LEADERSHIP AND MANAGEMENT
INTRODUCTION
Leadership and
Management have been used contrarily by different people. However it is being
perceived that leadership and management are two very distinct functions.
Although, leadership and management doo share many similarities which is involve
of working with people and influencing others to achieve the goals set by. According to John Kotter in his book Leading
Change, there is an important difference between leadership and management
which is apprehended in these definitions “Leadership is a set of processes
that creates organizations in the first place or adapts them to significantly
changing circumstances. Leadership defines what the future should look like,
aligns people with that vision, and inspires them to make it happen despite the
obstacles” and “Management is a set of processes that can keep complicated
system of people and technology running smoothly. The most important aspects of
management include planning, budgeting, organizing, staffing, controlling and
problem solving.” Leadership and management entail a unique set of activities
or functions. Peter Drucker defined a leader is someone who has followers and
some theorists believe that leadership is a form of the social influence
processes (House and Aditya, 1997). Although there are a variety of leadership
definitions, the majority of definitions focused on two components which are
the process of influencing a group of individuals to obtain a common goal and
to develop a vision.
Katz defined the
management as exercising direction of a group or organization through
executive, administrative and supervisory positions. According to Katz that
management responsibilities are usually tasked-oriented and it involves
developing staff, mentoring persons with high potential and resolving conflicts
while maintain ethics and discipline. Manager aims to reach short term goals,
avoid risks and establish standardization to improve efficiency (Kotterman,
2006). Hence, according to Kotterman, leadership and management overlap but
they are not the same. Bernard Bass in his book “Bass and Stogdill’s Handbook
of Leadership” states that “Leaders manage and managers lead, but the two
activities are not synonymous. Management functions can potentially provide
leadership. Leadership activities can contribute to managing. Nevertheless,
some managers do no lead and some leaders do not manage. In summary, leadership
and management share similar roles, hence it is important to make a distinction
between those two function. The principal mission of both leaders and manages
is to control and influence other people. The most important difference between
leaders and managers is their approach to achieve the goals.
THEORY/TERMS/CONCEPTS
AND EXPLANATIONS
A. COLLABORATION
Collaboration involves an offer to help the target person
carry out a request for anyone, and it can help to reduce the difficulty or
cost of carrying out a request. Collaborative Leadership is an increasingly
vital source of competitive advantage in today’s highly networked, team-based
and partnership-oriented business environments. Hence collaborative leadership
mean the process of engaging collective intelligence to deliver results across
organisational boundaries when ordinary mechanisms of control are absent.
i. Difference between Traditional
Leadership (TL) and Collaborative Leadership (CL)
Power
TL: Power is in one singular authority; and
CL: Power is greatest in collective team.
Collaborative Leaders allows solution to develop from the best ideas of the
group and take a team approach in problem solving.
Information
TL: Maintain ownership of information as their
hallmark and access to information is power; and
CL: Open information sharing is the cornerstone of
success.
Idea
Generation
TL: Occasionally entertain suggestions or are open to
ideas from their team members; and
CL: The art of collaboration gives everyone on the
team a voice. Leaders are generally open to suggestions and ideas from their
team and recognize that brainstorming and different perspectives can bring
unique insights.
Problem Solving
TL: Solutions are generally delivered to team members,
no active or equal participation of the team members; and
CL: In a collaborative environment, solutions are
brainstormed among team members and facilitated by the management.
Resource
Allocation
TL: Generally reactive and it is being allocated by
the upper management; and
CL: Based on trust and resources are being delivered
proactively
Rules
and Responsibilities
TL: Relies on series of policies, rules and
regulations. Culture is followed by a hierarchy; and
CL: Teams are encouraged to work together.
Information, resources, knowledge, time and efforts are shared.
Resolving
Issues
TL: Issues are often dealt with on an individual basis
with no regards to the root cause of the problem; and
CL: The basis is trust because team members are given
more responsibility for their work and leaders are often more involved in the
process.
Performance
and Feedback
TL: Practice a semi-annual or annual review process
based on corporate policy; and
CL: Superiors and subordinates are equally valued.
They work closely together on daily basis.
Diagram
1: Difference between Traditional and Collaborative Leaders
ii. Traits of Collaborative Leadership
Collaborative
leaders possess four leadership traits namely as follows:
Focus
on Authentic Leadership and Eschew Passive Aggressiveness:
In order for a collaboration to be succeed, leaders need to be authentic and
always possess the willingness to follow through commitments.
Relentlessly
Pursue Transparent Decision-Making: A collaborative leader
should be open and transparent about the answers to three questions; who made
the decision, who is accountable for the outcomes of the decisions and is that
accountability real.
View
Resources as Instruments of Action, not as Possessions:
Viewing resources as tools of action rather than as possessions.
Codify
the Relationship between Accountability and Rewards:
Collaboration demands more distributed and empowered actions across a company.
With that empowerment, not only more good outcomes but also increased potential
for the bad ones result.
B. MOTIVATION
Motivation is defined as “the extent to which persistent effort is directed towards a goal.”
Motivation is anything that affects behaviour in pursuing a certain outcome.
Outcomes in business are usually organizational goals or objectives, and it
takes motivation to reach our goals (R.L Dufrene and E.H. Offstein, 2012).
i. The
Motivation Process
The Motivation process results from
the joints effects of personality traits and task or social job characteristics
that explain work behaviour (M.R Barrick, M.K. Mount and N. Li, 2013). The
motivation process progresses through a series of discrete steps. Needs/motives
are the starting point of motivation. Hence, an unsatisfied need creates
tension that stimulates drives within the individual. These drives generate a
search behaviours to achieve particular goals that will satisfy the need and
lead to a reduction of tension. No matter which theory of motivation the manger
is following, the process is always similar.
ii. Three
Major Classifications of Motivation Theories
Content
Motivation Theories “WHAT Motivates Us”
· Maslow’s
Hierarchy of Needs
There is a hierarchy of needs that ranges from lower
to higher levels. As lower needs are fulfilled there is a tendency for other,
higher needs to emerge. Maslow’s theory maintains that a person does not fell a
higher need until the needs of the current level have been satisfied. Maslow
assumed that people have five classifications of needs, which are presented in
hierarchical order from low to high level of need.
Diagram
3: Hierarchy of Needs
· Herzberg’s
Motivator-Hygiene Theory
Frederick Herzberg outlined to determine which factors
in an employee’s work environment caused satisfaction or dissatisfaction.
Satisfiers knowns as motivator and dissatisfies known as hygiene factors. According
to Herzberg, the theory proposes that people are motivated by motivators rather
than maintenance factors.
Diagram
4: Motivating and Hygiene Factor
· Alderfer’s
ERG Theory
This is an extension of Maslow’s Needs Hierarchy
wherein the Maslow’s five needs are categorized into three categories Existence
Needs, Relatedness Needs and Growth Needs.
Existence Needs: Relate to the physiological and
safety aspects of human beings and are the prerequisite for the survival.
Relatedness Needs: Refer to the social needs that an
individual seeks to establish relationships with those for whom he cares.
Growth Needs: Self-actualization needs as well as a
part of esteem needs which are internal to the individual such as feeling being
unique, personnel growth.
Diagram
5: ERG Theory of Motivation
· McClelland’s
Three-Needs Theory
According to McClelland, these motivators are learned,
which is why this theory is sometimes called Learned Needs Theory. McClelland
states regardless of our gender, culture or age, we all have three motivating
drivers and no one of these will be our dominant motivating driver. This
dominant motivator is largely dependent on our culture and life experiences.
Diagram
6: McClelland’s Three-Needs Theory
Process
Motivation Theories “WHY
and HOW Motivation Occurs”
· Adam’s
Equity Theory
This theory explains that people maintain a fair
relationship between the performance and rewards in comparison to others. In
other words, an employee gets de-motivated by the job and his employer in case
his inputs are more than the outputs. Hence, an individual’s level of
motivation depends on the extent he feels being treated fairly, in terms of
rewards, in comparison to others.
Diagram
7: Adam’s Equity Theory
· Vroom’s
Expectancy Theory
Expectancy Theory intends that people are motivated
when they believe they can accomplish the task, they will get reward, and the
rewards for doing he task are worth the effort. This theory is based on the
following assumptions that both internal (needs) and external (environment)
factors affect behaviour. Behaviour is the individual’s decision, people have
different needs, desires and goals and people make behaviour decisions based on
their perception of the outcome.
Diagram
8: Vroom’s Expectancy Theory
· Goal-Setting
Theory
This theory introduced by Edwin Locke which proposes
that specific, difficult goals motivate people. Goal setting increases
commitment, motivation, energy and persistence toward goals (R.L Dufrene and
E.H. Offstein, 2012).
Diagram
9: Goal Setting Theory
Reinforcement
Theory
“HOW Outcomes Influence Behaviours”
Reinforcement theory of motivation was proposed by BF
Skinner and his allies. This theory states that individual’s behaviour is a
function of its consequences. It is based on “law of effect”, for an example
that individual’s behaviour with positive consequences tends to be repeated,
but individual’s behaviour with negative consequences tends not to be
repeated. This theory overlooks the
internal state of individual whereby the inner feelings and drivers of
individuals are ignored by Skinner. This theory only focuses on what happens to
an individual when he takes some action. Thus, according to Skinner, the
external environment of the organization must be designed effectively and
positively so as to motivate the employee.
Diagram
10: Reinforcement Theory
C. COACHING
According to John Whitmore “coaching is unlocking a
person’s potential to maximize their own performance. It is helping them to
learn rather than teaching them.” Thus, coaching is a process of supporting
individuals to make more conscious decisions. The ultimate goal of coaching is
to help someone move to a new action of behaviour while learning, growing and
developing. The fundamentals of coaching are what they are supposed to do, why
they are supposed to do it, how they are supposed to do it, how well they are
expected to do it and how well they are doing.
i. Coaching
Guidelines (Lussier Robert N &
Achua Christopher F., 2016)
This guidelines are designed primarily for use with
employees who are doing a good job.
· Develop
a Supportive Working Relationship
The Manager and employee does not need to be persona
friends and socialize together. The relationship between leaders and followers
needs to convey concern for them as an individuals and the leader’s commitment
to coach them.
· Give
Praise and Recognition
Recognition includes praise, awards and recognition
ceremonies. Meanwhile awards include certificates of achievement, a letter of
commendation, a pin/plaque/trophy/ medal, clothing, cash, trips, employee of
the month and so on.
· Avoid
Blame and Embarrassment
Any behaviour that focuses on placing blame and making
the person feel bad does not help.
· Focus
on the Behaviour, Not the Person
Coaching by focusing on changing behaviour and not the
person personally.
· Have
Employees Assess Their Own Performance
Criticism being made but one the same time aid and
help being offered to overcome the problem faced by the employees.
· Give
Specific and Descriptive Feedback
Specific feedback is vital and needed to avoid
confusion over which particular behaviour needs to be improved (R.L Dufrene and
E.H. Offstein, 2012).
· Give
Coaching Feedback
The difference between criticism and coaching feedback
as illustrated that Criticism: You just wasted time typing in the entire Yahoo
web site address, meanwhile Coaching Feedback: Would you like me to show you a
faster way to get to the Yahoo home page?
· Provide
Modelling and Training
A good manager leads by example. If employees see the
manager doing things in an effective manner, they will tend to copy the
manager.
· Make
feedback Timely, but Flexible
Feedback should be given as soon as possible after the
behaviour has been observed. For an example, in a situation that you will want
to give the coaching feedback s soon as you see the employee lift the box
incorrectly. To tell the employee about it few days later will have less impact
on the changing behaviour.
· Don’t
criticize
Pacing blame and embarrassment and focusing on the
person are types of criticism. Criticism is rarely ineffective. It involves
judgement, which is that either the person is right or wrong. Conversely, when people feel good about
feedback they receive, they will be more open to changing behaviour, which increase
performance.
ii. The
Coaching Model for Employees Who Are Performing Below Standard
Coaching is needed when performance falls below
expected levels (A.H. Jordan & P.G. Audia, 2012). The Coach Model for
People Managers to be precise:
·
Present: Being, existing or occurring at
this time or now, currently mentally alert and calm;
·
Caring: To be concerned or interested, to
provide needed assistance or watchful supervision;
·
Inspiring: To fill with an animating,
quickening or exalting influence, to fill or affect with a specified feeling,
thought; and
·
Rigorous: Severely exact or accurate and
allowing no deviation from a standard.
Diagram
11: The Coaching Model
iii. The
Performance Formula
Performance formula explains performance as a function
of ability, motivation and resources. When the employees’ ability is the reason
for keeping performance from being optimal, the corrective coaching action is
training. When motivation is lacking, coach the employee by discovering what
motivates them. When the resources are the problem, look at getting the needed
resources.
Improving Performance with the
Coaching Model are as following:
Step
1: Describe the Current Performance
Step
2: Describe the Desired Performance
Step
3: Get a Commitment to the Change
Step
4: Follow Up
Step
5: Document it and Get Feedback
Diagram
12: Description on Performance Formula
D. GREEN THUMB LEADERSHIP
Leadership insights are like growth in a garden. There
are so many lessons that we can learn from nature and apply to our everyday
lives. Planting, nursing and growing a young plant into flourishing mature tree
holds so many rewards. Similarly, growing people, teams and communities is no
different. If we plant the right seeds, nurture and fertilize them, leaders
will grow. Green Thumb known as that if your staff is neglected and
malnourished, you have not done a god job cultivating your organization. Top
executives and managers are the gardeners of the workplace by taking care of
their people via giving them what they need to develop roots and ultimately
thrive. In order to be the master of gardener of our organization, there are
few points from those green-thumb managers who are able to hire, nurture and
reap rewards of a staff that’s emotionally healthy, energized and prospering
(Leadersedge, 2012) as follows:
· Preparation
This makes difference between success
and failure and it’s prevalent in the areas of recruitment, training and
planning. When recruiting, take a look at your team and see what skills,
personality traits and perspectives are missing. Don’t keep planting the same
white daisies and expect to enjoy pink peonies and purple irises.
· Time
and Attention
Time and attention are the most
difficult things for busy executives to provide. Thus, it need to be provided
in order to develop a successful staff. We must always make sure that we are
available to staffs and aware of what they are doing.
· Protection
This analysis is key to their dual strategic
imperatives of sustainability and survival. The leaders must ensure that they
are alert to interlopes in their organization, and amid their staffs and other
weaknesses or hazards that may derail the organization’s future.
As a garden reflects the level of care that it’s
given, so will your employees reflect the attention and protection you provide,
hence taking the time now to warrant the health of workforce, and rest easy
that it will continue to bloom well into the future.
ANALYSIS:
LEADERSHIP SKILLS: WHAT LEADERS REALLY DO?
Leadership is
different from management, rather leadership and management are two distinctive
and complementary systems of action. Each of it has its own function and
characteristics, hence both are vital for success in today’s working/business
environment. Management is about coping with complexity. Its practices and
procedures are largely a response to the emergence of large, complex
organizations. Meanwhile, leadership is about coping with change (John P.
Kotter, 2009). This clearly indicates that leadership is different from
management, hence a balance between both is needed to the organization to
attain ultimate success. There is marked difference in the orientation between
management and leadership. Both involve deciding what needs to be done,
developing the capacity to do it and ensuring that it is done. Comparatively,
management is concerned with order and consistency and leadership is concerned
with change.
i. Deciding What Needs to be Done
Management involves deciding what
needs to be done through a process of goal setting, establishing detailed steps
for achieving these goals and identifying and allocation resources necessary
for their achievement. Meanwhile, leadership focuses on creating a vision and
setting a direction, and developing the strategies necessary to move in that
direction. On deciding what needs to be done, quality of the vision need to be
clear and precise, the leader’s assessment of the situation; this is because
sometimes leaders fail to make realistic assessment of the situation because
their diagnosis is unsound and no body challenges their vision, the leader’s
attention to stakeholders interest; this is also essential that those
exercising leadership are sensitive to the needs and prioritise of key
stakeholder and visions that ignore the legitimate needs and rights of some
stakeholders may never be achieved because disadvantaged stakeholders act to
undermine any attempt to introduce change.
ii. Developing the Capacity to Do it
Management involves developing the
capacity to accomplish the organization’s agenda by organizing and staffing.
Leadership focuses on aligning people, communicating the new direction and
creating coalitions committed to getting there. In order to develop the
capacity to do it, leaders’ needs to align people to achieve vision by
developing capacity involves communicating in way that aligns people to achieve
the vision. Sometimes leaders fail to create the capacity to get things done
because they fail to build coalitions committed achieving the vision,
empowering others to act; in those situations where there is a clear and shared
sense of direction, committed stakeholders including subordinates are more
likely to feel able to take action without encountering undue conflict with
others or being reprimanded by superiors.
iii. Ensuring that it is Done
Management involves ensuring that
people accomplish plans by controlling and problem solving. Meanwhile,
leadership is more concerned with motivating and inspiring. In ensuring that it
is done, Kotter identifies four ways in which leaders can do this by
articulating the vision in ways that are in accord with peoples’ values,
involving people in deciding how to achieve the vision, thereby giving them
some sense of control, supporting others’ efforts to realise the vision by
providing coaching, feedback and role modelling and recognising and rewarding
success.
What leaders really do that recognise the
need for change, identify change goals, communicate a sense of direction,
formulate a change strategy involve others, build coalitions, motivate people,
provide support and create an organisational content conducive to change.
Diagram
13: Difference between Leadership and Management
CONCLUSIONS:
WRAP UP
Leadership has
been a recognized discipline for thousands of years in many areas.
Understanding of leadership that it is no longer thought of as a part from
management or even administration but they are related and overlapping skills.
Leadership is not a process of doing, but rather getting others to do. In
addition to motivation, leaders also produce in their people commitment to the
organization, belief in the mission and enthusiasm for the task. Thus
Leadership is about inspiring people, not just getting things done. Convincingly
as Eleanor Roosevelt, former First Lady of United States said “A good leader
inspires people to have confidence in the leader, a great leader inspires
people to have confidence in themselves.” Managers exercise their control
through formal power but leaders use vision and by inspiration, motivation to
align their followers (The Guardian, 2013). Harmonizing the role of both
leadership and management are vital to the organization’s attainment.
REFERENCES :
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- Katz, R. L. (1955). Skills of An effective Administrator. Harvard Business Review, 33(1), 33-42.
- Kotterman, J. (2006). “Leadership vs Management: What’s the difference?” Journal for Quality and Participation, Vol. 29 Issue 2, p.13-17.
- Kotter, J.P. (1987). The Leadership Factor, The Free Press, New York, NY.
- Kotter, J.P. (1990). What Leaders Really Do?” Harvard Business Review, Vol. 79 Issue 11, p.85-96.
- Kotter, J.P. (2012). Leading Change. Harvard Business Press, 2012.
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- M.R barrack, M.K Mount and N. Li. (2013). “The Theory of Purposeful Work Behaviour: The Role of Personality, High-Order Goals, and Job Characteristics,” Academy of Management Review 38(1) 132-153.
- The Guardian. (2013). What’s the difference between leadership and management? Available at http://career.theguardian.com/difference-between-leadership-management
- Retrieved from Tutorial Point at https://www.tutorialspoint.com/collaborative_management/Leadership_styles .htm
- Retrieved from Leader’s Edge from https://www.leadersedge.com/brokerage-ops/green-thumb
- R.L Dufrene and E.H Offstein. (2012). “Holistic and Intentional Student Character Development Process: Learning from West Point,” Academy of Management Learning & Education (4).
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