Bec doms ppt on leadership management

Leadership Management

Leadership, Management, Accountability and Team Building

Leadership is setting a new direction or vision for a group that they follow. A leader is the spearhead for that new direction.

Management controls or directs people/resources in a group according to principles or values that have already been established.

Team Building is the process of enabling a group of people to reach their goal.

Accountability an obligation or willingness to accept responsibility or to account for one's actions.

Leadership and Management

Leadership without management Sets a direction or vision that others

follow, without considering too much how the new direction is going to be achieved.

Management without leadership Controls resources to maintain the status

quo or ensure things happen according to already-established plans.

Leadership and Management

Leadership combined with management

Does both - sets a new direction and manages the resources to achieve it.

Symbolic Leadership When a leader acts as a figure-head

without setting any direction.

Leadership Qualities

What makes a good leader?

Leadership: Organizational or individual perspective

Organizational: The aim of an organizational perspective is to improve organizational performance by identifying and developing leadership potential.


The organizational task is therefore one of:

identifying the profile of leadership qualities that will enhance organizational performance;

selecting individuals whose character, skills and potential closely match that profile; and

developing those individuals so their potential becomes a reality.


Individual: An individual's perspective on leadership is very different:

the aim is for the individual to develop into a position of leadership.

From this perspective, you are who you are and if your leadership qualities are not valued by the organization, then you are going to find it difficult to progress.


The individual task is therefore one of: understanding one's own leadership

qualities or potential; and selecting an organization or context

where those attributes will be valued

Leadership Styles

Leadership Styles

Modern leadership demands an ability to adapt one's style to achieve the maximum effectiveness.

Excellent leaders are able to take different approaches to suit the various needs of differing situations.

Leadership Styles

Modern leader will: develop flexibility and adaptability to use

any of the styles; recognize the different demands of each

situation; use the style(s) that will give optimum

success.

Eight Leadership Styles

Leadership Styles

I. ACTIVE BLUE: People-oriented, motivator, builds personal relationships, likeable, interpersonal skills, cares for others

When to use Commitment from others is critical, or sensitive

situations When not to use Decisions need to be forced through, conflict is

being avoided

ACTIVE BLUE

People-oriented, motivator,

builds personal relationships,

likeable, interpersonal skills,

cares for others

When to use Commitment from others is critical, or sensitive situations

When not to useDecisions need to

be forced through, conflict is being avoided

Leadership Styles

II. REFLECTIVE BLUE Value-driven, has passion for key issues, focuses on important themes, champions the cause

When to use The group has lost its sense of identity, or it is

doing too many unimportant things When not to use There is a problem that needs to be solved with

dispassionate objectivity (eg: technical issues)

REFLECTIVE BLUE

Value-driven,passion, focuses ,

champions the cause

When to useLost its

sense of identity

When not to use There is a problem that needs to be

solved with objectivity

Leadership Styles

III. ACTIVE GREEN Tries things that are new, prototypes, introduces change, looks for unexpected outcomes, creates new opportunities, experiments

When to use The group is 'stuck in a rut', or the status quo

needs to be challenged When not to use There are already too many initiatives under way

and some stability is needed

ACTIVE GREEN

Tries new things, prototypes,

introduces change, looks for

unexpected outcomes, creates new opportunities, experiments

When to use The group is ‘

stuck in a rut', or the status quo

needs to be challenged

When not to use There are already too

many initiatives under way and

some stability is needed

Leadership Styles

IV. REFLECTIVE GREENDevelops long term vision, produces radical ideas, foresees the future, anticipates what is outside current knowledge.

When to use Radical change is needed, change is a long

term activity When not to use There are immediate dangers, the group may

not survive in the short term

REFLECTIVE GREEN

Visionary, produces radical ideas,

foresees the future, anticipates what is outside

current knowledge.

When to useRadical change is needed,

change is a long term activity

When not to useThere are immediate

dangers, the group may not

survive in the short term

Leadership Styles

V. ACTIVE YELLOW Takes action, produces results, leads from the front, sets an example, does what is asked of others

When to use There is some inertia, or lack of

achievement has destroyed motivation When not to use The group is being too expedient, current

success may ebb in the future

ACTIVE YELLOW

Takes action, produces results,

leads from the front, sets an example,

does what is asked of others

When to useLack of achievement

has destroyed motivation

When not to useThe group is being

too expedient, current success maybe

low in the future

Leadership Styles

VI. REFLECTIVE YELLOW Observes, listens, clarifies goals, establishes realistic expectations, makes aims crystal clear

When to use The direction is vague or expectations have

not been articulated When not to use There are already too many goals or too

much information

REFLECTIVE YELLOW

Observes, listens,

clarifies goals, establishes realistic

expectations, makes aims crystal clear

When to useThe direction is vague

or expectations have

not been articulated

When not to useAlready too

many goals or too much information

Leadership Styles

VII. ACTIVE REDOrganizes, makes plans, sets measurable goals, coordinates work of different people, manages resources

When to use There is chaos/lack of organization, or

there are no measures of achievement When not to use There are so many processes that creativity

has been stifled

ACTIVE RED

Organizes, makes plans, sets measurable goals,

coordinates work of different people,

manages resources

When to use There is chaos/lack of organization, or

there are no measures of achievement

When not to use There are so many

processes that creativity

has been stifled

Leadership Styles

VIII. REFLECTIVE REDAnalyses, uses models, produces explanations, compares other situations, engages in intellectual debate

When to use The situation is complex or driven by

technical solutions When not to use People's feelings are paramount, or the

group go round in circular arguments

REFLECTIVE RED

Analyses, uses models,

produces explanations, compares other

situations, engages in

intellectual debate

When to useThe situation is complex or

driven by technical solutions

When not to usePeople's feelings are

paramount, or the group go round in

circular arguments

Leadership In Head Start

Grantee and delegate agency must propose, within the framework of these regulations, the size of the policy groups ,the procedures for the election of parent members, and the procedure for the selection of community representatives.


Grantee and delegate agencies must have written policies that define the roles and responsibilities of the governing body members and that inform them of the management procedures and functions necessary to implement a high quality program.

Grantee and delegate agencies must ensure that appropriate internal controls are established and implemented to safeguard Federal funds in accordance with 45 CFR 1301.13.


Grantee and delegate agencies must develop and implement a systematic, ongoing process of program planning;

Grantees must establish and implement procedures for the ongoing monitoring of their own Early Head Start and Head Start operations, as well as those of each of their delegate agencies, to ensure that these operations effectively implement Federal regulations.

Management

Performance and Change Management

Performance Management

Performance Management is a process aimed at improving performance (eg: achievement of program objectives).

Performance Management" is used in two contexts:

A way of maximizing performance of an individual, team or organization

A process for dealing with underperforming individuals (or teams).

Performance Management Principles

I. Measurement Establish performance measures

(eg: sales turnover) Establish measurable behavioral goals

that will improve performance (eg: making 30 prospective phone calls a day)

Measure current behaviors (eg: logging actual phone calls)

Measurement Establish

performance measures

sales turnover

Establish measurable

behavioral goals 30 calls a day

Measure current

behaviors


II. Appraisal Compare the current behaviors with the

behavioral goals and identify the differences (eg: on average, 20 phone calls are actually being made, giving a shortfall of 10 phone calls).

Appraisal

Compare the current behaviors

20 phone calls

Behavioral goals 30 calls a day

The difference 10 calls


III. Action For each difference, plan how to bring actual

behaviors in line with the goals, in order to improve the performance (eg: introduce a revised telephone script that qualifies the prospect more quickly, shortening each phone call and enabling more calls to be made in the time available)

Implement the plan (eg: issue the revised script to all telesales people, perhaps with some training to support its use)

Action

Actual behavior20 phone calls

Behavioral goals 30 calls a day

Improve PerformanceI. Revised script

II. Shortening callsIII. Enable more calls

Implement the plan I. Issue revised script

II. Train Staff


IV. Monitoring Check to see if the new plans are being

followed (eg: review a sample of phone call recordings to determine whether the new script is being used and check that it is 'workable').

At appropriate times, return to the appraisal stage to assess the impact of the changes on the behavioral and performance measures (eg: review the average number of calls made per day and sales achieved).

MonitoringCheck new plans

I. Revised scriptII. Shortening calls

III. Enable more calls

New Plans I. Review callsto see if script

is followedII. Check to see if its

workable

Return to Appraisal

Compare the current behaviors

Behavioral goals

The difference


Principles

Measurement Appraisal MonitoringAction

Maximum vs. Poor Performance

Maximum performance 1. Collaboration between

management and staff 2. Can be informal, with

written records only recording revised targets

3. A process, one of constant improvement

4. Often involves analysis of the process

Poor performance 1. Involves more

confrontation 2. A formal process with

each step being written down

3. A process that escalates into disciplinary proceedings and possible termination

4. Often involves analysis of one individual's behaviors/attitudes


Waste of Potentially Good Ideas Failure to listen and comment when

workers offer suggestions. Failure to encourage workers to offer

suggestions. Not asking workers advice on problems. Failure to read and study about the work

and about business methods.


Failure to get from new employees helpful ideas which they may bring from previous employment.

Not consulting enough with other departments, such as technology, etc.

Failure to consider or refer to the proper person all usable suggestions no matter where they come from.


Failure to take proper interest in meetings.

Failure to benchmark performance of organization with other similar organizations and the sector as a whole.

Management in Head Start

All Early Head Start and Head Start grantee and delegate agencies must use funds from USDA Food and Consumer Services Child Nutrition Programs as the primary source of payment for meal services.

Grantee and delegate agencies operating center-based programs must establish and implement policies and procedures to respond to medical and dental health emergencies with which all staff are familiar and trained.


Grantee and delegate agencies must ensure that all staff, consultants, and volunteers abide by the program's standards of conduct.

The organizational structure must address the major functions and responsibilities assigned to each staff position and must provide evidence of adequate mechanisms for staff supervision and support.


Grantee and delegate agencies must establish and maintain efficient and effective record-keeping systems to provide accurate and timely information regarding children, families, and staff and must ensure appropriate confidentiality of this information.

Establishing a Team

How to functions as a team

Team Building

Stages in team building: Clarify the team goals and objectives Identify those issues which inhibit the

team from reaching their goals and objectives

Address the issues, remove the inhibitors and enable the goals and objectives to be achieved

Team Building

Team Building ScaleIndividual skills and perceptions

Relationships between teams

Relationships between people

The culture of the organization

Team Dynamics

Team Dynamics

Team Dynamics are the unseen forces that operate in a team between different groups of people.

For example, in a small team of six people, there may be two people who have a particularly strong friendship.

Friendship is a "natural force" that may have an influence on the rest of the team, and can affect the team positively or negatively.

Team Dynamics

The positive effect of a strong friendship in a team might be:

friends communicate a lot together ...which naturally results in other members

being drawn into the discussion ...which results in a good 'social' feel to the

group ...which makes people enjoy being in the group ...which improves motivation and commitment

Team Dynamics

The negative effect of a strong friendship might be:

to cause other people to feel excluded... ... are less likely to include the friends in decision

making ... are likely to be in groups …information may not flow across the whole

group, but only within the subgroups … miscommunication may lead to

misunderstanding and poor collective performance

Team Dynamics

How do you recognize team dynamics? Personality styles (eg: including or excluding

people) Team Roles Office layout (eg: cupboards dividing teams into

two) Tools and technology (eg: email, bulletin board,

information pool enabling hidden communication).

Team Dynamics

Organizational culture (eg: company cars acting as status symbols to separate groups of employees)

Processes/methodologies/procedures (eg: problem-solving methodology) etc.

Team Dynamics

How can team dynamics be managed constructively?

look for the team dynamics - the 'natural forces' at play

determine whether they are acting for good or ill,

make interventions to make the effect of those dynamics more positive.

Accountability

Owning It: How PersonalAccountability Can Transform an

Organization

Accountability

For organizations that consistently struggle to meet goals, worker accountability may be an issue.

Symptoms of accountability deficiencies include -blaming and finger-pointing, -unclear and changing expectations and -difficulty retaining quality employees. When any or all of these issues occur,

organizations should consider transforming their employees’ behaviors and attitudes with the power of personal accountability.

Accountability

When employees take ownership of tasks and plans are clear, personal accountability emerges,

-lowering stress, -increasing productivity, -influencing job satisfaction and -propelling the organization to meet its

goals and objectives.

Accountability Deficiencies

Blame and Finger-Pointing

When personal accountability is absent, pinning the blame on others is one of the most common behaviors employees engage in when things go wrong.

Do any of these charges sound familiar? § "It's because of those strict regulations." § "Our partner dropped the ball." § “Parents just don't participate." § “The warehouse doesn’t delivery supplies

timely."


Blame and finger-pointing stem from a lack of personal accountability and a fear of punishment.

In this type of environment, employees talk about – rather than to – each other.

Also, informal meetings that occur after meetings (hallway discussions), are where real opinions are heard.


When employees equate being “held accountable” with demotion or job loss, they will refrain from accepting responsibility for the outcomes of their work.

If the manager doesn’t model accountability, blame and finger-pointing will be the norm for their employees.


When an accountable employee does something wrong, he or she will say, "This is what I did, and I accept responsibility.

This is what I learned from my mistake and this is how I will change."

Unclear and Changing Expectations

When managers lack personal accountability, they are often unclear with their expectations or routinely change objectives, resulting in confusion and incomplete goals.


Unclear: § "Diversity is very

important and we will embrace it."

§ "We will change our IT systems to keep up with the times."

§ "We will focus on innovation this year."

Clear: § “To embrace our

diversity, we will be implementing monthly diversity awareness seminars.”

§ “We need to update our firewalls to keep up with the latest viruses.”

§ “Our focus on innovation this year will require us to brainstorm better service techniques and processes, and improve quality.”

Sample Expectations


Without any kind of clarity, the outcome of these types of expectations is no outcome at all.

Employees want to know what road to travel, the tasks they need to accomplish and milestones along the way.


To hold employees accountable, -tasks must be clearly defined up-front, -the expected outcomes must be

explained, -the stakes of completing/not completing

the task made clear, and -all parties must agree upon action steps

by certain dates.

Difficulty Retaining Quality Employees

Often a lack of accountability leads to equal rewards for unequal efforts among employees, spurring the best workers to see no value in working hard to further the goals of the organization.

High achievers will ultimately leave organizations that do not hold employees accountable.

Difficulty Retaining Quality Employees

When a lack of measurement exists, good employees will not prosper.

To retain high achievers, everyone must be held accountable for their actions.

Other Challenges

Additional symptoms that point to a lack of accountability :

§ Ineffective teamwork § Poor meeting management § Indirect and unclear communication § Gossip § Conflict

Personal Accountability Training

Personal accountability training is an effective way to shift the corporate mindset to one of responsibility, empowerment and accountability

Purpose of personal accountability training

I. Help employees understand the importance of accountability

II. Identify why the organization values accountable employees

III. Discuss each individual's role in the process, and

IV. Encourage employees to reexamine their attitudes and actions.

The Challenges of Poor Workforce Accountability

When everything is working well, accountability is understood and embraced in an organization. However, when problems emerge, excuses seem to be the acceptable alternative.

Some of the most common signs that personal accountability is absent includes

blaming others, nebulous expectations and the inability to retain high achievers.

Steps to Achieving PersonalAccountability

Workers must take ownership of a task and its outcome at the time it was assigned.

Employees must have a preexisting mindset that they can and will get tasks accomplished.

Once employees take responsibility, a clear agreement must be in place between the task assigner and the task owner.

Steps to Achieving PersonalAccountability

The agreement must clearly articulate the task, the expected results and when it must be completed.

Employees must be willing to take personal action to see the results occur.

Employees must be willing to answer for outcomes, whether good or bad.

Benefits of Accountable Employees

§ Personal action is taken to overcome obstacles and ensure results are achieved

§ Results are on target because the task, owner, expected results and deadline are clear

§ Individuals display a willingness to answer for the results of their actions

Benefits of Accountable Employees

§ Productivity increases because employees, teams and entire departments are more effective and individuals agree to own tasks

§ Job satisfaction improves because tasks are clearly defined and success occurs more

§ Negative events become learning events § Workarounds and project restarts are

significantly reduced

Head Start Accountability

Every year, each agency must conduct and maintain a “Program Self Assessment”.

Every three years, a Head Start grantee must conduct and maintain a “Community Assessment,” designed to ensure that the program is serving the greatest number of eligible children in the local area. Updated annually


Every Head Start program must conduct a “Wage Comparability” study every three years to assure that wages paid to Head Start staff are in line with those paid for comparable jobs in the community served by that Head Start grantee.


Each program must provide every enrolled child with dental, mental health and health screenings, along with a developmental screening, and maintain files on the results of these screenings.

For each child with a disability, a “Transition Plan” must be maintained and implemented in accordance with IDEA.


Local programs must have written agreements with vendors and service providers and community partners.

Each program must meet the performance standards for each child and family and have documentation of such progress (individualized family plans, child’s education plan, etc.).


Every three years, USDA conducts an on-site audit with respect to the eligibility of children in the program and on food servings (making sure that each meal has met the Daily Requirements).

State and Local Requirements; i.e. state child care licensing standards.

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Bec doms ppt on leadership management

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