Leadership & Supervision
Presented By- Ashish Kumar Barnwal
PGDM IV Sem XIDAS,Jabalpur(MP)
“Leadership is the process of influencing the behavior and work of others in group effort towards the realization of specific goals in a given situation”.
“ Leadership is the inter-personal influence exercised in a situation and directed through communication process towards the attainment of specific goals”
Leadership Characteristics
It is a process of Influence. It involves interaction between the
leader and the followers. It implies pursuit of common goals. It is related to a situation.
Setting Goals
Organizing
Motivation
Coordination
Representation
Control
Providing Inspiration to Employees
Securing Cooperation
Creation of Confidence
Providing Conductive Environment
Building Higher Morale
Facilitation of Change
Intellectual Leaders
Democratic Leaders
Autocratic Leaders
Persuasive Leaders
Creative Leaders
Institutional Leaders
Autocratic Leadership
Participative Leadership; and
Free rein Leadership
style
1. Exploitative Authoritative
2. Benevolent Authoritative
3. Consultative
4. Participative
According to Hellreigel, there are four kinds of leadership skills:
1.Visionary Skills2.Communication Skills3.Sensitivity Skills4.Self awareness Skills
List of Examples
His men respect himHis men follow his orders without
questionHis men like himHis work group has high moraleHe looks out for his men.
1. Fair Evaluation of Work
2. Sufficient delegation of Authority
3. Fair 5treatment for all
4. Availability to all Employees
5. Discussion of employee problems with
employees.
A Leader should Avoid
1.Dependence upon superiority2.Simulation of knowledge3.Interface with work4.Favoritism and discrimination5.Public reprimands6.Pettiness7.Conflicting orders8.Superfluous orders
Any organization requires a system of communication in which orders and information can travel from higher to lower levels, and from lower to higher as well.
These requirements are:• The channels of communication,• The system of communication,• To avoid misunderstandings and make certain of correct transmission,• A communication should be authoritative,• It is a joint process,
A leader should base his actions on the following five principles: •Fair evaluation of work,• Sufficient delegation of authority,•Fair treatment for all,• Availability to all employees,•Discussion of employee problems with employees
Dependence on superiority. Simulation of knowledge. Interference with work. Favoritism and discrimination. Public reprimands. Pettiness. Conflicting orders. Superfluous orders.
Any organization, ultimate goal is to select leaders who will create and drive value, whether they come from the legacy company, the acquired organization, or from the outside. Regardless of their past experiences, the new leaders must demonstrate leadership competencies and behaviours that are aligned with the strategy, operating model, and desired culture of the future organization.
Intelligence test Empathy test Vocational test Personality Personal history questionnaire
Intelligence levelAmbition levelMaturity levelInterestAbility
The term training refers to the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills and knowledge that relate to specific useful competencies.
French (1946) report that in training foremen to handle interpersonal relations role playing, lecture, conference, reading and discussion.
Role play Case study Specialized conferenceReadingPublic speaking Short course , seminarsCounseling
Merit and performance reviewVisit to other companyAttendance at technical meeting Group meeting Job rotation Job descriptionCommittee assignment
What is
supervision ?
Supervision means the act of watching over the work or tasks of another who may lack full knowledge of the concept at hand. Supervision does not mean control of another but guidance in a work, professional or personal context.
psychology and psychotherapy supervision refers to the system whereby therapists are expected to arrange another therapist for their own benefit or to discuss their work. It is part of professional good practice
Supervision is formally defined as a relationship between senior and junior member(s) of a profession that (a) is evaluative, (b) extends over time, (c) serves to enhance the skills of the junior person, (d) monitors the quality of the services offered by the junior person, and (e) acts as gate keeping to the profession (Bernard & Goodyear, 1992, 2004)
Directive Supervision: The supervisor’s role is to inform, direct, model, and assess employees competencies.
Collaborative Supervision: The supervisor’s role is to guide the problem-solving process, be an active member of the interaction, and keep the employees focused on their common problems.
Nondirective Supervision: The supervisor’s role is to listen, be nonjudgmental, and provide self-awareness and clarification experiences for employees.
Employee or Group Characteristics
Very low levels of development, expertise, and commitment
Fairly low levels of development, expertise, and commitment
Moderate or mixed levels of development, expertise and commitment
High levels of development, expertise, and commitment
Supervisory Approach
Directive Controlling
Directive Informational
Collaborative
Nondirective
Copyright ©
Allyn & Bacon
2007
Supervisory Role
Directive Control
Directive Informational
Collaborative Nondirective
Line Supervisor X X X X
Staff Supervisor
X X X
Lead Teacher X X X
Designated Mentor
X X X
Peer Coach X X
Supervision for Successful companies Supervision for Successful companies
Prerequisites
Knowledge
Technical Skills
Interpersonal Skills Supervision as
Developmental
Direct Assistance
Curriculum Development
Professional Development
Group Development
Action Research
Organizational Goals
Employee Needs
Improved organization Learning
Function Tasks Unification Product
The manager’s values. What is most important to the
supervisor?▪ Company profits▪ Personal growth and development▪ Development of employees
Level of confidence in employees▪ The more confidence in the employees, the
more the supervisor will involve the employees.
Personal leadership strengths Effective leaders capitalize on their
strengths.Tolerance for ambiguity
When employees are involved, the supervisor cannot always be sure of the outcomes.
Will the supervisor be comfortable will this uncertainty?
Supervisors practice leadership by giving employees directions. Supervisors should make sure
employees understand the directions.▪ Directions should be stated in specific, clear
terms. Employees should understand the
reason for the directions.
The image a person has of himself/herself. influences how the supervisor behaves.
▪ Someone who believes he or she has the power will act powerful.
▪ Someone who thinks himself or herself as intelligent is apt to make careful decisions.
▪ When supervisors do something well, they should give themselves credit for their success.
A supervisor needs support from many people in the organization to be successful. They need the support of their
employees. They also need the support of their boss
and co-workers.
A supervisor who is liked and respected by employees will inspire them to work harder and better. Supervisors should be role models for
employees by following the rules of the company.
They should also be fair in the treatment of employees and ethical.
i. A safe supervisory relationship, ii. Task-directed structure,iii. Methods addressing a variety of
learning styles,iv. Multiple supervisory roles,v. Communication skills enhancing
listening, analyzing, and elaboration.
(i) Fiedler’s model (ii)Developmental models,(iii)Integrated models, and (iv)Orientation-specific
models.
Supervisors will be relationship oriented (people oriented) or task oriented depending on:
▪ leader-member relations, or the extent to which the leader has group members’ support and loyalty.
▪ task structure, or whether there is specified procedures to follow in carrying out the task.
▪ position power, or the leader’s formal authority granted by the organization.
Fiedler recommends that a leader determine whether his or her preferred leadership style fits the situation, and, if not, the leader should try to change the characteristics of the situation.
Worthington (1987) reviewed developmental supervision models and noted patterns. Studies revealed the behavior of supervisors changed as supervisees gained experience, and the supervisory relationship also changed. There appeared to be a scientific basis for developmental trends and patterns in supervision
Stoltenberg and Delworth (1987) highlight content of eight growth areas for each supervisee.
1.Intervention, 2.Skills competence, 3.Assessment techniques, 4.Interpersonal assessment, 5.Client conceptualization, 6.Individual differences, 7.Theoretical orientation, 8.Treatment goals and plans, and
professional ethics
Process, Conceptualization, and Personalization.
Behavioral supervision views client problems as learning problems; therefore it requires two skills:
( 1) identification of the problem, and (2) selection of the appropriate
learning technique (Leddick & Bernard, 1980).