Thomas P. Holland, Ph.D. Institute for Nonprofit Organizations
University of Georgia
Slide 2
Basic Definitions Leadership: drawing people together to
identify shared values and goals and then formulating plans to
achieve them Management: overseeing activities to carry out the
plan and accomplish goals, including planning, organizing,
delegating, and coordinating activities Supervision: guiding
production and procedures of staff to accomplish a delegated goal
or objective Overlap of skills across roles Distinctions made in
larger organizations
Slide 3
Components of Leadership Envisioning situations that are in
line with shared values, specifying a desired future condition
Engaging others in shaping the vision Deciding together on our
shared goals Identifying ways to attain them together Inspiration
rather than authority Motivated by vision and purpose Problems
resolved by referring back to shared vision
Slide 4
Leadership Styles Charismatic Charm and grace attract others
Self-belief is vital People follow others they personally admire
Transactional People are motivated by reward and punishment Social
systems work best with clear chain of command Prime purpose of
subordinate is do what leader says Transformative People follow one
who inspires them People with vision and passion can achieve great
things Get things done by enthusiasm and energy Servant Leader has
responsibilities for followers and society People who want to help
others do this best by leading them Leader serves others, rather
than others serving leader
Slide 5
Leadership differs from Management Leaders create environments
that influence others to clarify and achieve group goals, knowing
that people support a world they help create. Managers implement
processes to achieve goals and monitor results, knowing that people
support processes that help them succeed. Both involve
people-skills, process-skills, communication, and
accountability.
Slide 6
Leadership is NOT Having the answer to every problem Ordering
others to do things Being the smartest or most efficient person in
the room Blaming others for their limitations Telling them how they
should act, think, or feel Doing the tasks others fail to do
Rescuing others from consequences of their actions (or inactions)
Clinging to familiar ways of doing work while expecting others to
change
Slide 7
Leadership is more about vision than precision more about
relationships than results more about processes than structures
more about taking risks than security more about cooperating than
winning more about effectiveness than efficiency more about setting
examples than getting quick results more about long-term learning
than short-term conclusions more about asking the right questions
than giving the right answers
Slide 8
Leadership: Intentional actions to facilitate the process of
people working together to identify and achieve shared, long-term
goals
Slide 9
Skills of effective leadership Bring participants together in a
safe environment to form a cohesive, inclusive group or team.
Identify the groups true, long-term interests together: a. Examine
current realities of market and organization b. Identify
opportunities, challenges, problems c. Draw upon mission to
articulate a vision that all can share
Slide 10
Help the group formulate work plans for achieving that vision
together Specify goals for each dimension (what do we want to
accomplish?) Identify products or results to be attained for each
of them (what will success look like in each area?) Set clear work
assignments and timetable (who will do what, by when?) Identify
evidence of success (assessed by what criteria?)
Slide 11
Make success a team effort Be sure everyone knows what is
expected of her/him and how that links to the groups goals
Articulate how each individuals talents contribute to success of
the whole (why am I needed?) Identify means for problem-solving and
accountability as a team (what will we do when problems and
barriers show up?) Specify methods for reporting and communicating
progress (how will we know its done?) Monitor, evaluate, and report
on results Find ways to reward team successes
Slide 12
Reinforce Changes Communicate progress widely and often, using
multiple means Articulate the connections between actions and
results Recognize and reward successes Report results to others
outside team Encourage group learning from experiences Develop and
nurture new leaders, ensuring leadership succession Model the
behaviors expected of others
Slide 13
Effective leaders practice emotional intelligence (as well as
rationality) Self-awareness: ability to recognize and understand
ones own moods, emotions, and drives, as well as their effects on
others Self-regulation: ability to redirect disruptive impulses,
suspend judgment, think before acting Motivation: passion for the
work and propensity to pursue goals with energy and persistence
Empathy: understanding of others emotional makeup, skill in
treating them according to their reactions Social skill:
proficiency in building networks of relationships, ability to find
common ground and build rapport with diverse others
Slide 14
Leaders go beyond familiar habits Develop new models or
metaphors to analyze issues and understand stakeholders long- term
interests Raise different and more penetrating questions about
purposes, future directions, strategies, standards, and group
performance Invite the group to identify solutions Model the
behaviors they would like to see incorporated in the organization,
such as Diversity Accountability Efficiency Creativity
Slide 15
Leaders nurture groups that learn Focus the groups attention on
those few, key issues that really matter most to the ends, mission
and purposes of the organization as it goes into the future Set
priorities for the groups attention and then keep meetings focused
on them Specify criteria for monitoring progress Work on priorities
through better committee structures and meeting formats Take time
to examine and learn from experiences
Slide 16
Key Components of Management Planning: identifying ways, means,
and resources to accomplish goals Organizing: creating structures
and assignments to pursue goals Coordinating: overseeing the
application of people and resources to accomplish goals Monitoring:
assessing progress toward goals; rearranging applications of
resources to refine pursuit of goals
Slide 17
Core Skills of Management Planning, goal setting
Problem-solving and decision-making Delegating Motivating
Sustaining communications Facilitating meetings Ensuring
accomplishment of goals Monitoring staff performance Praising and
rewarding success Removing barriers to performance Managing
oneself, improving interpersonal skills
Slide 18
(Re)Designing the Organization Start with a solid mission
statement and clear strategic plan Identify the skills and
resources needed to accomplish strategic goals Specify the
activities needed to attain goals Group up those activities into
clusters for individuals/ teams Establish structures of
coordination and accountability Depict positions in chart, showing
lines of accountability Delegate objectives and tasks, making sure
that everyone understands expectations Sustain clear communications
Monitor and evaluate results, use feedback loops
Slide 19
Base Everything on the Mission and Goals of the Organization
Goals: large, overall preferred results for the organization in the
future Mission: goals must be consistent with mission Market:
planning must engage important internal and external audiences,
seeking their views and involvement Strategies: the overall methods
or processes for accomplishing the goals Objectives: specific
accomplishments that must be completed to reach the goals; major
milestones along the way Criteria: indicators of successful
accomplishment of objectives and goals Implementation: delegation
of tasks to people who will complete each objective Evaluation:
monitoring progress toward goals
Slide 20
Managing Staff Performance Def. Processes that provide
effective management of individuals and teams in order to achieve
high levels of organizational success Emphasizes strategic goals
and application of organizations resources to accomplish them Makes
sure every individual understands how his/her efforts contribute to
overall success Integrates all aspects of the organization into
coordinated activities to accomplish goals Encourages behavior that
fosters good working relationships and ongoing improvement Provides
ongoing means for learning and continuous quality improvement
Slide 21
Delegation Assign responsibility for accomplishing a goal or
objective to a team or supervisor Allow that person or team to
formulate activities needed to accomplish assignment Builds
motivation Increases competencies Risk of assuming Why bother? I
could do the work in much less time. Allows manager to oversee all
operations
Slide 22
Steps of delegation Give whole tasks to individuals/ teams
Select the right person/team for tasks, matching skills and
interests with tasks Clearly specify results expected, not the
methods for accomplishing them Make sure recipient understands and
agrees with assignment Ensure that needed resources are available
Agree on criteria for monitoring progress, times for reporting
& feedback Maintain open lines of two-way communication Set up
means for addressing problems/ barriers Evaluate and reward
successful performance
Slide 23
Components of Supervision Guiding the activities of staff or
teams to accomplish a delegated goal or objective Identifying tasks
and roles needed Developing effective teams Ensuring that the right
competencies are being applied to tasks Seeing that problems are
resolved Monitoring and refining staff/team performance Conforming
with organizational policies
Slide 24
Core Skills of Supervision Translating delegated goals into
action, including: Conducting feasibility studies to refine work
plan and to identify required resources and skills Mobilizing the
right mix of people and skills to accomplish components of
delegated goals Team building Ensuring understanding of work
objectives, tasks, and individual contributions to overall success
Facilitating meetings, sustaining progress Monitoring progress
toward goals and objectives Trouble-shooting, resolving problems
& conflicts
Slide 25
Project Planning and Supervision State the problem (not the
solution) clearly so everyone involved has the same, accurate
understanding of the issue to be addressed and solved. Identify the
goal to be attained, solution (so the problem is resolved), how it
is linked with mission. Specify what the team needs to do, a
framework or structure to organize work, tasks linked by structure,
clear enough that person assigned task will know what to do.
Identify set of activities that together will accomplish the goal,
with time ordering so they are completed in sequence and on time
for subsequent tasks. Set times for beginning, milestones for
accomplishment, project completion. Organize into sequence diagram,
flow chart (project management software is available for this:
Microsoft office has one; see also www.viewpath.com and
www.iteamwork.com )www.viewpath.comwww.iteamwork.com
Slide 26
Project Planning II Task allocation: assign specific tasks to
individuals who have competencies to complete them. Include some
stretch so people will develop/grow. Resources: ensure that needed
resources are available on time for each task. Record-keeping: set
up procedures to keep track of tasks, assignments, due dates.
Communications: set up procedures for monitoring work, reporting on
tasks, supporting collaboration, alerting others to barriers,
testing for quality Plan for errors and handling problems along the
way: convene team to address and resolve. Protect team members from
other demands on time. Disseminate and celebrate results.
Slide 27
Getting Started: Defining a New Job Role Recognize need through
problems in completing work assignments or Anticipate need when
planning for new service or program Specify tasks and competencies
through examination of current job roles and gaps Identify how new
role fits with organizational structure, work flow Write job
description Estimate costs, including salary, benefits, taxes
Slide 28
Make use of Volunteers Traditional busy-work not interesting or
motivating to most people Begin with workforce needs and identify
tasks at all levels that may be done by volunteers Must engage
staff in planning Follow similar steps of preparing job
description, recruitment, screening, orienting, training,
supervising, firing Monitor performance and satisfactions, make
adjustments to retain good volunteers Recognition and appreciation
are essential for retention
Slide 29
Performance Management seeks to ensure that each person
Understands what is expected of her and how her work leads to
organizations goals Has the skills and abilities to deliver on
those expectations Meets those expectations Is actively engaged in
designing and implementing work tasks Sustains positive
relationships Receives feedback on her performance Has
opportunities to improve performance
Slide 30
Problem Solving Impulse is to react in ways that have been used
before Satisficing: looking close to familiar solutions, selecting
easiest one (fewest demands) to apply Instead, seek to understand
why you and others think there is a problem Ask what do we see,
where, how occurring, when, with whom, why, own role in it? Seek to
frame the issue in ways different from past Engage others in
examining definitions and potential solutions Set priorities in
addressing components
Slide 31
Further steps in problem-solving Examine potential causes for
the problem; ask for views and advice from staff, peers, managers,
outsiders Brainstorm to identify creative alternative approaches to
solving it in long term, including asking others views, opinions
Screen alternatives for feasibility, likelihood of long-term
resolution, risks and benefits, potential consequences Imagine
success: What would we be doing if this were not an issue for us
any more?
Slide 32
Communications Everyone should submit periodic progress reports
to supervisors; each is crucial audience for other Hold regular
meetings with staff to discuss progress on assignments, with
individual/team summaries, open feedback Learn to listen actively;
ask for clarification, check to see if you and others understand
one anothers points Demonstrate practices of open communications,
asking for and giving feedback Encourage staff to initiate
discussions when tasks accomplished or barriers encountered Solicit
views of ways to deal with barriers; invite others to help solve
problems. Spread news of successes; show appreciation for others;
say thank you often
Slide 33
Managing and reducing risks Def: Steps to ensure that critical
assets and resources are protected from loss or damage People
Screen applicants, clear job descriptions, fair reviews, adequate
compensation, prevention of discrimination and harassment
Responsiveness to problems, complaints, grievances Policies on
conflicts of interest, whistle-blowing Policies on giving public
information Property and resources Clear policies on handling money
Careful accounting and regular audits Monitor and ensure workplace
safety Insurance (liability, D&O, property) Policies on
document retention, access, and destruction
Slide 34
Managing Yourself I Keep the mission in mind always. Set
priorities among tasks (urgent vs. important). Recognize own signs
of stress. Tell others and ask for feedback Monitor own time and
work hours; take responsibility for personal rest and renewal Set
personal growth goals and follow plan to attain them. Get and use a
mentor or coach. Ask for help. Always tell the truth, keep your
promises, admit mistakes, never blame, build trust. Learn to
delegate, as it builds others competencies Understand your own
style of learning, approach to power and to problems, dealing with
criticism and conflict.
Slide 35
Managing Yourself II Develop emotional intelligence Communicate
with staff, supervisors, partner, mentor (err on the side of too
much) Learn and practice active listening Give constructive
feedback to others on the spot; dont let discontents fester Resist
impulse to jump in and fix things Address underlying issues, not
crises Identify aspects of work that are satisfying Know when to
stop, quit, leave. Prepare successors and stay aware of founders
syndrome. Recognize and celebrate own accomplishments
Slide 36
There is never enough time! Signs of poor time management Staff
meetings last too long and accomplish too little Im spending too
much time on e-mails and the telephone My time gets consumed by
unimportant things My staff does not work productively when Im not
in the office I tend to get too involved with too many projects at
once. There are always so many interruptions. I need to make so
many urgent decisions that I cannot study them all Im just a
hands-on manager and like to be involved with everything If there
are problems, I can always finish the job myself.
Slide 37
Principles of time management Planning An hour of planning can
save many hours of implementation. Start the day by deciding which
issues are the most important and put them first. Save smaller
issues for late in the day. Avoid accepting others definitions of
each problem as a crisis. Remember: Someone elses procrastination
isnt my emergency.
Slide 38
More on time management Organizing: Make responsibility
congruent with authority. Have people report to one supervisor
only. Staffing: Match person with task to optimize motivation
(including yourself). Orientation for newcomers can save time
later. Learning should be supported and reinforced on the job.
Expect people to take initiative and responsibility for solutions,
not just identifying problems.
Slide 39
More on time management If it cannot be changed, dont waste
time on it. People adopt the organizations culture, so lead with
solutions, not just complaints, and expect other to do same. Focus
on goals and policies, not complaints. Make sure plans are clear
about tasks and responsibilities. Dont take on tasks that could be
delegated to others. Delegate responsibility for whole tasks, not
just parts. Communicate expectations clearly. Keep your eye on the
long-term future.
Slide 40
More on time management Decision-making Distinguish issues from
causes. Focus on underlying issues, not complaints. Build on what
works now (not just in the past). Indecision is in fact a decision,
one that wastes time. Decisions should be made at the front lines,
not in executive office, wherever possible. Decisions should be
made by those who have the most information in the issue and the
most stake in success.
Slide 41
Emotional Intelligence Identifying emotions: the ability to
perceive and recognize emotions in oneself and others (this varies
widely among people) Using emotions: the ability to generate and
feel emotions in communication Understanding emotions: the ability
to understand emotional information, how they arise and combine
Managing emotions: the ability to regulate expressions of emotions
in oneself and others so as to promote interpersonal understanding
and growth.
Slide 42
Personal Emotional Competencies Self-awareness of ones own
inner states Recognition of how ones emotions influence attitudes
and communications Self-confidence in ones own worth and
capabilities Self-management and control of ones own feelings,
impulses, resources Trustworthiness in maintaining personal honesty
and integrity Conscientiousness, taking responsibility for personal
performance Adaptability, flexibility in handling change
Initiative, readiness to act on opportunities
Achievement-orientation, internal readiness to improve or meet
higher standards of excellence
Slide 43
Social-emotional competencies Social awareness of others
feelings, needs, concerns Body language: reading voice, movement,
gestures, eye contact, volume, posture, silence, timing Empathy:
sensing others feelings, perspectives, taking active interest in
their concerns, active listening Organizational awareness: reading
a groups emotional currents and power relationships Service
orientation: anticipating, recognizing, acting on consumers needs
and interests Social skills in inducing desirable responses in
others Developing others: sensing others developmental needs and
bolstering their competencies and confidence
Slide 44
More social-emotional competencies Leadership: inspiring and
guiding others, using effective tactics for persuasion
Communication: listening actively and openly; sending clear and
convincing messages Change catalyst: initiating and managing change
in relationships Conflict management: negotiating and resolving
disagreements, finding mutual solutions Teamwork and collaboration:
working well with others toward shared goals; creating group
synergy in pursuing collective goals; showing appreciation to
others for accomplishments.
Slide 45
Exercise Review and rate your own performance in the skills of
leadership, management, supervision. Identify your strengths and
limitations. Select one skill in which you would like to grow.
Specify how you want to perform in that area. What would someone
see if you were doing it well? Decide how you want to get feedback
from others on your performance in that skill. From whom? In what
form? Select some learning resources that will help you improve in
that skill. Negotiate a plan for getting periodic feedback on your
progress.