MANAJEMEN DAN KEPEMIMPINAN
DOSEN PENGASUH
Dr. Johannes, S.E., M.Si
simatupangbr@yahoo.com,
http://johannessimatupang.wordpress.com
MATRIKULASI
1. Alasan Untuk Matrikulasi:
• Memberikan pemahaman yang sama atas pembelajaran di
tingkat postgraduate (Pascasarjana).
• Input yang masuk dari berbagai bidang ilmiah
• Konsentrasi yang tersedia Manajemen Pemasaran ,
Manajemen Keuangan, Manajemen Sumberdaya Manusia.
• Inspirasi tentang bidang ilmu MANAJEMEN dan
kepemilikan referensi.
2. Menjelaskan sarana belajar yang tersedia
3. Menjelaskan fenomena yang harus dihindarkan dalam praktik
pembelajaran : penggunaan IT, penggunaan statistik tool,
4. Menjelaskan secara umum upaya yang dilakukan untuk
mengatasi masalah umum pembelajaran
5. Reward and punishment, Matrikulasi bisa GAGAL
1.1
MANAGING IN DINAMYC
ENVIRONMENT
1.1
TERMINOLOGI DASAR
Manajer: adalah orang yang merencanakan, mengorganisasi,
memimpin, dan mengendalikan alokasi sumberdaya orang, material,
financial, dan sumberdaya informasi untuk mengejar tujuan
organisasi.
Tak perlu dipanggil manajer untukmenjadi manajer, manajer terkait
dengan kegiatan shari-hari.
Mengelola. Membuat keputusan mengarahkan organisasi untuk
melalui perencanaan , organisasi, memimpin, dan mengendalikan.
Manajer fungsional, manajer yang mengawasi karyawan yang
memiliki keahlian di bidang tertentu, seperti akuntansi, sumberdaya
manusia, penjualan, keuangan, pemasaran , atau produksi.
Manajer Umum. Bertanggungjawab tentang hal yang lebih kompleks,
misalnya untuk perusahaan atau devisi.
1.1
LEARNING OBJECTIVES
After reading this chapter, you should be able to:

Define managers and management

Explain what managers do

Demonstrate knowledge of the competencies used in
managerial work by developing and practicing them

Describe the changing context of managerial work
1.2
A MODEL OF MANAGERIAL COMPETENCIES
Communication
Competency
Planning and
Administration
Competency
Teamwork
Competency
Managerial
Effectiveness
Strategic
Action
Competency
Global
Awareness
Competency
SelfManagement
Competency
Adapted from Figure 1.1
1.3
CHARACTERISTICS OF FUNCTIONAL & GENERAL MANAGERS
Functional
Managers
General
Managers
VP of Finance
Store Manager
Scope of
Subordinates Job
Low
High

Technical Skills
High
Low

“Big Picture” Thinking
Low
High

Example

1.4
FUNGSI DASAR MANAJERIAL
Organizing
Planning
Leading
Controlling
Adapted from Figure 1.2
1.5
TINGKATAN DASAR MANAJEMEN
Top Managers
Middle Managers
First-Line Managers
Nonmanagers
Adapted from Figure 1.3
1.6
DIMENSI KOMPETENSI KOMUNIKASI

Informal Communication


Formal Communication


Flexible and varies approach in different situations
Writes clearly, concisely and effectively, using
traditional as well as electronic media
Negotiation

Skilled at developing relationships and exercising
influence in all directions
Adapted from Table 1.2
1.7
DIMENSI KOMPETENSI PERENCANAAN DAN ADMINISTRASI

Information Gathering, Analysis, and Problem Solving


Takes calculated risks and anticipates consequences in a timely manner
Planning and Organizing Projects

Plans, schedules, prioritizes tasks, delegates
responsibilities

Time Management


Knows when to permit interruptions and when to screen them out
Budgeting and Financial Management

Understands budgets, cash flows, financial reports, and annual reports and
regularly uses such information
Adapted from Table 1.3
1.8
DIMENSI KOMPETENSI TIM KERJA

Designing Teams


Creating a Supportive Environment


Formulates clear objectives that
inspires team members
Acts as a coach, counselor, and mentor,
being patient with team members as they learn
Managing Team Dynamics

Utilizes strengths and weaknesses and brings
conflict into the open
Adapted from Table 1.4
1.9
DIMENSI KOMPETENSI MELAKSANAKAN STRATEGI

Understanding the Industry


Understanding the Organization


Anticipates changes of competitors
and strategic partners
Understands the distinctive competencies of the
organization
Taking Strategic Actions

Considers the long-term implications
of actions in order to sustain and further
develop the organization
Adapted from Table 1.5
1.10
DIMENSI KOMPETENSI KESADARAN GLOBAL

Cultural Knowledge and Understanding



Stays informed of political, social and
economic trends and events around the world
Recognizes the impact of global events on the organization
Cultural Openness and Sensitivity



Recognizes variation of cultures and avoids stereotyping
Is sensitive to cultural cues and is able to adopt quickly in
novel situations
Adjusts own behavior when interacting with people of diverse
backgrounds
Adapted from Table 1.6
1.11
DIMENSI KOMPETENSI PENGELOLAAN DIRI

Integrity and Ethical Conduct



Has clear personal standards of integrity and ethics
Accepts responsibility for own actions
Personal Drive and Resilience

Seeks responsibility, shows perseverance in the face of obstacles, and
bounces back from failure

Balancing Work and Life Issues


Strikes a reasonable balance between work and other life activities
Self-Awareness and Development

Has clear personal and career goals and knows own values, feelings, and
areas of strengths and weakness

Analyzes and learns from work and life experiences
Adapted from Table 1.7
1.12
THE EVOLVING STRUCTURE OF ORGANIZATIONS
1990
1980
2000
Adapted from Figure 1.4
2.1
LATIHAN
Ambil pertanyaan dari Slocum
2.1
EVOLUTION OF MANAGEMENT
2.1
LEARNING OBJECTIVES
After reading this chapter, you should be able to:

Describe the three branches of the traditional viewpoint of management:
•
Bureaucratic
•
Scientific
•
Administrative

Explain the behavioral viewpoint’s contribution to management

Describe how managers can use systems and quantitative techniques to
improve employee performance

State the two major components of the contingency viewpoint

Explain the impact of the need for quality on management practices
2.2
HISTORY OF MANAGEMENT THOUGHT
Quality Viewpoint
Contingency Viewpoint
Systems Viewpoint
Behavioral Viewpoint
Traditional Viewpoint
1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000
Adapted from Figure 2.1
2.3
HIERARCHICAL ORGANIZATION CHART
Top Manager
Middle Manager
Middle Manager
First-Line Manager
First-Line Manager
First-Line Manager
First-Line Manager
Work
Group
Work
Group
Work
Group
Work
Group
Work
Group
Work
Group
Work
Group
Work
Group
Adapted from Figure 2.2
2.4
CONTINUUM OF BUREAUCRATIC ORIENTATION
Low
Bureaucratic
Structure
Amazon.com
Pepsi-Cola
Cisco Systems
Procter & Gamble
Starbucks
Sony
Mid-Range
Bureaucracy
IRS
Blockbuster
Video
McDonald’s
High
Bureaucratic
Orientation
Adapted from Figure 2.3
2.5
CHARACTERISTICS OF TRADITIONAL
MANAGEMENT
Bureaucratic
Management
Traditional
Management
Scientific
Management
Administrative
Characteristics
•
Rules
•
Impersonality
•
Division of Labor
•
Hierarchy
•
Authority Structure
•
Lifelong Career
Commitment
•
Rationality
Administrative
Characteristics
•
Training in routines and
rules
•
“One Best Way”
•
Financial Motivation
Administrative
Characteristics
•
Defining of management
functions
•
Division of Labor
•
Hierarchy
•
Authority
•
Equity
Focus
•
Whole Organization
Focus
•
Employee
Focus
•
Manager
Adapted from Table 2.1
2.6
CHARACTERISTICS OF TRADITIONAL MANAGEMENT (CONT.)
Bureaucratic
Management
Traditional
Management
Scientific
Management
Benefits
Benefits

Productivity

Efficiency
Benefits

Clear structure

Professionalization of
managerial roles
Drawbacks

Overlooks social needs
Drawbacks

Internal focus

Overemphasizes
rational behavior of
managers


Consistency
Efficiency
Drawbacks


Rigidity
Slowness
Adapted from Table 2.1
2.7
BASIC SYSTEMS VIEW OF ORGANIZATION
Environment
INPUTS
Human, physical,
financial, and
information
resources
TRANSFORMATION
PROCESS
OUTPUTS
Products
and
Services
Feedback
loops
Adapted from Figure 2.4
2.8
CONTINGENCY VIEWPOINT
•
•
•
Behavioral Viewpoint
How managers influence others:
Informal Group
Cooperation among employees
Employees’ social needs
Systems Viewpoint
How the parts fit together:
• Inputs
• Transformations
• Outputs
Traditional Viewpoint
What managers do:
• Plan
• Organize
• Lead
• Control
Contingency Viewpoint
Managers’ use of other viewpoints
to solve problems involving:
• External environment
• Technology
• Individuals
Adapted from Figure 2.5
2.09
IMPORTANCE OF QUALITY
Lower
Costs &
Higher
Market
Share
Positive
Company
Image
QUALITY
Decreased
Product
Liability
Adapted from Figure 2.6
2.10
INTEGRATION OF MANAGEMENT VIEWPOINTS AND
COMPETENCIES
Managerial
Competency

Communication

Planning and
administration

Strategic action

Self-management

Global awareness

Teamwork
Management Viewpoint
Traditional
Behavioral
X
Systems
X
X
Contingency
X
Quality
X
X
X
X
X
X
X
X
X
X
X = relatively high importance
Adapted from Table 2.3
Take Home Assignment
Bahan dari Slocum
PRESFECTIVE GLOBAL MANAJEMEN
QUICK LUBE IN EUROPE?
Is this a viable opportunity?
 What do we need to know to make decision?
 Would you invest?

GLOBAL MANAGEMENT NEWS

Kentucky Faucet-making Plant Moving Work To Mexico: 165 To
Lose Jobs In Paintsville

Nike Pulls LeBron James “Kung Fu” Ad in China

Pfizer Is Getting Tougher With Firms That Supply Canadian
Online Pharmacies With Prescription Drugs Re-exported To The
U.S.

Senate Republicans Push Sri Lankan Tsunami Relief via Free
Trade

Multi-fiber Arrangement (MFA) Expires Jan. 1, 2005; Bra
Imports from China Exempted

EU to probe high cost of replacement printer cartridges made
by U.S. printer maker Lexmark.

Foreign Auto Makers Aim to Boost U.S. Market Share
COURSE CONTENT
Globalization? …why go international?
 International environment:

 Political,
legal, cultural, technological, economic
factors confronting firms

Strategic management of the multinational
firm
 Entry
modes
 International strategy
 International operations
 Structure, control, and integration of overseas
units
 Management of international joint ventures
A GLOBAL “PERSPECTIVE”
Top Management
Functional Management
• Marketing
• Production
• R&D
• Logistics
• Acct./Fin.
GLOBAL MANAGEMENT
PERSONALITY GRID
Uncertainty
Avoidant
Uncertainty
Tolerant
Business-management
is an “art” or “craft”.
TMT
Business-management
is a “science”.
MANAGING EXPECTATIONS

What you will get from this course:
 Understand
the context of the ‘global economy’
 How to manage information and knowledge
 Useful frameworks/heuristics for decision making
 Ability to integrate
 Ability to anticipate and react
 “Big picture” perspective
BENEFITS OF ADOPTING A GLOBAL
PERSPECTIVE?
Top Management
Don’t let
this be
you
I
don’t
get it.
LEARNING APPROACH





Business cases
Textbook readings
Class discussion
Videos
Guest speakers




Mock Negotiation
Case Reports
Participation
Lectures
BOOKS AND READINGS

MBA Global Business Management MGT 610


Foreign Investment Negotiation Simulation


by Primis On-line eBooks (web ID forthcoming)
(in bookstores ~4 weeks)
www.xanedu.com (web ID forthcoming)


Articles, readings
Harvard Business School (HBS) Case Packet:





Procter & Gamble
Volkswagen
Booz-Allen
Intel
Levi’s





Nestles
Lincoln Electric
Nora-Sakari
Tricon
MontGras
www.uky.edu\~wallyf
GRADING
Assignment
Oral Case Reports (Group & Individual)
Quiz 1 (Individual)
Quiz 2 (Individual)
FINS Pre-Game Written Report (Group)
FINS Post-Game Written Reports (Group)
Participation (Individual)
Peer Evaluation (Individual)
TOTAL
Weight
40%
10%
10%
10%
15%
10%
5%
100%
CASE STUDIES

WHAT?
Issues and outlook: What is the problem?
 What information is most relevant?


SO WHAT?
What does your analysis reveal?
 How is the firm impacted?
 What are the implications?


NOW WHAT?
What are the alternative solutions?
 What are the salient decision criteria?
 What is the best solution?
 What is the plan for action and implementation? Timing?
 What is overall impact and evaluation of the plan?

FOREIGN INVESTMENT NEGOTIATION
SIMULATION
MNC1
Local Firma
GovernmentY
MNC2
Local Firmb
GovernmentX
PARTICIPATION
How . . .







Identification of key issues
Significant analysis
Logical synthesis of
discussion points
Identification of new
alternatives
Suggestion of plan of action
Identification of key
assumptions
Meaningful summary
When . . .





“Open” a case
Contribute to middle
Linkage with text
reading
Summary, synthesis,
resolution, or closure
LISTSERV
LISTSERV

Administrative Communication
Discussion of Course Material, Requirements,
etc.
Participation…faux chat room
News Flashes
Misc.

Required






MGT610-001@lsv.uky.edu
MGT610-401@lsv.uky.edu
ISSUE EXPLORATION AND ANALYSIS


Foreign buyout of KYAmerican Water Co.
High prices for drugs





Import from Canada
AIDS drug prices/availability
in Africa
Bush immigration policy
Weak Dollar vs. major
currencies
Global market share battles



Free Trade of the Americas &.
NAFTA
Exporting of U.S.
manufacturing and service
jobs
Status of global brands:



Coca-Cola
McDonald’s
Sony
What intrigues YOU?
ISSUE EXPLORATION AND ANALYSIS

Current Events Assignment for JAN 19:
 Find
article about some aspect of global
management
 Context
of global management
 What companies/industries are doing
 Effects of global/international firm activities or
government policies, etc.
 Be
prepared to discuss in class
 What?
 So
What?
 Now What?
PERENCANAAN DAN STRATEGI
7.1
LEARNING OBJECTIVES
After reading this chapter, you should be able to:

Explain the role of the planning function

Describe the components of two basic forms of planning

Discuss the effects of level of diversification on the complexity of
planning

Describe the three basic levels of strategy and planning

State the eight primary phases of the planning process

Explain the generic competitive strategies model
7.2
FUNCTIONS OF PLANNING
1) Discover new opportunities
2) Anticipate and avoid future problems
3) Developing effective courses of action
4) Comprehend the uncertainties and risks with
various options
7.3
STRATEGIC PLANNING
Strategic planning is the process of:

Diagnosing the organization’s external and internal
environments

Deciding on a vision and mission

Developing overall goals

Creating and selecting general strategies to be pursued

Allocating resources
7.4
TACTICAL PLANNING
Tactical planning involves making concrete decisions
regarding:



What to do
Who will do it
How to do it
within a normal time horizon of a year or less
7.5
FOCUS OF STRATEGIC AND TACTICAL
PLANNING
Dimension
Strategic Planning
Tactical Planning

Intended purpose
Ensure long-term
effectiveness and growth
Means of implementing
strategic plans

How to survive and
compete
How to accomplish
specific goals

Nature of issues
addressed
Time horizon

How often done
Long term (usually two
years or more)
Every one to three years
Short term (usually one
year or less)
Every six months to one year

Condition under
which decision
making occurs
Uncertainty and risk
Low to moderate risk

Where plans are
primarily
developed
Middle to top management
Employees, up to middle
management

Level of detail
Low to moderate
High
Adapted from Table 7.1
7.6
IDENTIFYING THE RISKS AND OPPORTUNITIES OF
DIVERSIFICATION
 What can we do better than other firms if we enter a new market?
 What strategic resources do we need to succeed in the new market?
 Will we simply be a player
in the new market or will
we emerge a winner?
 What can we learn by diversifying, and are we sufficiently
organized to learn it?
7.7
LEVEL OF DIVERSIFICATION AND
PLANNING
Broad
Scope of strategic planning
G.E.
Lucent
Technologies
Cemex
Proflowers.com
Low
Low
High
Singlebusiness
firm
Dominant- Relatedbusiness business
firm
firm
Level of
Diversification
Unrelatedbusinesses
firm
Adapted from Figure 7.1
7.8
GENERAL ELECTRIC’S STRATEGY AND PLANNING
LEVELS
Three Senior Exec. Officers
Five Senior Corporate Officers
20 Corporate Staff Officers
Corporate
Level
Business
Level
Functional
Level
Pres. & CEO
GE Aircraft
Engines
Pres. & CEO,
NBC
Pres. & CEO
GE
Appliances
Marketing
Marketing
Marketing
Human
Resources
Human
Resources
Human
Resources
Finance/
Accounting
Other
Finance/
Accounting
Other
Finance/
Accounting
Other
Pres. & CEO
of other
businesses
Functional
Units in
each line
of
business
Adapted from Figure 7.2
7.9
DEVELOPING FUNCTIONAL STRATEGIES: ISSUES
ADDRESSED
Sample Functions
Sample Key Issues
 Human resources
What type of reward system is needed?
 Finance
What is the desired mixture of borrowed
funds and equity funds?
 Marketing
What goods or services
should be emphasized?
 Operations
(manufacturing)
What should be the level of
commitment to total quality?
Adapted from Table 7.2
7.10
THE BASIC STRATEGIC PLANNING
PROCESS
Phase 2:
Diagnose opportunities
and threats
Phase 1:
Develop mission
and goals
Phase 4:
Develop
strategies
Phase 5:
Prepare strategic
plan
Phase 7:
Control and
diagnose results
Phase 6:
Prepare tactical
plans
Phase 3:
Diagnose
strengths and
weaknesses
Phase 8:
Continue
planning
Adapted from Figure 7.3
7.11
DIAGNOSING STRENGTHS AND WEAKNESSES
Scale
Category
Example Issue

Information
Technologies
Networking capabilities

Human resources
Employee competencies

Marketing
Share of market

Finance
Ability to obtain loans

Manufacturing
Per unit costs
Superior Above Avg. Avg. Problems Crisis
Adapted from Table 7.3
7.12
GENERIC STRATEGIES MODEL
Broad
Differentiation
strategy
Cost leadership
strategy
Strategic
Target
Focus strategy
Narrow
Uniqueness
Low Cost (price)
Source: Adapted with
permission of The Free
Press, a Division of
Simon & Schuster, Inc.
from Competitive
Strategy: Techniques
for Analyzing
Industries and
Competitors (p. 39) by
Michael E. Porter,
Copyright © 1980 by
The Free Press.
Source of Advantage
Adapted from Figure 7.4
7.13
APPLICATION OF THE GENERIC STRATEGIES
MODEL
Business-Level
Strategy
Feature
Differentiation
Premium Quality
Toyota
Brand image
Mercedes-Benz
Technological
leadership
Honda
Customer service
Lexus
Company Examples
7.14
APPLICATION OF THE GENERIC STRATEGIES MODEL (CONT.)
Business-Level
Strategy
Focus
Feature
 Careful identification of target market
(niche)
 Cost leadership emphasis or
differentiation emphasis applied to a
specific niche
 Constant review of customer demand
in niche
 Create a unique image for the
products
7.15
COST LEADERSHIP STRATEGY
Essential actions associated with a cost
leadership strategy:
 Utilizing facilities or equipment that yield
high economies of scale
 Constantly striving to reduce per unit
overhead, manufacturing, marketing, labor
and follow-up service costs
 Minimizing the labor-intensive personal
services and sales forces
 Avoiding customers whose demands
would result in high personal selling
or service costs
LEADERSHIP IS EVERYONE’S
BUSINESS
C
HAPTER
O
NE
LEADERSHIP IS A PROCESS, NOT A POSITION
Leader
Followers
Leadershi
p
Situation
LEADERSHIP DEFINED
The creative and directive force of morale
(Munson, 1921).
 The process by which an agent induces a
subordinate to behave in a desired manner
(Bennis, 1959).
 The presence of a particular influence
relationship between two or more persons
(Hollander & Julian, 1969).

LEADERSHIP DEFINED CONTINUED



Directing and coordinating the work of group members
(Fiedler, 1967).
An interpersonal relations in which others comply
because they want to, not because they have to
(Merston, 1969, Hogan, Curphy, & Hogan, 1994).
Transforming followers, creating visions of the goals
that may be attained, and articulating for the followers
the ways to attain those goals (Bass, 1985; Tichy &
Devanna, 1986).
LEADERSHIP DEFINED CONTINUED
The process of influencing an organized group
toward accomplishing its goals (Roach &
Behling, 1984).
 Actions that focus resources to create desirable
opportunities (Campbell, 1991).
 The leader’s job is to create conditions for the
team to be effective (Ginnett, 1996.)

LEADERSHIP
The process of influencing an
organized group toward
accomplishing its goals
LEADERSHIP IS BOTH RATIONAL AND
EMOTIONAL.
Rational techniques
Emotional appeals
DISTINCTIONS BETWEEN MANAGERS AND
LEADERS
Leaders







Managers
Innovate
Develop
Inspire
Take the long-term view
Ask what and why
Originate
Challenge the status
quo.

Administer


Maintain
Control
Have a short-term view
Ask how and when
Imitate

Accept the status quo



MYTHS THAT HINDER LEADERSHIP
DEVELOPMENT
 Good
leadership is all common
sense.
 Leaders are born, not made.
 The only school you learn leadership
from is the school of hard knocks.
Leadership Involves an Interaction Between the
Leader, the Followers, and the Situation
C
HAPTER
T
WO
AN INTERACTIONAL FRAMEWORK FOR
ANALYZING LEADERSHIP
Leader
Personality
Position
Expertise,
Etc.
Leadership
Followers
Situation
Values
Task
Norms
Stress
Cohesivenes
s,
Environment,
Etc.
Etc.
STYLES OF FOLLOWERSHIP
Alienated
 Conformist
 Pragmatists
 Passive
 Exemplary

LEADER TRAITS THAT INFLUENCE THE
LEADERSHIP PROCESS
Personality
 Position
 Experience
 Selection process

FOLLOWER TRAITS THAT INFLUENCE THE
LEADERSHIP PROCESS
Expectations
 Personality
 Maturity
 Competency levels

FOLLOWER TRAITS THAT INFLUENCE THE
LEADERSHIP PROCESS, CONTINUED
Motivation
 Number of followers
 Trust and confidence

FOLLOWERS CAN MAKE A BIGGER
CONTRIBUTION BY:
Being more proactive in solving
organizational problems.
 Becoming better skilled at “influencing
upward.”
 Staying flexible and open to opportunities.

HOW LEADERS INTERACT WITH FOLLOWERS
Create environments where followers’
innovations and creative contributions
are welcome.
 Encourage growth and development in
followers.
 Interested in the big picture of
followers’ work.

HOW LEADERS INTERACT WITH FOLLOWERS,
CONTINUED
Motivate followers through more
personal and intangible factors.
 Redefine the parameters of tasks
and responsibilities.
 Change situations rather than just
optimize their group’s adaptation to
it.

Leadership Traits
C
HAPTER
S
EVEN
THE FIVE FACTOR MODEL OF PERSONALITY
Five Factor
Dimensions
Traits
Behaviors/Items
Surgency
Dominance
Sociability
I like having responsibility for others.
I have a large group of friends.
Agreeableness
Empathy
Friendly
I am a sympathetic person.
I am usually in good mood.
Dependability
Organization
Credibility
Conformity
Achievement orientation
I usually make “to do” lists.
I practice what I preach.
I rarely get into trouble.
I am a high achiever.
Adjustment
Steadiness
Self-acceptance
I remain calm in pressure situations.
I take personal criticism well.
Intellectance
I like traveling to foreign countries.
THE BUILDING BLOCKS OF SKILLS
Skills/
Competencies
Knowledge
Intelligence
Experience
Personality
Traits and
Preferences
Values
Interests
Motives/Goals
Easier to
Change
More
difficult to
Change
DARK-SIDE PERSONALITY TRAITS
Argumentative
 Interpersonal
insensitivity
 Narcissism

DARK-SIDE PERSONALITY TRAIT, CONTINUED

Fear of failure

Perfectionism

Impulsivity
MYERS-BRIGGS TYPE INDICATOR
Four basic preference dimensions in which
people can differ:
 Extraversion-Introversion
 Sensing-Intuition
 Thinking-Feeling
 Judging-Perceiving
THE BUILDING BLOCKS OF SKILLS
Skills/
Competencies
Knowledge
Intelligence
• Analytic intelligence
• Synthetic abilities
•Creative intelligence
Experience
Personality
Traits and
Preferences
Values
Interests
Motives/Goals
Easier to
Change
More
difficult to
Change
AVERAGE INTELLIGENCE TEST SCORES BY
MANAGEMENT LEVEL
67
66
65
64
63
62
61
N=
Supervisor
Executive
First-line Manager
Middle Manager
EMOTIONAL
INTELLIGENCE (EQ)
A group of mental abilities that
help people to recognize their own
feelings and those of others
LIMITATIONS OF EQ LITERATURE
Research does not indicate that EQ is more
important than intelligence in leadership.
 Few EQ researchers have acknowledged the
existence of personality-leadership
effectiveness research.
 If the EQ attributes are essentially personality
traits, then it is difficult to see how they will
change as a result of a training intervention.

C
HAPTER
T
HIRTEEN
Leadership and Change
BEER’S MODEL OF ORGANIZATIONAL CHANGE
C=DxMxP>R
D = followers’ dissatisfaction
M = model for change
P = process
R = resistance
C = amount of change
EXAMPLE OF A
VISION STATEMENT
We believe that an organization will only be as
good as its leaders. Our vision is to increase
our clients’ productivity, profitability, and
shareholder value by enhancing their ability to
attract, develop, promote, and retain
leadership talent.
THE COMPONENTS OF
ORGANIZATIONAL ALIGNMENT
Vision
Capabilities
• Technical
• Leadership
Systems
•
•
Accountin Sales
g
• IT
• HR
Culture
• Norms
• Shared
values
Structure
• Span of
control
• Team
composition
• Hierarchy
THE EXPECTATION-PERFORMANCE GAP
Change initiative implemented
Status
quo
Gap
Time
Expectations
Actual
performance
COMMON LOSSES WITH CHANGE
Loss of:
Possible Leader Actions
Power
Demonstrate empathy, good listening skills, and new
ways to build power.
Competence
Coaching, mentoring, training, peer coaching, job
aids, and so forth.
Relationships
Help employees build new relationships before
change occurs, or soon thereafter.
Rewards
Design and implement new reward system to support
change initiative.
Identity
Demonstrate empathy; emphasize value of new roles.
M. Beer, Leading Change (Boston: Harvard Business School Press, 1988).
REACTIONS TO CHANGE
Anger
Shoc
k
Top leaders
Middle managers
Individual
contributors
Rejecti
on
Accepta
nce
Time
THE RATIONAL APPROACH TO
ORGANIZATION CHANGE AND THE
INTERACTIONAL FRAMEWORK
Leader
• Environmental scans
• Vision
• Goals
• Change plan
• Systems vs. siloed thinking
• Leadership and management
capabilities
Followers
• Dissatisfaction
• resistance
• SARA model
• Loss of:
– Power
– Competence
– Identity
– Rewards
– Relationships
• Technical/functional
capabilities
Situation
• Crisis
• Consumer preferences
• Market conditions
• Societal shifts
• Political and legal challenges
• Competitive
• Organizational structure
• Organizational systems
• Organization culture
FOUR LEADER BEHAVIORS OF PATH-GOAL
THEORY
Directive
 Supportive
 Participative
 Achievement-oriented

BURNS’S FORMS OF LEADERSHIP

Transactional leadership occurs when
leaders and followers are in an
exchange relationship in order to get
needs met.

Transformational leadership serves to
change the status quo by appealing to
followers’ values and their sense of
higher purpose.
FACTORS PERTAINING TO CHARISMATIC
LEADERSHIP AND THE INTERACTIONAL
FRAMEWORK
Leader
Outcomes:
Social or cultural
revolutions
Vision
Rhetorical skills
Image and trust
building
Personalized
leadership
Identification with
the leader and the
vision
Heightened
emotional levels
Followers
Willing
subordination to
the leader
Higher levels of
effort
Greater follower
satisfaction
Increased group
cohesiveness
Crisis
Task interdependence
Situation
A LEADERS’ VISION OF THE FUTURE CAN ALIGN
EFFORTS AND HELP GROUPS ACCOMPLISH
MORE
Groups that lack
vision
Groups with vision