process and the sponsor. Solution is diagnosed as a first step in the process.
3. Short-term intervention - It is not uncommon for a leader to arrange for a retreat or teambuilding day, without developing a longer term strategy for team development. Solution is plan a long term strategy for team building.
4. No evaluation of progress Since team building is a long-term process, you need to know
whether it is succeeding. It is common for team building efforts to take for granted that things are improving without putting in place a mechanism for regular evaluation of team functioning. Solution is plan regular evaluation of team progress.
5. Leadership Detachment It is unfortunate that management sometimes enters into a teambuilding enterprise in a some what detached way. Solution is if you arent willing to hear from team members how your behavior impacts (negatively or positively), dont do team building.
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High Performance Leadership 6. Doing it all internally team building generally will not succeed unless conflicts and problems
can be brought into the open and dealt with properly. There are times when an outside consultant may be required. While a consultant may bring specialized skills that are lacking in the organization. Team Problem Solving Model 1. Define the problem - what is going on?
2. Set the objectives - what do we want to accomplish? 3. Generate alternatives what can we do about it ?
4. Choose an alternative which is the best?
Twelve Cs for Effective Team Building 1. 2. 3. 4. 5. 6. 7. 8. Clear Expectations Context Commitment Competence Charter Control Collaboration Communication 9. Creative Innovation 10. Consequences 11. Co-ordination 12. Cultural change
Chapter 6 Interpersonal Skills Conversation, Feed Back and Feed Forward Concept of Conversation A conversation is communication by two or more people, or sometimes with ones self, often on a particular topic. Conversation is the ideal form of communication in some respects, since they allow people with different views of a topic to learn from each other. A speech, on the other hand, is an oral presentation by one person directed at a group. Communication
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Information : Enquiring, supplying or receiving the information. Advice : Personal opinion about what to do? How to do? When to do?
Suggestion : Proposals by the subordinates to the higher authorities indicating change required in existing procedural and operational matters.
Motivation : Motivation channelizes the inner urge of the man to work and to excel towards the organizational goals. Persuasion : Act of influencing the other persons to voluntarily change their attitudes, beliefs feelings or thoughts.
Warnin g : It i s in form ing about the unpl easant consequences if certain course of action is not changed/ amended.
and
unfavorabl e
find mutually acceptable agreement. It may be through bargaining orientation, lose-lose orientation, win-win orientation and compromise orientation. Education : It is important from the view of teaching and training the employees and executives.
Communication Process
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1.
2. 3.
The sender forms a message and encodes it into words or symbols. The encoded message is transmitted to the receiver through a channel or medium. The receiver senses the incoming message and decodes it for understanding the message. 4. Further, in most of the situations, the sender looks for confirmation that the message has reached the receiver. This happens in the form of feedback or some kind of acknowledgement. It may take the form of reply given by the receiver. 5. The reply is to be again encoded, transmitted through a channel, received and decoded by the sender of the original message. We have to note here that feedback repeats the communication process.
Creates Message
Encode Message
Decode Message
Decode Feedback
Receiver Feedback
Encode Feedback
Create Feedback
The Communication Process The different types of communication process are: Sender The sender is the source of the message that initiates the communication. The sender of the information has a message or purpose of communicating to one or more people. Without a reason, purpose, or desire, the sender has no information /message to send. Encoding In the next stage, encoding takes place when the sender translates the information or message into some words or signs or symbols. Without encoding, the information cannot be transferred from one person to another. In encoding of the message, the sender has to choose those words, symbols or gestures that he believes to have the same meaning for the receiver. While doing so, therefore, the sender has to keep the receiver in mind and accordingly communicate with him in the way receiver understands it. Channel Channel is the medium used for transmission of information or message from sender to receiver. There are various media like telephone, mail through post, internet radio, TV, press etc. For communication to be effective and efficient, the channel must be appropriate for the message.
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Communication
Formal Communication
(i)
mal
Informal Communication
For
Upward Communication
Downward Communication
Horizontal Communication
Communication (otherwise understood as direction of communication) It is the s yst em designed by the managem ent to channelize the flow of communication along formal organizational structure. It is created to ensure smooth, orderly, accurately and timely flow of information. There are four types of formal communication: Downward communication : Information flows from top to bottom hierarchy.
(ii)
Upward
communication
Flow of superiors.
information
from
subordinates
to
Horizontal Communication : Flow of information between the persons of same hierarchy. It is also called lateral communication. Informal Communication Informal communication takes place outside the formally prescribed and planned network. Unlike formal communication which is deliberately created or documented, the informal communication is spontaneous, off the record and beyond the hierarchy. It has no set rules and no particular direction. It is also called "Grapewine" communication.
Non-Verbal Communication
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Barriers to Effective Communication Filtering : Sender manipulates information in such a manner that it shall be seen more favourably by the receiver. Selective perception: People selectively interpret what they see on the basis of their interests, background, experience and attitudes. Information overload: When a situation arises where the information inflow exceeds an individual's processing capacity, communication barrier creeps in. Emotions: How a receiver feels at the time a message is received will influence how the message is interpreted. Communication apprehension: Undue tension and anxiety about oral communication, written communication or both affects effective communication. Communication barriers arise between men and women too. Men talk to emphasise status, power and independence whereas women talk to establish connection and intimacy. Men talk to complain that women talk on and on whereas women critize men for not listening. Men talk to offer solutions, whereas women speak of problems tc promote closeness. Men talk to boast about their accomplishments whereas women express regret and balance to a conversation. Other barriers include, cultural barriers caused by semantics, word connotations, tone differences, hand gestures meaning different things in different countries etc Seven Cs of Business Communication According to Francis J. Bergin, there are '7 Cs' of Communication. According to him communication should be:
1. 2.
Candid Clear
Message should be straight forward and frank. Clarity of expression and thought is must.
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Concrete Message should not be vague but specific. Concrete expression create specific visual image in the mind of receiver. Correct Message should be correct in grammar, spellings, contents, statistical information etc.
Principles of Communications
Two-way communication : Effective communication is never one-way traffic rather two way channelization as it also has sound feedback system to overcome communication gaps. Strengthen flow of communication : Frequent meetings, conferences and social gatherings should be organized periodically. Proper media : Any media is not ideal for every situation. Audience specific media should be selected. Encourage open communication: Lack of transparency and denial of information breeds rumours in the receiver. Use of appropriate language : Appropriate words, pictures, symbols, presentations etc., is necessary.
Effective listening: It is very essential in oral communication. It is not only the sender's
Self-development : It is most vital aspect of effective communication. It contains: Physical dimensions : Caring about nutrition, exercise, relaxation at right and regular intervals. Intellectual dimensions : Includes thinking, analyzing, reading, visualizing, writing etc. Emotional dimensions Involves feelings, socializing, serving etc.
duty to make the message clear, simple and concrete but also of the receiver to understand the same in proper sense through effective listening.
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Parent-Ego State Behaviours, thoughts and feelings copied from parents or parent figure.
Adult Ego State Behaviours, thoughts and feelings which are direct responses to the here and now.
Child Ego State Behaviours, thoughts and feelings replayed from childhood.
Ego States Parent : This is a set of feelings, thinking and behaviour that we have copied from our parents and significant others. As we grow up, we take in ideas, beliefs, feelings and behaviours from our parents and caretakers. If we live in an extended family then there are more people to learn and take in from. When we do this, it is called introjecting and it is just as if we take in the whole of the caregiver. For example, we may notice that we are saying things just as our father, mother, grand mother may have done, even though consciously, we don't want to. We do this as we have lived with this person so long that we automatically reproduce certain things that were said to us, or treat others as might have been treated. Adult : The Adult ego state is about direct responses to the here and now. We deal things that are going on today in ways that are not unhealthily influenced by our past. The adult ego state is about being spontaneous and aware with the capacity for intimacy. When in our adult we are able to see people as they are, rather than what we project onto them. We ask for information rather than stay scared and rather than make assumptions. Taking the best from the past and using it appropriately in the present is an integration of the positive aspects of both our Parent and Child ego states. So this can be called the Integrating Adult. The word integrating means that we are constantly updating ourselves through our everyday experiences and using this to inform us. Child : The Child ego state is a set of behaviours, thoughts and feelings, which are replayed from our childhood. Perhaps the boss calls us into his or her office, we may immediately get a churning in our
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Chapter 7 Interpersonal Skills Delegation, Humor, Trust, Expectations, Values, Status Concept of Delegation Delegation is the process by which authority is granted to a subordinate by his superior. But for delegation of authority, organizations would remain forever small Delegation is the only solution to cope with the increasing work load of managers as the organization grows. Because of the constraints of time and ability, a manager cannot perform all the tasks himself. Therefore, he delegates certain tasks to the subordinate and gets them done. It is appropriate to examine, in brief, the concepts of authority and responsibility. Effective Delegation:
Effective delegation pushes authority down vertically through the ranks of an organization.
Process of Delegation (1) Entrustment of Duties or Assignment of Responsibilities This is a crucial step, in that a few important questions like what to delegate, When to delegate?, Whom to delegate? and how to delegate? are answered. The effectiveness of delegation depends on how clearly these questions are answered. First of all, the manager has to decide the tasks to be delegated to the subordinates. For this he must be able to distinguish between the routine and non routine tasks. Routine and single tasks can as well be performed by the subordinates while the non-routine and very important tasks must be performed by him. (2) Vesting Authority When the subordinates are assigned certain tasks or responsibilities, it goes without saying that they need authority also to perform the tasks. Authority is required by them to use the resources of the organization in the execution of the tasks. The superior, therefore, parts with his authority to enable the subordinate to perform. Responsibility and authority cannot be
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Concept of Humor A man speaks to his doctor after an operation. He says, "Doc, now that the surgery is done, will I be able to
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Chapter 8 Conflict Management Types of Conflicts Definition of Conflict Conflict has been defined as tension arising from incompatible needs, in which the actions of one frustrate the ability of the other to achieve a goal. According to Wilmot and Hocker (1998), Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. Daniel Webster defines conflict as: 1. Competitive or opposing action of incompatibles 2. Antagonistic state or action (as of divergent ideas, interests or persons) 3. Struggle resulting from incompatible needs, drives, wishes or demands 4. Hostile encounter Conflict is merely the existence of competing or incompatible options. Conflicts are experienced every day by both individuals and groups. Conflict is the perception and/or feeling by one party, individual, or group that the 'other' party is hindering the first party from achieving a goal. Three Views of Conflict Traditional view Assumed that conflict was bad and would always have a negative impact on an organization. Human relations view Argued that conflict was a natural and inevitable occurrence in all organizations; rationalized the existence of conflict and advocated its acceptance. Interactionist view Encourages mangers to maintain ongoing minimum level of conflict sufficient to keep organizational units viable, self-critical, and creative.
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Sources of Conflict
Competition for scarce resources : Resources are limited and claimants are many. The desire to
satisfy one's interests, regardless of the impact on the other party leads to the conflict. This may be seen right from the ration shop to that of admitting the child in the right school.
Different set of values and goals : Values may be defined as basic conviction that a specific
mode of conduct or end-state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. In general sense, it may be understood that for some, ends justify means and for others, means are more important. People who respect values in action do not compromise on the means achieve an end. Different groups have differing goals and focus. Contrasting perceptions : Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. People's behaviour is based on their perception of what reality is, not on the reality itself. When the perception of one individual differs from that of the other, conflict begins. This is so because, it is not necessary that individuals should have same perceptions all the time. Perception about an individual on the basis of a single characteristic which in management parlance, we call it as halo effect i.e., drawing general impression on a single characteristic may lead to conflicts in functions and between people. A situation wherein people selectively interpret what they see on the basis of their interests, background, experience and attitudes may also give rise to conflicts.
Lack of trust : Trust may be defined as a positive expectation of one, that another will
not act opportunistically. Trust is built over a period of time based on certain key elements such as competence, consistency, loyalty and openness experienced by the people between them.
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Scarce may be defined as the sum total of ways in which an Personality clashes : Personality Resources Different individual reacts and interacts with others Heredity, environment and situation are the OverlappSet major determinants of personality. Type A personality ing Of Values, belongs to the world of impatience, anxiety and aggression, whereas Type B personality is Goals just in the reverse order of Type A personality. A Authority situation wherein Type A personality as a leader entrusts the job with his subordinate who belongs to Type B category, then obviously the product shall be one of conflicts and there shall be clashes between the two. This is so because Type B personality does not suffer from a sense of time Contrastin Threat urgency and can relax without guilt. g
Sources Perception Of s Faulty communication : Communication is the transfer of information from a sender to a Conflict
To Status
receiver with the information being understood by the receiver. The communication process is complete only when the message is received and understood properly. Faulty communication caused by unclarified assumptions, poorly expressed messages, poor listening and premature Lack evaluation , information overload and semantic distortion ofmay result in conflicts.
Attribution Trust
Attribution: The tendency to underestimate the influence of external factors and overestimate Faultyfactors when making judgments about the behaviour of others lead the influence of internal Personality Communic to fundamental attribution error. Different behaviours of a personality in different situations may Clashes ation cause conflicts.
Threat to status: Insecurity, lack of confidence brings in an element of uncertainty in the minds of
individuals concerned, may trigger conflicts in an organization.
Overlapping Authority : Two or more managers claim authority for the same activities which
leads to conflict between the managers and workers. Sources of Conflicts Different Types of Conflicts Deutsch has suggested five types of basic issues underlying conflicts : control over resources, preferences and nuisances, values, beliefs, and the nature of the relationship between parties. He has suggested the following six types of conflicts involving these issues: Veridical conflict : This type of conflict exists objectively and is perceived accurately. For example, a newly created department B may demand the use of spaces being occupied at present by department A. Contingent conflict : Here the existence of the conflict is dependent upon readily rearranged circumstances, but this is not recognized by the conflicting parties. For example, for the new department B, space can be created by converting vacant and unused space into usable space, but this is not being done.
Displaced conflict : Here, the parties in conflict are, so to speak, arguing about the wrong things. For example, the conflict between two departments over the transfer of a person may cover up the real conflict of getting priority from the top management. The former is the manifest and the latter the underlying conflict. Misattributed conflict : In this type, the conflict is between the wrong parties, and, as a consequence, usually over the wrong issues. For example, the inefficiency of a department may be attributed to the individual representing the department even if the individual may be very
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False conflict This is the occurrence of conflict when there is no objective basis for it. For example, department A may have a conflict with department B because the former perceives that its share of resources is being usurped by the latter although this may not be true. In a climate of suspicion, false conflicts multiply, based on and fanned by rumours. Functional Conflict Functional Conflict or Constructive Conflict is regarded as Creative confrontation which promotes creativity and encourages interaction. It is a struggle between persons who are engaged in a dispute or controversy and who remain together, face to face, until acceptance, respect for differences, and love emerge; even though persons may be at odds with the issue, they are no longer at odds with each other. The critical factor is the willingness to explore and resolve the conflict mutually. If appropriately handled, conflict can provide an important opportunity for growth. Creative confrontation increases commitment and enhances productivity and thus the group is unified. Dysfunctional Conflict Dysfunctional Conflict or Destructive Conflict can be harmful or have negative consequences. Several identifiable elements may occur in dysfunctional conflict, such as the information is withheld, feelings are expressed too strongly, the conflict is obscured by a double message and feelings are denied or projected onto others. Such conflicts leads to maladaptive psychological behaviours such as defensiveness, anger, hostility, alienation and weakened relationships. Conflicts are not resolved, so issues build up, which further divides the group. Give rise to a climate of mistrust and suspicion. These conflicts are nonproductive conflicts that are characterized by feelings that are misperceived or stated too intensely. Destructive conflict lack commitment and thus lessens satisfaction. Organizational Conflicts :
Interpersonal Conflict Conflict between individuals due to differences in their goals or values is called Interpersonal Conflict.
Intra-group Conflict
Conflict within a group or team is called Intra-group conflict.
Inter-group Conflict
Conflict between two or more teams or groups is called Inter-group Conflict. Managers play a key role in resolution of this conflict.
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Physical Threat
Verbal Aggression
1. Latent Conflict - in which disparities exist. 2. Conflict Awareness - in which disparities are recognized. 3. Frustration - in which feelings, such as anger erupt. 4. Tension due to frustration tension arises. 5. Antagonism opposing behaviour. 6. Frequent Disagreement frequent disagreement occurs due to opposing behaviour. 7. Verbal Aggression in which feelings are acted out in observed behaviuors. 8. Physical Threat physical threat is expressed as a result of verbal aggression. 9. Physical Aggression physical threat may lead to further physical aggression.
Outcomes in Conflicts
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Lose-Lose / Avoiding
No one achieves his or her true desires and the underlying reasons for conflict remain unaffected.
Lose-Win / Smoothing
One party achieves its desires and the other party does not.
Win-Lose / Forcing
One party uses force, superior skill, or domination to win a conflict.
Win-Win / Collaboration
Collaboration involves working through conflict differences and solving problems so everyone wins. The conflict is resolved to everyones benefit. Chapter 9 Conflict Management Coping Strategies Wilsons Method of Conflict Management
1. Evaluate intrapersonally : know and understand the conflict. 2. Define interpersonally : share feelings and perceptions publicly. 3. Identify shared goals : this may mean developing some ideas about both parties 4. would like to have as a result.
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High Performance Leadership 5. Generate possible resolutions : develop a list of all possible ways the differences can
be resolved.
6. Weigh the resolutions against the goals : find out how well each of the possible resolutions
satisfy or meet the goal or goals generated in step 3.
7. Select best solution : identify which among the alternatives is the best, most satisfying and
agreeable one.
8. Evaluate resolution: when the resolution has been put into place or acted upon, ascertain whether
it had its intended effect. To confront simply means: 1. To face, especially in challenge 2. To oppose 3. To cause to meet 4. To bring face to face Keep in mind: Behaviour not confronted will not change. If someone is doing something or behaving in a way that is unacceptable to you, you must bring it to their attention. You must confront the issue. When aired at lower stages of conflict, anger can be cathartic, helping the parties more clearly identify the issues and values involved. At higher levels of conflict, however, explosive anger can have the opposite effect. Anger itself is neither positive nor negative. How we choose to utilize that anger, however, is vital to our success in managing conflict. How well we control that anger and our overall stress level will dramatically impact our ability to effectively handle lifes conflicts.
Positive effects of conflict Increased motivation Enhanced problem/solution identification Group cohesiveness Reality adjustment Increased knowledge/skill Enhanced creativity Contribution to goal attainment Incentive for growth
Typical reactions to conflict Retaliate: I dont get mad, I get even. In many instances retaliation feels like a good option. The momentary satisfaction of getting back at the other party is tempting (like the airline attendant who routed the bags of an obnoxious Cleveland-bound passenger to Tokyo instead!) But retaliation is always a mistake. That fleeting moment of victory always precipitates even greater conflicts down the road. What goes around, comes around.
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Chapter 10 Conflict Management Styles Dimensions of Conflict (Thomas) Cooperativeness The degree to which an individual will attempt to rectify a conflict by satisfying the other persons concerns. Assertiveness The degree to which an individual will attempt to rectify the conflict to satisfy his or her own concerns. Conflict-handling techniques derived from Thomas cooperative and assertiveness dimensions: Competing (assertive but uncooperative) Collaborating (assertive and cooperative) Avoiding (unassertive and uncooperative) Accommodating (unassertive but cooperative) Compromising (midrange on assertiveness and cooperativeness
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Developing Effective Negotiation Skills Research the individual with whom youll be negotiating. Begin with a positive overture. Address problems, not personalities. Pay little attention to initial offers. Emphasize win-win solutions. Create an open and trusting climate. If needed, be open to accepting third-party assistance. Unilateral negotiation Unilateral negotiation strategies include: The trusting collaboration strategy. The open subordination strategy. The firm competition strategy. The active avoidance strategy. Chapter 11 Positive Thinking Attitude, Beliefs Attitude Attitude is a hypothetical construct that represents an individual's like or dislike for an item. Attitudes are positive, negative or neutral views of an "attitude object": i.e., a person, behaviour or event. People can also be "ambivalent" towards a target, meaning that they simultaneously possess a positive and a negative bias towards the attitude in question. Attitudes come from judgments. Attitudes develop on the ABC model (affect, behavioural change and cognition). The affective response is a physiological response that expresses an individual's preference for an entity.
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Most attitudes in individuals are a result of observational learning from their environment. The link between attitude and behaviour exists but depends on human behaviour, some of which is irrational. For example, a person who is for blood transfusion may not donate blood. This makes sense if the person does not like the sight of blood, which explains this irrationality. Implicit and Explicit Attitude There is also considerable research on "implicit" attitudes, which are unconscious but have effects (identified through sophisticated methods using people's response times to stimuli). Implicit and explicit attitudes seem to affect people's behaviour, though in different ways. They tend not to be strongly associated with each other, although in some cases they are. The relationship between them is poorly understood. Types of Attitudes A person may have a multitude of attitudes, but what is important for us to study is the limited number of job related attitudes. These job related attitudes are positive or negative evaluations held by employees about various aspects of their work environment. Essentially, there are three important attitudes we are concerned with; namely job satisfaction, job involvement and organizational commitment. 1. Job Satisfaction One of the tasks of a manager is to provide job satisfaction to their employees. Job satisfaction refers to an individual's general attitude towards his or her job. A person with a high level of job satisfaction holds positive attitudes towards the job, while a person who is dissatisfied holds negative attitudes towards the job. When we talk about employees attitudes, mostly we mean job satisfaction. As a matter of fact, the two are closely related. 2. Job Involvement The term "jobs involvement" is relatively a recent concept in the management literature. There is no complete agreement over what the term means. Generally, it refers to the degree to which a person identifies with his job, actively participates in it and considers his performance important to his self-worth. Individuals who express high involvement in their jobs are likely to be more productive, have higher satisfaction and are less likely to resign than employees with low involvement.
3.
Organizational Commitment The attitude reflects an individual's orientation towards the organization by tapping his or her loyalty to, identification with, and involvement in the organization. Individuals who are highly committed see their identity as closely attached to that of the organization. Like job involvement, highly committed employees will be better performers and have lower turnover than those with low levels of commitment to the organization. Attitudes - Implications Attitude and Productivity The link between attitude and productivity is not clear yet. Because in 1955, Brayfield and Crockett, made an extensive study of this relationship and concluded that there was minimal or no relationship between attitudes and performance. However, two years later, Herzberg and his associates concluded from the review of studies that there was generally a positive relationship between attitudes and productivity. They noted that in many cases the correlations, although positive, were low. Similarly, a review in 1964 of twenty three separate studies revealed that, except in three cases, there was a low but positive relationship
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Self perception theory by Daryl Beni Balance Theory of Fritz Heider Congruity Theory by Osgood and Tannenbaum Dissonance Theory by Leon Festinger
Theories of Attitude Self-perception Theory Self-perception theory is an account of attitude change developed by psychologist, Daryl Bern. It asserts that we develop our attitudes by observing our own behaviour and concluding what attitudes must have caused them. Self-perception theory differs from cognitive dissonance theory in that it does not hold that people experience a "negative drive state" called "dissonance" which they seek to relieve. Instead, people simply infer their attitudes from their own behaviour in the same way that an outside observer might. Selfperception theory is a special case of attribution theory. Bem ran his own version of Festinger and Carlsmith's famous cognitive dissonance experiment. Subjects listened to a tape of a man enthusiastically describing a tedious peg-turning task. Some subjects were told that the man had been paid $20 for his testimonial and another group was told that he was paid $1.
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This theory was developed by Osgood and Tannenbaum. It deals with attitudes (evaluations) and relationships Attitudes are measured on a 7 point scale from +3 to -3. Attitudes are always toward some object. Objects may become linked in our mind that is form a bond. There are two types of bonds:
Associative (positive link between objects) Dissociative (negative link between objects) These links are similar to unit formation in the Balance model of Heider. Congruity exists when our evaluation of (attitude toward) two objects that are associatively bonded are identical in magnitude and direction. We like the Democratic Party (+2), and we like National Health Insurance (+2) and we learn that the Democratic Party endorses National Health Insurance (Associative Bond). Congruity also exists when our evaluation of (attitude toward) two objects that are dissociatively bonded are identical in magnitude and opposite in direction. We like the Democratic Party (+2), and we dislike Multinational Companies (-2) and we learn that the Democratic Party rejects Multinational Companies (Dissociative Bond). Incongruity exists when our evaluation of (attitude toward) two objects that are associatively bonded are not identical in magnitude. We like the Democratic Party (+2), and we like Election Reform (+1) and we learn that the Democratic Party endorses Election Reform (Associative Bond). Incongruity also exists when our evaluation of (attitude toward) two objects that are dissociatively bonded are not identical in magnitude. We like the Democratic Party (+2), and we dislike Continuation of Tax Advantages (-1) and we learn that the Democratic Party rejects Continuation of Tax Advantages (Dissociative Bond).
(6)
(7)
(8)
(9)
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(12)
When there is a dissociative bond between two attitudes with the same sign, or an associative bond between two attitudes with opposite sign, the theory does not apply. We tend to not believe the bond in this case. Dissonance Theory (1) This theory was proposed by Leon Festinger, and has generated more research and controversy than any other cognitive consistency theory because of its ability to make non-obvious predictions. Two cognitive elements can stand in relationship to each other as consonant (one implies the other), dissonant (one implies the opposite of the other) or irrelevance (one has no implication for the other). Dissonance is distressful and we seek to reduce it.
(2)
(3) (4)
Magnitude of dissonance is a function of importance of the items and number of cognitive elements involved. Dissonance can be reduced by changing the behavioural element, attitudinal element, adding cognitive elements, consonant with the behavioural element and changing the importance of cognitive or behavioural elements.
(5)
Attitudinal Change Attitudes can be changed through persuasion. The celebrated work of Carl Hovland, at Yale University in the 1950s and 1960s, helped to advance knowledge of persuasion. In Hovland's view, we should understand attitude change as a response to communication. Change in the Focus of Recruitment There has been an absolute all time shift in the focus and purpose of recruitment done by the companies today. While people were recruited for their skills and expertise before exclusively, today the major recruitment requirement is one of attitude. People today are recruited for the positive attitude. This is based on the reality that skills can be developed among employees. Attitude is one which cannot be hired from the shop. Hence, the mantras of companies today is recruit the person for attitude and develop the skills subsequently. Developing Positive Attitude The way you think, day-in and day out, affects all aspects of your life. Learning to listen to your "internal dialogue" will help you recognize your thought patterns and how they may be affecting the way you handle the stressful situations of daily living. Many people have found that, when they tune in to their internal dialogue, much of it is negative. Thoughts like, "I could never do that" and "What if I fail?" can seriously impact the way you behave. This, in turn, affects every aspect of your life. When we are stressed, certain hormones are produced by the body. When released
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Chapter 12 Positive Thinking Martin Seligmans theory of Learn Helplessness Positive Thinking Is the glass half full, or half empty?
Positive thinking is a mental attitude that admits into the mind thoughts, words and images that are conductive to growth, expansion and success. It is a mental attitude that expects good and favourable results. A positive mind anticipates happiness. joy, health and a successful outcome of every situation and action. Whatever the mind expects, it finds. Positive thinking is not accepted by all. Some treat it as a management joke. Some feels that it is illusory. Some others opine that it is very difficult to practice. The fact remains that those who believe in positive thinking understand its power. The power of happiness and joy, the power to postpone disease and death. When a doctor treats a patient, the result depends on the faith and thinking of the patient. If the patient feels that nothing is going to happen out of treatment. At the moment itself the result is lost. Research studies have revealed that positive thinking has helped the cancer patients to come out of the trauma of its consequences. Among the people who accept the power of positive thinking, not many know how to use it effectively to get results. Yet, it seems that many are becoming attracted to this subject, as evidenced by the many books, lectures and courses about it. The subject has become so popular that the management experts are able to make out of money through the topic. Yes they are positive that they can sell the concept of positive thinking to change the lives of the people. It is quite common to hear people say: "Think positive!", to someone who feels down and worried. Most people do not take these words seriously, as they do not know what they really mean, or do not consider them as useful and effective. How many people do you know, who stop to think what the power of positive thinking means? The following story illustrates how this power works. Allan applied for a new job, but as his self-esteem was low, and he considered himself as a failure and unworthy of success, he was sure that he was not going to get the job. He had a negative attitude towards himself, and believed that the other applicants were better and more qualified than him. Allan manifested this attitude, due to his negative past experiences with job interviews. His mind was filled with negative thoughts and fears concerning the job for the whole week before the job interview. He was sure he would be rejected. On the day of the interview he got up late, and to his horror he discovered that the shirt he had planned to wear was dirty, and the other one needed ironing. As it was already too late, he went out wearing a shirt full of wrinkles. During the interview he was tense, displayed a negative attitude, worried about his shirt, and felt hungry
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The concept of "explanatory style" which is discussed separately is related to the fundamental attribution error. Reference Text:
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