People Management: Personal Mastery/EQ; & Integrated Talent Management - UKZN Extended Learning
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People Management: Personal Mastery/EQ; &
Integrated Talent Management
Theme 1: Theme 2:
People Management Personal Mastery
Challenges in Higher Education Managing Self & Others
Theme 4:
Theme 3:
Talent Management, Career
Performance Management in
Development & Succession
Higher Education
Planning
2
Traits of Great Leaders
What leadership challenges are we experiencing globally?
What are people management challenges in Institutions of
Higher Education?
What is important to you?
The Four Industrial Revolutions
The Fourth Industrial Revolution
The Multiple Generations in the Workplace
The New IR4 Employee/ Student
The Generational Differences
Challenges in Higher Education
Research and postgraduate Epistemological
education & output transformation
Academic staff recruitment
and retention
Funding of universities
Quality of students & Market
Place Requirements
10Let’s Co-Create
Group
Discussion
30 min
What is your understanding of
People Management and is it
Fundamentally Different in institutions of
higher education?
How can we lead to fit the 4IR demands?
11Introduction to Situational Leadership
What is Situational Leadership?
• This is a term that can be applied generically
to a style of leadership, but that also refers to
a recognized, and useful, leadership model.
• In simple terms, a situational leader is one
who can adopt different leadership styles
depending on the situation.Situational Leadership
Self-Assessment
ACTIVITYLeadership Model History
• Ken Blanchard and Paul Hersey created a
model for Situational Leadership in the late
1960's that allows you to analyze the needs of
the situation you're dealing with, and then
adopt the most appropriate leadership style.Why is it popular?
• It's proved popular with managers over the
years because it passes the two basic tests of
such models: it's simple to understand, and it
works in most environments for most people.
• The model doesn't just apply to people in
leadership or management positions: we all
lead others at work and at home.Leadership Behavior
• Blanchard and Hersey characterized leadership style in terms of the amount
of Direction and of Support that the leader gives to his or her followers, and
so created a simple grid
High S3: Supporting S2: Coaching
Praise, Listen, Facilitate Direct and Support
For people who have: For people who have:
D3 D2
•High Competence •Some Competence
•Variable Commitment •Some Commitment
•Unable but Willing and/or Motivated
•Able but Unwilling or Insecure
Supportive Behavior
S4: Delegating S1: Directing
Turning over responsibility for day-to-day Structure, Control, Supervise
decision making
D4
For people who have: D1
For people who have: •Low Competence
•High Competence •High Commitment
•High Commitment •Unable and Unwilling and/or Insecure
•Able and Willing and/or Motivated
Low
Directive Behavior HighS1: Directing
• Directing Leaders define the roles and tasks of the
'follower', and supervise them closely.
• Decisions are made by the leader and announced, so
communication is largely one-way.
Structure, Control and SuperviseS2: Coaching
• Coaching Leaders still define roles and tasks,
but seeks ideas and suggestions from the
follower.
• Decisions remain the leader's prerogative, but
communication is much more two-way.S3: Supporting
• Leaders pass day-to-day decisions, such as
task allocation and processes, to the follower.
• The leader facilitates and takes part in
decisions, but control is with the follower.
Praise, Listen and FacilitateS4: Delegating
• Delegating Leaders are still involved in
decisions and problem-solving, but control is
with the follower.
• The follower decides when and how the
leader will be involved.Finding The Right Style
• Effective leaders are versatile in being able to
move around the grid according to the
situation, so there is no one right style.
• However, we tend to have a preferred style,
and in applying Situational Leadership you
need to know which one that is for you.Practical Application of SL
How can do leaders adapt
their styles to meet the needs WARNING: Actively disengaged
of different situations? employees display destructive behaviour
that damages the organisation
Match - MisMatch Activity:
- What’s your “default” style, and
what are some of the pros & cons of
that style?
- Why would you ever want to
decrease guidance (i.e. decrease
Directing Behavior)?
- Why would you ever want to 24
decrease Supportive Behaviors?Developmental Level: The Follower
• Clearly the right leadership style will depend
very much on the person being led - the
follower.
• The leader's style should be driven by the
Competence and Commitment of the follower
based on four levels:D4: High Competence - High Commitment
• Experienced at the job, and comfortable with
their own ability to do it well. May even be more
skilled than the leader.
Able and Willing and/or MotivatedD3: High Competence - Variable Commitment
• Experienced and capable, but may lack the
confidence to go it alone, or the motivation to do
it well / quickly
Able but Unwilling or InsecureD2: Some Competence - Low Commitment
• May have some relevant skills, but won't be able
to do the job without help. The task or the
situation may be new to them.
Unable but Willing and/or MotivatedD1: Low Competence - Low Commitment
• Generally lacking the specific skills required for
the job in hand, and lacks any confidence and / or
motivation to tackle it.
Unable and Unwilling and/or InsecureDevelopment Levels are Situational Too
• I might be generally skilled, confident and
motivated in my job, but would still drop into
Level D1 when faced, say, with a task requiring
skills I don't possess.
• For example, lots of managers are D4 when
dealing with the day-to-day running of their
department, but move to D1 or D2 when
dealing with a sensitive employee issue.Another Way to look at Follower Development is Readiness
1. Ability
Knowledge
Experience
Skills
2. Willingness
Confidence
Commitment
Motivation
31Four Levels of Readiness
R1 - Unable and Unwilling or Insecure.
R2 - Unable but Willing or Confident.
R3 - Able but Unwilling or Insecure.
R4 - Able and Willing and Confident.
32Self-Assessment Scoring
ACTIVITYWhere is this going?
• Blanchard and Hersey said that the Leadership Style (S1 - S4) of the
leader must correspond to the Development level (D1 - D4) of the
follower - and it's the leader who adapts.
• By adopting the right style to suit the follower's development level,
work gets done, relationships are built up, and most importantly, the
follower's development level will rise to D4, to everyone's benefit.Individual’s Needs By Development Level
D4: Self Reliant D3: Capable but D2:Disillusioned D1:Enthusiastic
Achiever Cautious Learner Beginner
Contributor
• • Clear Goals
Listen to • To know WHY
• Sounding board • Direction
updates on he/she is doing
work • Your opinion this • Understand Role
about ideas
• More authority • Reassurance • Priorities
• Your opinion, • Encouragement, mistakes are part
vote of of learning • Training
when asked
confidence • Recognition for
• New challenges • Feedback on
• Help looking at progress transferrable skills
• Acknowledgeme skills and results
nt of • Praise for making • Large amount of
objectively feedback on
contribution progress
• Good questions progress done
• Autonomy • Encouragement
about the work
being done • To know who can
helpScenario #1
As a growing software development company, you recently hired Mary as a new
software engineer from the local university. She has experience programming
JAVA and using Oracle databases and is a good fit for your next project. During
her first week at work, she expresses excitement at the opportunity to work on
your products. She is confident in her JAVA programming skills, and wants to
learn everything she can as fast as possible. She wants to contribute.
•Diagnosis
–Goal/Task knowledge?
–Transferrable skills?
–Motivation? D1
–Confidence?
•What is Mary’s development level?Scenario #2
Jim was a successful scrum master with the 4 person CRM development team. Due to
his success with promoting Agile practices and Scrum with his team, Jim was
transitioned to a new development team with 6 team members that he had not
worked with before. His team is chartered with building a Data Warehouse to support
Sales. Jim is excited at the opportunity to meet new people and work on a new project
but he is concerned because he does not have experience with building a Data
Warehouse.
•Diagnosis
–Goal/Task knowledge?
–Transferrable skills? D3
–Motivation?
–Confidence?
•What is Jim’s development level?Scenario #3
Tim is a QA team member on your Scrum team. You are working with the team to begin
utilizing ATDD and automated integration testing with Fitnesse. At first Tim was open
and willing to trying it. But after spending 2 iterations trying to setup the framework
and working with Jennifer on writing scenarios and acceptance tests, he is frustrated
and is now rebelling. He is saying, “This isn’t going to work! We can’t get it working.
Our stories and tests aren’t making sense. I just don’t see how this is going to help us.”
•Diagnosis
–Goal/Task knowledge?
–Transferrable skills?
–Motivation? D2
–Confidence?
•What is Tim’s development level?Scenario #4
Julie is a very accomplished architect in your group. She has been leading
the technology transition to the next platform for your service. She has
been teaching fellow engineers new technology concepts, driving
significant improvements in design, and is the glue that keeps the group
together. You can give her new goals and she delivers. And she has
brought new goals and strategies to the team and delivered those as well.
•Diagnosis
–Goal/Task knowledge?
–Transferrable skills?
–Motivation? D4
–Confidence?
•What is Julie’s development level?Leadership Behaviors
S4 – Delegating S3 - Supporting S2 – Coaching S1 – Directing
• Leader and • Explains why,
• Empowers the • Provides
individual make solicits
individual to direction about
decisions suggestions,
act goals shows and
together. praises tells how, closely
independently Leader’s role is behaviors that tracks the
with to facilitate, are individual’s
appropriate listen, draw out, approximately performance in
resources to encourage, and right, and order to
get the job support. continues to provide frequent
done direct goal or feedback on
task results.
accomplishment.
There is no “best” leadership style just the
right one at the right time.Scenario #1
As a growing software development company, you recently hired Mary as a new
software engineer from the local university. She has experience programming
JAVA and using Oracle databases and is a good fit for your next project. During
her first week at work, she expresses excitement at the opportunity to work on
your products. She is confident in her JAVA programming skills, and wants to
learn everything she can as fast as possible. She wants to contribute.
• Mary’s development level is D1.
• What leadership style matches Mary’s level?
S1
• What do you do to help Mary?Scenario #2
Jim was a successful scrum master with the 4 person CRM development
team. Due to his success with promoting Agile practices and Scrum with his
team, Jim was transitioned to a new development team with 6 team
members that he had not worked with before. His team is chartered with
building a Data Warehouse to support Sales. Jim is excited at the opportunity
to meet new people and work on a new project but he is concerned because
he does not have experience with building a Data Warehouse.
• Jim’s development level is D3.
• What leadership style matches Jim’s level?
S3
• What do you do to help Jim?Scenario #3 Tim is a QA team member on your Scrum team. You are working with the team to begin utilizing ATDD and automated integration testing with Fitnesse. At first Tim was open and willing to trying it. But after spending 2 iterations trying to setup the framework and working with Jennifer on writing scenarios and acceptance tests, he is frustrated and is now rebelling. He is saying, “This isn’t going to work! We can’t get it working. Our stories and tests aren’t making sense. I just don’t see how this is going to help us.” • Tim’s development level is D2. • What leadership style matches Tim’s level? • What do you do to help Tim? S2
Scenario #4 Julie is a very accomplished architect in your group. She has been leading the technology transition to the next platform for your service. She has been teaching fellow engineers new technology concepts, driving significant improvements in design, and is the glue that keeps the group together. You can give her new goals and she delivers. And she has brought new goals and strategies to the team and delivered those as well. • Julie’s development level is D4. • What leadership style matches Julie’s level? S4 • What do you do to help Julie?
Situational Leadership Grid
S3: Supporting S2: Coaching
High
Praise, Listen, Facilitate Direct and Support
For people who have/are: For people who have/are:
D3 D2
• High Competence • Some Competence
• Variable Commitment • Some Commitment
Supportive Behavior
• Able but Unwilling or Insecure • Unable but Willing and/or Motivated
S4: Delegating S1: Directing
Turning over Responsibility for Day-to- Structure, Control, Supervise
Day Decision Making
For people who have/are: D4 For people who have/are: D1
• High Competence • Low Competence
• High Commitment • High Commitment
• Able and Willing and/or Motivated • Unable and Unwilling and/or Insecure
Low
Directive Behavior HighSummary • What is Situational Leadership? • Leadership Model History • Why is it popular among managers? • Leadership Behaviors & Styles • Development Levels • Practical Examples and Application
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