Management and Leadership
VATL Meeting
Management
 What is Management?
 McLaughlin (1994) says that:
 “Management can be defined as the effective utilization of
resources (both human and material) to achieve an
organization’s objectives”. (p.3)
 Hunter (1991) “In some ways the task of supervising is
more demanding than that of more senior management.
The managing role can be described under five headings
[…]. These are:





Planning
Organising
Directing
Controlling
Staffing.”
The Management Process
Management seen as a set of circles of Influence
Managing External Relationships
Managing the Organizational
interface
Manage the Team
Manage
Self
Management Theories
 Weber: Bureaucratic Model of Management: Chain
of Command
 Taylor: Scientific management: time and motion
 Mayo: Norms powerful control over workers
 Maslow: Needs Hierarchy
 McGregor: Theory X and Theory Y
 Hertzberg: Hygiene or Motivation theories
 Likert: Human behavior/motivation and leadership
style associations.
Leadership: A Facet of Management








Managers think incrementally
Leaders think radically “
Managers do things right, while
Leaders do the right thing” (Pascale)
Managers follow the rules; Leaders follow their intuition
Leaders stand out by being different.
They question assumptions and are suspicious of tradition.
They seek out truth and make decisions based on fact not
prejudice
 Leaders are observant and sensitive people. They know
their team and develop mutual confidence within it (Fenton)
Management Vs Leadership
Management Vs Leadership
Coping with
Complexity
Planning and
Budgeting
Organizing and
Staffing
Controlling and
Problem solving
Replacement
Planning
Coping with change
Setting a Direction
Aligning People
Motivating People
Career
Development of
Potential leaders
Subject
Leader
Manager
Essence
Change
Stability
Focus
Leading people
Managing work
Have
Followers
Subordinates
Horizon
Long-term
Short-term
Seeks
Vision
Objectives
Approach
Sets direction
Plans detail
Decision
Facilitates
Makes
Power
Personal charisma
Formal authority
Appeal to
Heart
Head
Energy
Passion
Control
Dynamic
Proactive
Reactive
Persuasion
Sell
Tell
Rules
Breaks
Makes
Likes
Striving
Action
Risks
Takes
Minimizes
Conflict
Uses
Avoids
Direction
New roads
Existing roads
Credit
Gives
Takes
Blame
Takes
Blames
Comparison of three leadership styles
Subordinate-centered
leadership
Boss-centered
Leadership
Use of authority
By the manager
Area of freedom
For subordinates
Manager
Manager
makes
“sells”
decision and decision
announces it
Manager
presents ideas
and invites
questions
Manager
presents
tentative
decision
subject to
change
Manager
presents
problem, get
suggestions,
makes
decision
Range of behaviour
Manager
defines limits,
asks groups
to make
decision
Manager
permits
subordinates
to function
within limits
defined by
superior
Change
External/Environment
Denial
Commitment
Past
Resistance
Future
Exploration
Factors Needed for Successful
Change
 What happens if some or one of the steps are missing?
1. No Pressure for Change= Bottom of the box
Clear shared
Vision
Capacity
for
Change
Actionable
first steps
Model the
way
Reinforce &
Solidify
Change
Evaluate
&
Improve
Bottom of
the Box
Model the
way
Reinforce &
Solidify
Change
Evaluate
&
Improve
Quick
start that
fizzles
Evaluate
&
Improve
Anxiety
&
frustratio
n
2. No Shared Vision=A quick start that fizzles
Pressure for
Change
Capacity
for
Change
Actionable
first steps
3. No Capacity for Change= Anxiety and frustration
Pressure for
Change
Clear shared
Vision
Actionable
first steps
Model the
way
Reinforce &
Solidify
Change
4. No Actionable first steps, plans, etc.= Haphazard efforts, false starts
Pressure for
change
Clear shared
Vision
Capacity
for
Change
Model the
way
Reinforce &
Solidify
Change
Evaluate
&
Improve
Haphazard
efforts, false
starts
Evaluate
&
Improve
Cynicism
&
Distrust
5. No modeling or leading the way= Cynicism and distress
Pressure for
Change
Clear shared
Vision
Capacity
for
Change
Actionable
first steps
Reinforce &
Solidify
Change
6. Lack of Reinforcing and solidification of change= Staff go back to old ways
Pressure for
Change
Clear shared
Vision
Capacity
for
Change
Actionable
first steps
Evaluate
&
Improve
Model the
way
Back to
old ways
7. No evaluation or improvement of products or processes Skepticism and stagnation
Pressure for
Change
Clear shared
Vision
Capacity
for
Change
Actionable
first steps
(Adapted from the HR Monthly March 1998 p. 22)
Model the
way
Reinforce &
Solidify
Change
Skeptical
& Cynical
 Quotes:
 Heraclities 535-475 BC notes that there is nothing permanent except
change.
 Anatole France all changes, even longed for change have their
melancholy, for what we leave behind us is part of ourselves; we must
die one life before we can enter another
 Alfred North Whitehead Accept change and get stability -- resistance
produces chaos. He suggests that the art of progress is to preserve
order amid change and to pressure change among order.
 "The past is gone; the present is full of confusion; and the future scares
the hell out of me" (D.L. Stein).
 Advanced Library and Cultural Studies Project2008.doc
Adoption of Change
Change is adopted at different rates:
# of
People
Bell curve
Innovators Early
Early Late Late
Die
Adopters Majority Majority Adopters Hards
Time
Rate of Change
Percentage of people adopting a change
20%
unstoppable
5%
embedded
Time
 When 5% of the people adopt the change it is said to be embedded.
 When 20% of staff adopt the change it is said to be unstoppable.
Self Help Exercise 24 Change Leadership indicators
Instructions: Tick or cross the Yes or No boxes to the following statements
Yes No
Change Leadership indicators
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
More employee involvement at all levels of decision making?
Increased emphasis on meaningful work?
More responsibility and accountability for individual employees?
Fewer managers and more participation in the form of self-managing teams?
A flatter organisational structure?
People responsible for their own skill development.
A focus on human capital demonstrated by increases in training, retraining
An atmosphere that encourages mutual respect and trust
A need for continuous learning
An increase in the protection of employee rights.
Programs that support balancing work and family life.
Increased encouragement of learning and creativity away from the workplace
Better recognition and reward for superior performance? .
Smaller managerial groups
Greater diversity in the workplace
Continuous need for workers with specialised skills.(Adapted from Scott, p. 7).
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Tick the following checklist to identify problems which arose from your manager/you!
Problem 1 Ignoring Resistance
Ignoring or resisting resistance:
Denying resistance makes it go deeper.
Blame, everyone wants to blame you.
Everyone is angry at you.
Yes
□
□
□
No Solution
□ Invite comments;
□ Listening and good communication
□
Problem 2 Jumping Ahead
Jumping to team building:
when a group is in denial,
resistance or early moments of exploration
Yes No Solution
□
□ The group needs a chance to complain
and assess their loss before beginning
to rebuild trust and co-operation
Problem 3. Pushing Productivity
Yes No Solution
The Draino approach: pushing productivity □
□ Work on team building and support
too soon. If you demand it you will get it.
Try to give team a chance to rebuild
Employees respond in the short term
skills, trial and test new products or
but plateau and then decrease their productivity.
procedures
The danger is of a clogged organisation
where everything breaks down.
Problem 4. Scroogs-itis.
focus is primarily on economic factors;
people hear through their wallets
not through their ears.
*
*
Yes No Solution
□
□Within your ability as a manager
provide direct incentives
ensure financial security
increase earning potential
provide cost/benefit analysis
Problem 5: Buried Treasures:
Here the benefits are not spelled out.
Those affected are not involved.
*
Yes No Solution
□
□ Within your ability as a manager
clarify specific and personal benefits
involve those affected in planning
Problem 6: Ugly Baby syndrome:
Here people have worked hard to develop
their way of doing something and feel like
you are criticizing their little baby.
*
Yes No Solution
□
□ Avoid negative comments
Recognize the past
Focus on enhancements
Get direct involvement
Problem 7: Defensive fence building:
Yes No Solution
Characteristics, people put up a fence
□ □ Stroke egos
around their egos because they feel incompetent.
Demonstrate how direct
*
involvement is necessary
*
ask for advice and help from staff
 Problem 8: Comfortable habits:
 Characteristics, people feel safe, secure
 and comfortable in what they do.
 They take on the attitude "not to upset
 the apple cart".

(Adapted from Chang, p. 95-99).
Yes No Solution
□ □ Find good in the past and present ways
focus on enhancement
provide a taste-test to loosen attitudes
evaluate impacts
relate change to organisational goals
Bibliography




McGowan, John, Miller, Paul, Management vs Leadership in the School Adnimistrator, 2001
http://www.aasa.org/publications/saarticledetail.cfm?mnitemnumber=&tnitemnumber=1995&itemnumb
er=3225&unitemnumber=&pf=1&snitemnumber=950
The difference between management and leadership
http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Intro/leader.html#Topic5
Leadership vs management in
http://changingminds.org/disciplines/leadership/articles/manager_leader.htm
The difference between leadership and management http://www.teamtechnology.co.uk/leadershipbasics.html