Unit Name: Leadership Development and Performance Management
Unit Ref No: F/618/1341
Student Name:
OTHM Reg No.
CGL SID No.
OTHM Level 7 Diploma in Human Resource Management
Contents
Coaching and Mentoring as Tools for Developing Leadership and Management
....................................................................................................................................3
Trends in Workplace Learning ..............................................................................3
Strategies for Integrating Learning and Development ........................................5
Indicators of Success for Effective Leadership and Management Development
Programmed .............................................................................................................8
Approaches to Evaluating Leadership and Management Development
Programmes ..............................................................................................................9
Methods Developing Effective Teams for Performance Improvement ............11
The Role of Effective Motivation Using Theories & Models of Motivation in
Performance Management ....................................................................................13
The Relationship of Effective Leadership with Effective Communication ......15
References ...............................................................................................................17
TASK # 2
Coaching and Mentoring as Tools for Developing Leadership and Management
A leader’s role is to give advice, guidance and direction to the people following him or her. A great
leader inspires others to be empowered, creative and enthusiastic. If you can influence people to
be their best, you’re already a leader, no matter what your job role or title.
The best leaders in business are always learning, adapting, and developing. They are looking for
new ways to improve, which is where coaching and mentoring can help. This article explains why
coaching and mentoring are essential as part of successful leadership development.
People learn new skills in lots of different ways but developing yourself as a leader takes more
than attending training courses, reading industry publications or shadowing peers (Deans Fran &
Oakley, 2006). People need to be in a learning environment where they can practice the skills and
techniques they learn. Coaching and mentoring gives leaders this opportunity to practice as well
as exploring issues and opportunities in a collaborative, personalized and nuanced way.
An excellent coach can help a leader to understand their own strengths and weaknesses and
determine how to fill any knowledge and skills gaps. A coach can help you adapt to a new role,
responsibilities or challenges. Research has shown that coaching and mentoring can increase
productivity and job satisfaction, which means that you’re more likely to be happy in your role as
well as becoming more effective (Catalystcoachingandmentoring, 2022).
Research from the International Journal of Evidence Based Coaching and Mentoring has found
that coaching makes a valuable contribution when leaders are transitioning through their career.
Coaching was found to be especially valuable when leaders were facing new and difficult
challenges. The coaching and mentoring experience was found to be particularly beneficial when
a coach has directly relevant professional experience as well as good coaching skills, showing that
it’s important to choose a coach that’s right for you and your needs.
Trends in Workplace Learning
Today’s most successful organizations understand the importance of professional development and
delivering workplace learning throughout the entirety of the employee life cycle. Training managers
within these organizations have learned to pay attention to the evolving technologies, trends and
strategies in learning and development (L&D). They stay on top of the best methods for training
employees in new procedures, disseminating mission-critical information, and ensuring every
employee has access to the resources needed to continue being highly effective in his or her role and
to help reach and exceed organizational goals (Lee Lung-Sheng & Lai Chun-Chin, 2012).
Having an effective L&D program is all about staying on top of the current trends in the field, using
the best e-learning tools available, and updating your approach as learner needs change and better
methods become available. If you’re looking to bring your e-learning program up to speed, you’ll need
to know these four trends that support today’s most effective training programs.
1. The Evolving Role of the Learning Management System
Traditional approaches to workplace learning used to be minimal. They required employees to
complete courses that covered basic organization or industry information and regulations or to earn
certifications demonstrating knowledge in a certain task or skill. Only a couple decades ago, almost all
professional learning consisted of instructor-led training conducted in a classroom or on the job.
Early remote coursework was mostly self-guided, and it wasn’t available for every topic. That meant
the most dominant form of learning in the workplace was the classroom, with employees often opting
into training seminars or professional development outside of working hours to improve their skill sets
on the job (J. Rothwell William & S. Sanders Ethan, 1998). This approach limited access as well as
the expectations employers could place on employee participation.
2. Leveraging Reporting and Analytics Has Never Been More Important
Reporting and analytics help L&D managers evaluate how they are impacting team members’
knowledge, morale, and performance. This data helps you tailor your methods to the approaches that
work best for different topics, so you can provide the best training programs possible to your employees
(Ceridian, 2022).
And the data you gather through your LMS related to participation, progress, and course or learner
success? Not only does it help you continuously improve your learning programs and training efforts,
but it’s also important for quantifying the return on your investment in L&D products. When you can
affirm that programs run through the LMS are effective, it’s easier to make the case for expanding the
company’s investment in professional development.
3. Platforms Are Becoming More Service-rich
As users and designers come to realize the possibilities of the LMS, providers are incorporating more
and more services to fully leverage their capabilities. For many organizations, the LMS is just one of
several solutions they support within their learning ecosystem.
With a service-heavy approach, administrators can relieve themselves of the burden of researching and
teaching themselves back-end systems processes that an expert vendor can manage and execute for
them, allowing them to focus more time and energy on creating learning content and supporting their
end users through all elements of the learning ecosystem (Billett Stephen & Harteis Christian, 2008).
A fully managed support model can cover all aspects of the LMS, including implementation, cloud
hosting, management, customization, and support, leaving the heavy lifting to expert developers and
digital learning professionals.
4. A Best-of-breed Learning Strategy Has Never Been More Possible (and Necessary)
With all the services at your instructional designers’ fingertips and the analytics, research and support
available to facilitate positive engagement cycles when employees move through coursework,
implementing a best-of-breed learning strategy has never been easier. The right content and learning
modules have become more accessible and easier to integrate into your current e-learning strategy,
making it easier than ever to effectively train your team and retain your top talent. By using an opensource learning platform rather than a rigid, out-of-the-box, proprietary LMS, you can unlock the
flexibility you need to create a best-of-breed learning ecosystem all tracked, organized, and streamlined
in one place (Trainingindustry, 2022).
If these four trends seem interconnected, it’s because they are. Considering each when evaluating your
training programs can help you create effective, engaging and future-proof learning programs to meet
the needs of every team in your organization. With their robust flexibility, open-source learning
platforms lend themselves well to accommodating these four workplace learning trends. They’re also
able to adapt to meet future trends so that your training program can continue moving in the right
direction: toward long-term employee and organizational success.
Strategies for Integrating Learning and Development
The goal of learning in the workplace is performance–individual and organizational. If we’ve
learned nothing else in recent years, we’ve learned that learning is most effective when it is
integrated with real work. Learning pundits encourage this integration but don’t always offer
practical strategies that busy learning professionals can use to make it happen. How can we begin
to truly reduce the number courses and catalogs in enterprise training and find ways to bring
learning to the job?
In a series of following posts, I’ll share some practices and approaches that have worked for
me. There is incredible variety in the business settings where we work, the jobs we support and
the latitude we must build our solutions (Harrison Rosemary, 2005). Hopefully some of the
following suggestions will be relevant in your situation.
Five strategies for integrating learning and work
1. Understand the job
2. Link learning to business process
3. Build a performance support system
4. Build a Community of Practice
5. Implement a Continuous Improvement Framework
1. Understand the Job
If you’re going to integrate learning with work, you had better understand the work. Watch people,
talk to people, use appropriate analysis tools, and think like the performer. Understand their world,
day to day pressures, tools they use (or could use) and how they use them. Understand the job
inputs, processes, and feedback mechanisms for job incumbents.
Learn and use the many analysis tools appropriate for different kinds of performance–task
analysis for
visible
work, Cognitive
walk-through for
knowledge
work
and
output
focused performance analysis for both. Process analysis and value stream analysis are useful for
seeing work in the context of the broader system (Dam van Nick, 2018). These and other analysis
methods are critical tools if you are to find ways to build learning into a job without burdening the
learner (employee) with irrelevant or unwieldy tools and programs that don’t fit in the flow of their
day-to-day work.
It’s unfortunate that some job/role analysis efforts have been overly cumbersome or time
consuming (analysis paralysis!). They don’t need to be. Often, they can simply be a good mental
model or filter through which to rapidly examine a job or process for learning and improvement
opportunities. A good analysis is part of the solution not a barrier to it.
2. Link Information and Learning to Business Process
We often talk about linking training to business strategy and of course that’s critical, but a key link
to strategy is cross functional business process. Well-designed business processes are structured
to accomplish business objectives. Every job is driven by a process, implicit or explicit. If it so
implicit as to be almost imperceptible (as if often the case with knowledge and creative work) there
is some improvement you can offer before you even start to think about learning (Garapko Vitaliya,
2013).
Once business processes have been identified (or made visible), process phases can be used to
effectively embed relevant learning resources. All business processes contain “knowledge
leverage points”-those points in the process where key information is needed for optimal
performance. These could be key decision points, data collection points requirements, planning
requirements etc. and will vary by type of job and process. And knowledge generation is as
important in modern knowledge work as knowledge delivery so it’s also important to examine
how knowledge can be accumulated through practice and made available to the wider group at
those same knowledge leverage points. (Performancexdesign, 2022)
3. Build a Performance Support System
A Performance Support System is a concept more than a specific solution.
Whatever
configuration it takes, the core idea is to reduce the need for training (or eliminate it, altogether)
by proving information, decision tools, performance aids and learning on-demand, using tools
available now they are needed. An excellent performance system becomes part of the task and
complements human abilities (compensate for weaknesses and enhance strengths).
They can be as simple as a job aid or reference and as complex as the panel of airplane cockpit. It
can include decision tools, searchable information resources, e-learning objects, simple software
apps, help systems, advisory systems, video and media-based reference material, procedural
guidance, job aids, demonstration animations, simulations, and anything else that supports
performance (Anne Reid Margaret & A. Barrington Harry, 2004). They can be as useful for
management and professional work as they are for procedural and administrative work.
4. Build a Community of Practice
I’m a fan of Communities of Practice (CoP). They are environments (usually supported by
technology) for groups of people with a common mission or interest to communicate, share learn
and
build
knowledge
needed
to
solve
problems
and
accomplish
work
more
effectively. Like Performance Support Systems, Communities of Practice are more a concept than
a specific tool and they can take many unique configurations. Unlike performance support tools,
they are grounded in the communication and interaction between people as they solve shared
problems. The primary interaction is between people rather than between people and a structured
information system ( Board on Science Education, Board on Behavioral, Cognitive, and Sensory
Sciences,, 2018). As a result, CoP’s create knowledge as much as they transfer it–an essential
feature in effective knowledge work-and they foster informal learning focused on specific problem
domains.
5. Implement a Continuous Improvement Framework
Continuous Improvement Frameworks seem to come and go in waves (TQM, Six-Sigma, Lean,
process re-design and others). There are many reasons why these programs endure or fail that are
beyond discussion in this post but when they succeed natural learning is a key outcome and success
factor (Performancexdesign, 2022).
Continuous Improvement methods (at least those originating in Japan, and most do) are based on
the concept of Kaizen. Kaizen is essentially the discipline of making planned changes to work
methods, observing the results, adjusting, and standardizing on the improvements–repeated
continuously in a pursuit minimizing errors and improving quality.
When applied to the
improvement of work methods it mixes personal learning, productivity, and innovation.
Indicators of Success for Effective Leadership and Management Development
Programmed
For success of LMD programmed, indicators of success may surface because of discussion with
participants and their line managers, making sure LMD (Leadership Management Development)
links with organizational strategy and performance requirements for participants. It should be
made sure that indicators of success are SMART goals, for example:
· Understanding impact of leadership
· Self-awareness
· Capability of transitioning into a leadership role
· Understanding organizational values
· Supporting high performing culture
However, indicators can be divided into organizational and individual, where individual success
can feed into organizational success.
Employee turnover/retention – employee turnover can affect organizational performance
negatively and using LMD, there can be opportunities for employees to develop skills. Using
existing data, benchmarking can be used to see effects of LMD intervention using metrics agreed
by stakeholders (Druckman Daniel & E. Singer Jerome, 1997). High performing individuals need
to be retained and groomed so talent pool can increase by getting employees involved with an
LMD programmed.
Individual Performance – using personal development plans, actions can be evaluated to make
sure performance of individuals has improved. Using performance management systems,
benchmarking against competencies can take place, resulting in performance ratings and
promotion evaluation if the individual applied for a senior role. Furthermore, behavioral changes
can depict success of an LMD intervention and readiness for transition into a
management/leadership role (Linkedin, 2022).
Succession – People involved with LMD can be evaluated by using metrics such as promotions,
secondments, and internal job rotations, making sure high performing individuals are part of pool
of people who can step up in variety of roles if someone leaves a critical role within an
organization.
Happy Sheets – LMD interventions can be evaluated by evaluation forms sometimes referred
happy sheets. These have advantage of being timely and tailored for specific evaluation. Using
questionnaires, interventions can help improvements as they will depict either positive participant
satisfaction rating or a negative one (Jo-Ann C. Byrne, 2006). 360-degree assessments can also be
added to make sure if the desired competencies are being transferred or there is requirement for
adjustment.
Value Added Indicators - other than predetermined objectives and benefits, anything positive
that happens because of an LMD intervention will be classed as added value. For example, using
action learning, middle managers can be developed and enhanced on performance management
but everything outside of this such as developing connections, exchange of best practice and
collaboration is added value. After an LMD intervention, if a manager is developing skills helping
them outside of work to lead a better life and improve their social life through self-awareness, this
will be an added value (William Dearstyne Bruce, 2001).
Approaches to Evaluating Leadership and Management Development
Programmes
Leadership development programs (LDPs) vary in length and the type of activities included. OPM,
for example, offers courses for aspiring leaders, supervisors, managers, and executives. These
programs have the general purpose of helping participants identify their strengths and areas for
improvement. Many agencies have implemented LDPs to identify future leaders and provide them
the necessary training to help them advance to the next level in their career. Many programs are
targeted at specific levels and focus on competencies and skills associated with those levels.
Most programs provide personal assessment inventories and personality and temperament profiles
to help participants identify their personal leadership style and understand how to adapt that style
to different situations and audiences (E. Murphy Susan & E. Riggio Ronald, 2003). The courses
offered depend on the target audience, so they range from basic (e.g., teamwork and collaboration,
negotiation and conflict resolution, decision making) to higher-level courses that focus on areas
such as creating a vision, leading change, or leading in a crisis environment. The programs also
provide a variety of activities, including:
• Assessment (360, personality)
• Competency development
• Seminars
• Coaching
• Mentoring
• Learning portfolios
• Developmental assignments
While a LDP may include all or a subset of these activities, it is important to take the activities
into account, as applicable, when evaluating the program (Hannum Kelly & W. Martineau
Jennifer, 2006). Some activities can be best assessed via survey while others, such as coaching,
might more effectively be assessed through interviews with participants’ bosses or direct reports.
The program should also be evaluated as a whole and not just on the activities. There are many
ways to do this, such as the percent of participants that advance to the next grade in a certain
period, or the percent of graduates from the program.
Effective program evaluation requires preparation and careful planning. Creating an evaluation
plan will help you align the evaluation objectives with the program objectives, elements (e.g.,
seminars, learning portfolios), and expectations regarding the impact and outcomes of the training.
An evaluation plan will allow you to identify necessary resources and any potential barriers to the
evaluation process (Opm, 2022). It will also give you an opportunity to get involvement from key
stakeholders, helping to focus stakeholders’ attention on support for achieving the training
objectives.
Your evaluation plan should consider the following questions:
• What is the scope, aims, and objectives of the evaluation?
• What is the evaluation time frame?
• Some results cannot be assessed until some months after the program ends. Some assessments
require a pre- and post-program administration (e.g., 360-degree feedback). Who will be involved
in developing and managing the evaluation process, and how can they be engaged in the process?
• What resources and inputs will be needed?
• What areas of expertise will be needed?
• What will be evaluated, which data will need to be collected, who will provide it, and how and
when will it be collected?
• What data analyses will be needed, how will the results be reported, and to whom will they be
reported? • What criteria will be used to judge the success of the evaluation process?
It is important to determine your metrics prior to evaluating your program. You can develop
metrics to evaluate the individual activities, or the program (Denise McCauley Cynthia & HughesJames Martha, 1994). We strongly suggest that you do both. This type of evaluation will help you
to understand which training activities are successful and which may need to be replaced or refined.
Evaluating the program will allow you to understand if your LDP is accomplishing your goal,
which should be to provide a mechanism for succession planning. Some examples of metrics were
provided above, but metrics should be outcome oriented. Each metric should outline a desired
result with a specific target.
Methods Developing Effective Teams for Performance Improvement
Team productivity and efficiency are no joke. With so many of us working from home and/or
moving to a hybrid model, we’re all looking for new strategies to keep the team buzzing together.
This is what I do. Here at Salesforce, I coordinate with over 20 teams in four time zones to work
toward a common goal. After years of study and practice, these are just a few of my favorite
strategies for a steady workflow and team unity (Bendaly Leslie, 2012).
Choose, hire, and lead a team that’s ready to collaborate
With the right people and the right environment for their growth and development, you can expect
a lot from your team. Use these tips to surround yourself with hard-working, fast-thinking
individuals working toward a common goal:
Diversify your team
First, surround yourself with a diverse team. Diversity and inclusion have tremendous advantages
in the workplace. A broader mix of colleagues with different backgrounds brings diversity of
thought into the room. Some studies have even shown that companies with more diversity around
the conference table are more productive and show a richer bottom line (R. Katzenbach Jon & K.
Smith Douglas, 2015).
Lead with gratitude, and share yours regularly
An attitude of gratitude goes a long way at the (virtual, or otherwise) office. I am often impressed
by the efforts and ideas of the people I work with, and I don’t just keep that admiration to myself.
Recognize your team members’ accomplishments either personally or publicly and find out how
each person likes to be recognized. Do they like gifts? An email to their manager? A more public
shout out on a big team call? Customize their recognition to them.
This practice gets the wheel of appreciation turning on your team and beyond. Set a weekly
calendar reminder for yourself to show gratitude to a teammate (G. Dyer William & Dyer W. Gibb,
2010).
Be authentic and vulnerable
I always thought that being a leader meant being as perfect as possible. I got a huge wakeup call
from my team earlier this year with feedback that my authenticity and vulnerability were low. I
realized that they were asking for me to be more human – to share my struggles and my failures.
They wanted me to walk them through the hard steps I had to go through for a win, and they wanted
to get to know me by sharing more of my personal life.
Perfectionism is scary, and it makes it hard for people to work with you. I opened and it created a
safer environment for the team to feel more comfortable speaking up. And the more they spoke
up, the more they shared new ideas, and the more innovative and productive they became (R.
Katzenbach Jon & K. Smith Douglas, 2009). I love this quote from Forbes, and I refer to it often:
The perfectionistic, never see sweat, A-gamers cause disconnection in others. Being able to
balance your competency with your vulnerability makes you human and creates a safe place for
others. It also encourages strategic risk-taking and innovation, which are critical to excellence.
Prioritize well-being
To encourage your team to bring their whole selves to work, you must create a space to speak to
that whole person. Short reminders to breathe, get mindful, and focus are a great way to break up
the workday and encourage perspective, calm, and creativity. In addition to encouraging wellness
days and time off as needed, kick off a meeting with a couple of minutes of meditation. Start things
off with a quick team “temperature check” – red, yellow, or green – to gauge how they’re thinking,
the struggles they may have, and their current stress levels (Salesforce, 2022).
Clarify each person’s role
Everyone on the team should be clear about each person’s role and the unique skills they must
support it. When they are clear on their roles, they overlap less and they’re more productive. Learn
what special skills each team member has and have them coach each other for continued growth
and learning.
Ruthlessly prioritize
One of my favorite quotes is, “It’s not prioritization until it hurts.” You need to constantly look at
what you’re doing and what you could cut to make room for something more impactful. With this
philosophy, your team isn’t wasting their energy and losing productivity (J. Cooke Nancy & L.
Hilton Margaret, 2015).
The Role of Effective Motivation Using Theories & Models of Motivation in
Performance Management
Motivation can be understood as cognitive decision making in which the intension is to make the
behavior that is aimed at achieving a certain goal through initiation and monitoring. At workplaces,
reviews are done using appraisals and appraisals at work have predetermined standards, and their
outcome may provoke an emotional reaction in the employee, and this reaction will determine how
satisfied or dissatisfied an employee is. Good marks in reviews may reflect that an employee is
satisfied, and bad marks may reflect the opposite (Harold Vroom Victor, 2020). In every employee,
motivation maybe because outside factors (extrinsic) such as rewards or within an individual
(intrinsic), desire to do better.
Theories of Motivation
3.1. Maslow’s Hierarchy of Needs
According to Smith & Cronje (1992), the way Maslow’s theory is explained relies on the fact that
people want to increase what they want to achieve in life and their needs are prioritized according
to their importance. Deriving from the hierarchy of needs by Maslow, content theories of job
satisfaction revolve around employees’ needs and the factors that bring them a reasonable degree
of satisfaction (Saif et al., 2012). Based on the basic physical, biological, social and psychological
needs of human beings, Maslow came up with a five-stage theory that places the needs of the
individual in different categories and prioritizes their attainment. These categories, in order of
decreasing priority, are:
•Physiological needs (food, shelter, clothing).
• Safety and security needs (physical protection).
• Social needs (association with others).
• Esteem needs (receiving acknowledgement from others); and
• Self-actualization needs (the desire for accomplishment or to leave behind a legacy).
Maslow’s hierarchy of needs forms the basis of theories that try to explain job satisfaction.
Teachers, like all people, have needs that have to be satisfied (Mohammad Sarker Faysal, 2017).
Besides the basic needs for food, shelter and clothing, safety from physical, harm, and social
interaction, they also need the recognition and appreciation of students, colleagues, and parents.
Herzberg’s Two-Factor Theory/Motivator-Hygiene
Herzberg’s Two-factor theory, also known as Motivator-Hygiene, emanated from a study
conducted among accounts and engineers to determine what makes an individual feel good or bad
about their job. Regarding ‘satisfiers’, Herzberg noted that there were five features of work that
bring about satisfaction, namely achievement, recognition, the job itself, responsibility and
advancement. At the other end of the spectrum, Herzberg identified institutional politics, the
management approach, supervision, pay, relationships at work and working conditions as factors
that may demoralize employees (Herzberg Frederick, 2008). Organizations are increasingly
applying Herzberg’s theory to create opportunities for “personal growth, enrichment and
recognition” among their employees. Employees should be promoted after completing certain
stages of their career and should receive recognition for special achievements – for example, when
they produce exceptional results in their subject areas; on a more basic level, they should also be
given responsibility to determine how to handle tasks that relate to their jobs. The Two-factor theory
has however drawn its share of criticism. Golshan et al. (2011) point out that it fails to distinguish
between physical and psychological aspects and to precisely explain what motivators are and how
they differ from hygiene factors; it also fails to express the degrees of satisfaction and dissatisfaction
as a measure instead of using numbers. Another criticism leveled against it is that it makes
assumptions that every individual will react in the same way in the similar situation.
McGregor’s X and Y Theories
McGregor’s (1960) Theory X and Y models categorize employees as belonging to one of two
groups based on two sets of assumptions. Theory X assumptions take a negative perspective of
people: People can have “an inherent dislike for work and avoid it if possible; because of this, they
must be coerced, controlled, directed and threatened with punishment to make them work. They
prefer to be directed, avoid responsibility, have little ambition, and want security”. Theory Y
assumptions take the opposite view: the mental and physical inputs expended at the workplace are
equated and par with those rest or play. External factors or any threats from outside may not be the
sole influence for exerting effort. Workers or people can exercise caution and discipline to have
objectives achieved, but the hunger in their desire to commit to objectives is dependent on how big
the rewards are as assigned to that kind of achievement (Researchleap, 2022). Under normal
circumstances, people can adapt to seek responsibility and not only accept it. Applying these
assumptions to a school environment, one could argue that two of the main causes of dissatisfaction
among teachers are having to deal with problem students and a strict and inconsiderate
management, for example a principal who is coercive and does not appreciate the efforts of teachers,
or an overly directive principal who never delegates or allows teachers to make independent
decisions. Conversely, a supportive principal may be a source of job satisfaction to teachers (Reece
Monique, et al., 2018).
McClelland’s Need Achievement Theory
McClelland’s need achievement theory postulates that some people are driven to success through
seeking “personal achievement rather than rewards themselves”. This theory is readily applicable
to academic environments and explains why some teachers are high achievers, despite the
difficulties they face: they set themselves high goals and achieving these goals is what drives them.
Alderfer’s ERG theory is related to Maslow’s hierarchy of needs but reduces Maslow’s five
categories of a need to three; namely, relatedness being (esteem/social needs), then growth being
(self-actualization) and existence which is (security/physiological needs) (W. Porter Lyman & E.
Lawler Edward, 2020).
The Relationship of Effective Leadership with Effective Communication
The utmost essential key to great leadership is communication. A Leader is among one of the
employees with exceptional skills set and in one situation or another he has potential to step
forward to take charge and mentor others who lack experience and skill set, tries to inculcate skills
by motivating them and help them in achieving their individual, team, and organizational targets.
To become a great leader, one should be a great communicator. Great leaders are always
considered as first-class communicators, they have a clear set of values, and they always believe
in promoting and inculcating those values in others. It is due to this reason that their teams
appreciate them and follow them as a leader. Being great communicator does not mean great talker.
There is a big difference between the two, the thrust of gaining more knowledge separates excellent
communicator from a good talker, who lack knowledge and get confused while interacting with
others, whereas great communicator speaks in confidence and never get confused because of the
knowledge they possess (Normore & H. Anthony, 2016). They have ability to connect to passions
and ambitions while communicating their ideas with others. They are aware of the thing that if
fails to connect with the audience they might not be able pass their idea to them, and purpose of
communication will not be achieved. The best communicators always have a unique quality of
listening peacefully to what others are speaking. This makes them good observer and enables them
to read a person or group’s mind by analyzing the attitudes, behavior, activities, ideals, anxieties
and can modify their messages according to the situation. Leaders who communicate effectively
to encourage and stimulate their people are the best leaders or managers. They ensure work,
discipline, and a sense of responsibility among team members (Barrett Deborah, 2013). They have
strong and precise set of working principles and believe to incorporate the same in their teams and
because of this they are highly appreciated and followed by their team members (Lee
Froschheiser). When a leader inspires his team, group, or people around him by communicating
his ideologies and aims perfectly make them enough efficient to perform the entire assigned task
effortlessly that concept is Leadership communication (P. McMahon Tim, 2021). It has been
observed that all the managers or leaders are mostly busy in communicating with one or another
while working and spend 70 to 90 percent of their time in group or team interactions every day
and there is a significant increase in this percentage with the invention of new communication
technologies like mobile phones, e-mail, messaging, social sites, etc. Good communication skills
support in creating an atmosphere for exceptional understandings of what is being communicated
and encourage teammates to blindly follow their leader. Thus, to become an expert in leadership
communication is indispensable priority for managers who want to attain excellence and
remarkable growth in their professional career (Mcgill.ca, 2022). A leader should make sure that
communication is continuous and ensure the appropriate use both informal and formal approaches
(Bill Back). It is very good to use a combination of formal and informal approaches while
communicating. Informal means of communication helps to get exact and more regular evaluations
to report concerns more rapidly (Siraj-Blatchford Iram & Manni Laura, 2007). Informal interaction
during breakfast meetings, roundtable meetings are always proved effective and helpful for
discussing and finding solutions of various issues like trust and credibility whereas formal
approaches require proper planning and execution.
References
Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences,, 2018.
How People Learn II: Learners, Contexts, and Cultures. illustrated ed. Carlisle: National
Academies Press.
Anne Reid Margaret, A. & A. Barrington Harry, A., 2004. Human Resource Development:
Beyond Training Interventions. illustrated ed. Bristol: CIPD Publishing.
Barrett Deborah, B., 2013. Leadership Communication. 4th ed. London: McGraw-Hill
Education.
Bendaly Leslie, B. N. ,., 2012. Improving Healthcare Team Performance: The 7
Requirements for Excellence in Patient Care. Illustrated ed. Gloucester: John Wiley & Sons.
Billett Stephen, B. & Harteis Christian, H., 2008. Emerging Perspectives of Workplace
Learning. Illustrated ed. Bangor: BRILL.
Catalystcoachingandmentoring, 2022. www.catalystcoachingandmentoring.co.uk. [Online]
Available at: catalystcoachingandmentoring.co.uk/how-do-coaching-and-mentoringcontribute-to-leadership-development/
[Accessed 20 01 2022].
Ceridian, 2022. www.ceridian.com. [Online]
Available at: https://www.ceridian.com/blog/trends-workplace-learning
[Accessed 20 01 2022].
Dam van Nick, D., 2018. Elevating Learning & Development. Illustrated ed. london:
Lulu.com.
Deans Fran, D. & Oakley, O., 2006. Coaching and Mentoring for Leadership Development in
Civil Society. Illustrated ed. Canterbury: Practical Action Publishing.
Denise McCauley Cynthia, D. & Hughes-James Martha, H., 1994. An Evaluation of the
Outcomes of a Leadership Development Program. illustrated ed. Durham: Center for
Creative Leadership.
Druckman Daniel, D. & E. Singer Jerome, E., 1997. Enhancing Organizational Performance.
Illustrated ed. Chester: National Academies Press.
E. Murphy Susan, E. & E. Riggio Ronald, E., 2003. The Future of Leadership Development.
Illustrated ed. Derby: Psychology Press.
G. Dyer William, G. & Dyer W. Gibb, D., 2010. Team Building: Proven Strategies for
Improving Team Performance. 4th ed. Coventry: John Wiley & Sons.
Garapko Vitaliya, G., 2013. EU Strategies of Integrating ICT Into Initial Teacher Training.
Illustrated ed. Cambridge: ERIC Clearinghouse.
Hannum Kelly, H. & W. Martineau Jennifer, W., 2006. The Handbook of Leadership
Development Evaluation. illustrated ed. Chichester: John Wiley & Sons.
Harold Vroom Victor, H., 2020. Motivation in Management. illustrated ed. Bristol: American
Foundation for Management Research.
Harrison Rosemary, H., 2005. Learning and Development. reprint ed. Cambridge: CIPD
Publishing.
Herzberg Frederick, H., 2008. One More Time: How Do You Motivate Employees?.
Illustrated ed. Bradford: Harvard Business Review Press.
J. Cooke Nancy, J. & L. Hilton Margaret, L., 2015. Enhancing the Effectiveness of Team
Science. Illusrated ed. Bangor: National Academies Press.
J. Rothwell William, J. & S. Sanders Ethan, S., 1998. ASTD Models for Workplace Learning
and Performance: Roles, Competencies, and Outputs. Bath: American Society for Training
and Development.
Jo-Ann C. Byrne, R. T. R., 2006. The Successful Leadership Development Program: How to
Build It and How to Keep It Going. Illustrated ed. Carlisle: John Wiley & Sons.
Lee Lung-Sheng, L. & Lai Chun-Chin, L., 2012. Global Trends in Workplace Learning.
Illustrated ed. Bradford: ERIC Clearinghouse.
Linkedin, 2022. www.linkedin.com. [Online]
Available at: https://www.linkedin.com/pulse/indicators-successful-leadershipmanagement-programme-arsalan-zahid
[Accessed 20 01 2022].
Mcgill.ca, 2022. www.mcgill.ca.com. [Online]
Available at:
https://www.mcgill.ca/engage/files/engage/effective_leadership_is_all_about_communicat
ing_effectively_luthra_dahiya_2015.pdf
[Accessed 20 01 2022].
Mohammad Sarker Faysal, M., 2017. The Impact of Motivation on the Performance of
Employees. Illustrated ed. s.l.:GRIN Verlag.
Normore, N. & H. Anthony, H., 2016. Handbook of Research on Effective Communication,
Leadership, and Conflict Resolution. illustrated ed. Bradford: IGI Global.
Opm, 2022. www.opm.gov.com. [Online]
Available at: https://www.opm.gov/policy-data-oversight/human-capitalframework/reference-materials/tools/evaluating-leadership-development-tools.pdf
[Accessed 20 01 2022].
P. McMahon Tim, P., 2021. Fostering Employee Buy-in Through Effective Leadership
Communication. illustrated ed. Chelmsford: Taylor & Francis.
Performancexdesign, 2022. www.performancexdesign.wordpress.com. [Online]
Available at: https://performancexdesign.wordpress.com/2009/06/15/10-strategies-forintegrating-learning-and-work-part-1/
[Accessed 20 01 2022].
Performancexdesign, 2022. www.performancexdesign.wordpress.com. [Online]
Available at: https://performancexdesign.wordpress.com/2009/06/30/10-strategies-forintegrating-learning-and-work-part-3/
[Accessed 20 01 2022].
R. Katzenbach Jon, R. & K. Smith Douglas, K., 2009. The Discipline of Teams. Illustrated ed.
Bristol: Harvard Business Review Press.
R. Katzenbach Jon, R. & K. Smith Douglas, K., 2015. The Wisdom of Teams: Creating the
High-Performance Organization. Illustrated ed. Durham: Harvard Business Review Press.
Reece Monique, R., Koffel Linda, K., Talsma Bethann, T. & James, C. H., 2018. Introduction to
Business. Illustrated ed. Birmingham: OpenStax College, Rice University.
Researchleap, 2022. www.researchleap.com. [Online]
Available at: https://researchleap.com/theories-motivation-application-organizationsrisk-analysis/
[Accessed 20 01 2022].
Salesforce, 2022. www.salesforce.com. [Online]
Available at: https://www.salesforce.com/blog/improve-team-efficiency-productivity/
[Accessed 20 01 2022].
Siraj-Blatchford Iram, S. & Manni Laura, M., 2007. Effective Leadership in the Early Years
Sector: The ELEYS Study. illustrated ed. London: Institute of Education Press.
Trainingindustry, 2022. www.trainingindustry.com. [Online]
Available at: https://trainingindustry.com/articles/learning-technologies/4-workplacelearning-trends-for-training-professionals/
[Accessed 20 01 2022].
W. Porter Lyman, W. & E. Lawler Edward, E., 2020. Managerial Attitudes and Performance.
Illustrated ed. California: R. D. Irwin.
William Dearstyne Bruce, W., 2001. Leadership and Administration of Successful Archival
Programs. illustrated ed. Carlisle: Libraries Unlimited.