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Jumat, 29 Juni 2012

How To Manage People By Armstrong



Buku bagaimana Cara Memanajemen Orang dari Amstrong ini terdiri dari apa yang manajer harus lakukan, kepemimpinan, cara memotivasi orang, cara mengordinasi dan membangun team. Cocok bagi anda manajer puncak yang perlu buku bacaan dan teori dalam memanajemen karyawan sehingga  dapat menjadikan hasil pencapaian lebih optimal.

 

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Senin, 18 Juni 2012

Kegembiraan di Acara Pembukaan Hari Kemerdekaan Indonesia 17 Agustus 1945 di Kedutaan Besar Indonesia di Bangkok Tahun 2012

                             

Sharing dengan bapak Dubes, Luthfi Rauf dan Atdikbud, Bapak Didik .S


Semangat


Sepatu CR14

Team Sepakbola Gembira






Setelah Capek, berolahraga sepak






Rabu, 13 Juni 2012

Buku Manajemen edisi 7 jilid 1 ( 2004 ) oleh Ricky Griffin






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Buku Manajemen Strategis edisi 10 ( 2008 ) oleh john pearce dan richard b. robinson





Ebook diatas hanya cuplikan isi buku dari google book
Berminat Membaca Keseluruhan Buku, Silahkan Beli ke Toko Buku Terdekat

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Buku PERILAKU DAN MANAJEMEN ORGANISASI, edisi 7, jilid 1 ( 2006 ) oleh John M. Ivancevich

Perilaku Organisasi pada dasarnya membahas mengenai orang yang bekerja - yang mencakup kebutuhan, pola pikir, perilaku, dan emosi mereka - baik secara langsung maupun tidak langsung, pada sebuah organisasi. Pada edisi ketujuh ini ditampilkan dua tambahan bab baru, yakni Bab 4 (yang mencakup persepsi, atribusi, dan emosi), dan Bab 8 (yang mencakup pengelolaan perilaku buruk).









Perubahan-perubahan lainnya meliputi:


-Tambahan materi dan bab agar pembahasan tiap bab lebih menyeluruh
-Kian melimpahnya aplikasi teori dan riset dalam contoh-contoh di dunia nyata
-Kasus-kasus internasional teraktual yang mencerminkan teori dan model
-Topik-topik mendasar, termasuk pengelolaan ragam karakter, perubahan demografis, perubahan teknologi, etika, dan globalisasi, semuanya selalu dibahas dalam tiap bab sesuai dengan rekomendasi dari American Assembly of Collegiate Schools of Business/Internationial Association for Management Education yang diakui secara internasional
-Revisi pada bagian akhir bab
-Materi disusun sedemikian rupa sehingga dapat melatih respons mahasiswa seandainya mereka berada dalam situasi seperti pada topik yang dibahas.

Selain cocok bagi mahasiswa, buku ini juga tepat bagi para manajer yang ingin memahami keunggulan dan kelemahan dirinya sekaligus juga mengantisipasi kebutuhan rekan kerja, tim, supervisor, konsumen, pemegang saham, dan elemen masyarakat lainnya. Buku yang sudah lama dikenal di Indonesia sebagai Perilaku Organisasi – Gibson ini disusun untuk mempersiapkan para individu yang ingin meraih sukses dalam mengelola perusahaannya.

Daftar Isi Buku :

Bagian I Bidang-bidang Perilaku Organisasi
Bab 1 Pendahuluan Perilaku Organisasi
Bab 2 Budaya Organisasi

Bagian II Memahami dan Mengelola Perbedaan Individu
Bab 3 Perbedaan Individu dan Perilaku Kerja
Bab 4 Persepsi, Atribusi, dan Emosi
Bab 5 Motivasi
Bab 6 Perancangan Pekerjaan, Kerja, dan Motivasi
Bab 7 Evaluasi, Umpan Balik, dan Penghargaan
Bab 8 Mengelola Perilaku yang Buruk
Bab 9 Mengelola Stress Individu


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Buku Strategic Human Resource Management oleh Michael Armstrong

Buku Manajemen Strategi Sumber Daya Manusia Dari Amstrong. Meliputi Bab - bab mengenai : human capital management, corporate social responsibility, organization development, engagement and talent management. Mengandung fitur terbaru, the Strategic HR Toolkit, menjadi pedoman pada pengembangan strategi melalui strategi review.


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Buku Memahami Aspek Pengelolaan SDM oleh justin T sirait

Buku Manajemen Sumber Daya Manusia Edisi 4 ( 2007 ) oleh Marihot Tua Efendi



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Buku Perilaku Organisasi (Organizational Behaviour) Oleh Stephen P. Robbins, Timothy A. Judge


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Selasa, 12 Juni 2012

Armstrong, Michael. How to Manage People - Motivating people


3. Motivating people

Leadership is about getting people into action and ensuring that they continue taking that action in order to achieve the task. It is therefore very much about motivation. This can be defined as the process of getting people to move in the direction you want them to go. The organization as a whole provides the context within which high levels of motivation can be achieved through reward systems and the provision of opportunities for growth and development. But as a manager you still have a major part to play in deploying your own motivating skills to ensure that people give of their best. You want them to exert the maximum amount of positive discretionary effort – people often have a choice about how they carry out their work and the amount of care, innovation and productive behaviour they display. Discretionary effort makes the difference between people just doing a job and people doing a great job. 

You have to remember that while the organization may have motivational processes in place such as performance-related pay, you cannot rely upon them alone. You are the person in day-to-day contact with employees and in the last analysis their motivation depends on you. 

Unfortunately, approaches to motivation are too often underpinned by simplistic assumptions about how it works. The process of motivation is much more complex than many people believe and motivational practices are most likely to

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 40.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=40
Copyright © 2008. Kogan Page Ltd.. All rights reserved. 


function effectively if they are based on proper understanding of what is involved. 
This chapter therefore:
 defines motivation; 
offers a somewhat simplified explanation of the basic process of motivation;
 describes the two basic types of motivation – intrinsic and extrinsic; 
explores in greater depth the various theories of motivation which explain and amplify the basic process; examines the practical implications of the motivation theories.

 The final section of the chapter deals with the associated concept of engagement which has come to the fore, at least in human resource management circles, in recent years.

 What follows is based on the huge amount of practical research that has provided the basis for the development of motivation theory. But don’t let the word ‘theory’ put you off. It has been said that ‘there is nothing so practical as a good theory’, by which is meant that theories based on extensive research in the field, ie within organizations, can reveal what approaches work best and how to put them into practice. A good example is that of two American researchers, Gary Latham and Edwin Locke, who developed their goalsetting theory of motivation by studying 1,184 supervisors and finding that those who set specific production goals achieved the highest productivity. Their further analysis of 10 field studies conducted by various researchers for a range of jobs showed that the percentage change in performance after goal setting ranged from 11 to 27 per cent (average 16 per cent). 

Motivation defined 

A motive is a reason for doing something. Motivation is concerned with the factors that influence people to behave in

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 41.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=41
Copyright © 2008. Kogan Page Ltd.. All rights reserved. 



certain ways. Motivating other people is about getting them to move in the direction you want them to go in order to achieve a result. 

The three components of motivation are: 

  1.  direction – what a person is trying to do; 
  2. effort – how hard a person is trying; 
  3. persistence – how long a person keeps on trying. 


Motivation can be described as goal-directed behaviour. Wellmotivated people are those with clearly defined goals who take action which they expect will achieve those goals. Such people may be self-motivated, and, as long as this means they are going in the right direction to achieve what they are there to achieve, this is the best form of motivation. Most of us, however, need to be motivated to a greater or lesser degree. 

The process of motivation

Motivation is initiated by the conscious or unconscious recognition of an unsatisfied need. A goal is then established which it is believed will satisfy this need and a decision is made on the action which it is expected will achieve the goal. If the goal is achieved the need will be satisfied and the behaviour is likely to be repeated the next time a similar need emerges. If the goal is not achieved the same action is less likely to be repeated. This process is modelled in Figure 3.1. 

From an organizational point of view, the model can be used to illustrate a process of motivation which involves setting goals that are likely to meet individual needs and encouraging the behaviour required to achieve those goals. It also illustrates two fundamental truths about motivation. First, that there is a multiplicity of needs, goals and actions which depend on the person and the situation. It is unwise to assume that any one approach to motivation will appeal to all affected by it. Motivation policies and practices must recognize that people are different. Second, that while we can observe how people

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 42.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=42
Copyright © 2008. Kogan Page Ltd.. All rights reserved. 



Figure 3.1 The process of motivation 

behave – the actions they take – we cannot be certain about what has motivated them to behave that way, ie what are the needs and goals that have affected their actions. 

How motivation takes place

There are two types of motivation: 
  1. Intrinsic motivation – the aspects of the work they do and the work environment which create job satisfaction and influence people to behave in a particular way or to move in a particular direction. These factors include responsibility (feeling that the work is important and having control over one’s own resources), freedom to act (autonomy), scope to use and develop skills and abilities, interesting and challenging work and opportunities for advancement.
  2. Extrinsic motivation – what is done to or for people to motivate them. This includes rewards, such as increased pay, praise or promotion, and punishments, such as disciplinary action, withholding pay, or criticism.



Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 43.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved. 




Extrinsic motivators can have an immediate and powerful effect, but it will not necessarily last long. The intrinsic motivators, which are concerned with the ‘quality of working life’ (a phrase and movement which emerged from this concept), are likely to have a deeper and longer term effect because they are inherent in the work and the work environment and are not imposed from outside. However, managers can exert considerable influence on the work environment and this can be a powerful motivational tool. 

Motivation theories 

The process of motivation as described above is broadly based on a number of motivation theories which attempt to explain in more detail what it is all about. These theories have proliferated over the years. Some of them, like the crude ‘instrumentality’ theory which was the first to be developed and is essentially a ‘carrot and stick’ approach to motivation, have largely been discredited, at least in psychological circles, although they still underpin the beliefs of some managers about motivation and pay systems. Others such as those developed by Maslow and Herzberg are no longer highly regarded because they are not supported by field research (Maslow) or because the field research was flawed (Herzberg). However, Maslow did contribute the useful notions that ‘man (sic) is a wanting animal’ and that ‘a satisfied want is no longer a motivator’. And Herzberg convincingly argued that extrinsic motivation, especially money, was a ‘hygiene factor’ which will not provide lasting satisfaction but could cause dissatisfaction if the organization got it wrong. Conversely, intrinsic motivation, ‘motivation through the work itself’, was a ‘satisfier’ which could make a long-term positive impact on performance. Both these writers, together with others in the field, developed classifications of the various needs that can motivate people, such as achievement, responsibility, autonomy and growth. 

The two most significant theories for the practitioner are goal theory and expectancy theory.

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 44.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=44
Copyright © 2008. Kogan Page Ltd.. All rights reserved. 



Goal theory 

Goal theory as developed by Latham and Locke (1979) states that motivation and performance are higher when individuals are set specific goals, when goals are difficult but accepted, and when there is feedback on performance. Participation in goal setting is important as a means of getting agreement to the setting of higher goals. Difficult goals must be agreed and their achievement reinforced by guidance and advice. As long as they are agreed, demanding goals lead to better performance than easy ones. Finally, feedback is vital in maintaining motivation, particularly towards the achievement of even higher goals. 

Expectancy theory 

Expectancy theory states that people will be motivated when a clearly perceived and usable relationship exists between performance and outcome, and the outcome is seen as a means of satisfying needs. In other words they 1) are clear about the goals they are aiming for, 2) believe in their ability to reach those goals, 3) are aware of the rewards they will get from achieving the goals and 4) consider that the rewards will be worth the effort involved. 

Expectancy theory explains why extrinsic financial motivation – for example, an incentive or bonus scheme – works only if the link between effort and reward is clear and the reward is worth having, ie there is a clear line of sight between them. It also explains why intrinsic motivation arising from the work itself can be more powerful than extrinsic motivation; intrinsic motivation outcomes are more under the control of individuals, who can place greater reliance on their past experiences to indicate the extent to which positive and advantageous results are likely to be obtained by their behaviour. 

This theory was developed by Porter and Lawler (1968) into a model which suggests that the two basic factors determining the effort people put into their jobs are, first, the value of the rewards to individuals in so far as they satisfy their needs for

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 45.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved. 



security, social esteem, autonomy and growth, and second, the probability that rewards depend on effort, as perceived by individuals – in other words, their expectations about the relationships between effort and reward. Thus, the greater the value of a set of awards and the higher the probability that receiving each of these rewards depends upon effort, the greater the effort that will be put forth in a given situation. 

But mere effort is not enough. It has to be effective effort if it is to produce the desired performance. The two variables, in additional to effort, which affect achievement are: ability – individual characteristics such as intelligence, skills and know how; and role perceptions – what individuals want to do or think they are required to do. These are good from the viewpoint of the organization if they correspond with what it thinks the individual ought to be doing. They are poor if the views of the individual and the organization do not coincide.

 A model of expectancy theory produced by Porter and Lawler (1968) which incorporates these factors is shown in Figure 3.2.




Figure 3.2 Motivation expectancy theory model (Porter and Lawler, 1968)




Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 46.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved. 




The key messages of motivation theory

The key messages provided by motivation theory are summarized below.

 Extrinsic and intrinsic motivating factors

Extrinsic rewards provided by the employer, including pay, will be important in attracting and retaining employees and, for limited periods, increasing effort and minimizing dissatisfaction. Intrinsic rewards related to responsibility, achievement and the work itself may have a longer term and deeper impact on motivation.

The significance of needs and wants

People will be better motivated if their work experience satisfies their social and psychological needs as well as their economic needs.

The influence of goals

Individuals at work are motivated by having specific goals, and they perform better when they are aiming for difficult goals which they have accepted and when they receive feedback on performance.

The importance of expectations 

The degree to which people are motivated will depend not only upon the perceived value of the outcome of their actions – the goal or reward – but also upon their perceptions of the likelihood of obtaining a worthwhile reward, ie their expectations. They will be highly motivated if they can control the means to attain their goals.

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 47.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=47
Copyright © 2008. Kogan Page Ltd.. All rights reserved.


Approaches to motivation 

Taking the lessons learnt from motivation theory into account, the approaches you can adopt to motivating people can be classified under three headings:

  1.  valuing people; 
  2. rewarding them financially; 
  3. providing non-financial rewards. 


Valuing people

Motivation will be enhanced if people feel that they are valued. This means investing in their success, trusting and empowering them, giving them the opportunity to be involved in matters with which they are concerned, keeping them fully in the picture, treating them fairly and like human beings, rather than ‘resources’ to be exploited in the interests of management, and providing them with rewards (financial and non-financial) which demonstrate the extent to which they are valued.

Financial rewards

Money, in the form of pay or some other sort of remuneration, is the most obvious form of reward. Money provides the carrot which most people want.

However, doubts have been cast on the effectiveness of money as a motivator by Herzberg et al (1957) because, they claimed, while the lack of it can cause dissatisfaction, its provision does not result in lasting satisfaction. There is something in this, especially for people on fixed salaries or rates of pay who do not benefit directly from an incentive scheme. They may feel good when they get an increase; apart from the extra money, it is a highly tangible form of recognition and an effective means of helping people to feel that they are valued. But this feeling of euphoria can rapidly die away. Other dissatisfactions from Herzberg’s list of hygiene factors, such as working

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 48.
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conditions or the quality of management, can loom larger in some people’s minds when they fail to get the satisfaction they need from the work itself. However, it must be re-emphasized that different people have different needs and wants; some will be much more motivated by money than others. What cannot be assumed is that money motivates everyone in the same way and to the same extent. Thus it is naive to think that the introduction of a performance-related scheme will miraculously transform everyone overnight into well-motivated, highperforming individuals.

Nevertheless, money provides the means to achieve a number of different ends. It is a powerful force because it is linked directly or indirectly to the satisfaction of many needs. It clearly satisfies basic needs for survival and security, if it is coming in regularly. It can also satisfy the need for self-esteem (it is a visible mark of appreciation) and status – money can set you in a grade apart from your fellows and can buy you things they can’t to build up your prestige. Money satisfies the less desirable but still prevalent drives of acquisitiveness and cupidity.

Money may in itself have no intrinsic meaning, but it acquires significant motivating power because it comes to symbolize so many intangible goals. It acts as a symbol in different ways for different people, and for the same person at different times. And pay is often the dominant factor in the choice of employer and pay considerations are powerful in binding people to their present job.

But do financial incentives motivate people? The answer is yes, for those people who are strongly motivated by money and whose expectations that they will receive a financial reward are high. But less confident employees may not respond to incentives which they do not expect to achieve. It can also be argued that extrinsic rewards may erode intrinsic interest – people who work just for money could find their tasks less pleasurable and may not, therefore, do them so well. What we do know is that a multiplicity of factors is involved in performance improvements and many of those factors are interdependent.

Money can therefore provide positive motivation in the right circumstances not only because people need and want

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 49.
http://site.ebrary.com/lib/rmutt/Doc?id=10233411&ppg=49
Copyright © 2008. Kogan Page Ltd.. All rights reserved.




money but also because it serves as a highly tangible means of recognition. But badly designed and managed pay systems can demotivate. Another researcher in this area was Eliot Jaques (1961), who emphasized the need for such systems to be perceived as being fair and equitable. In other words, the reward should be clearly related to effort or level of responsibility and people should not receive less money than they deserve compared with their fellow workers. Jaques called this the ‘felt fair’ principle.

Non-financial rewards

From your point of view as a people manager, money is not only an unreliable motivator but its provision as an incentive is often outside your control. Many public sector organizations and many charities have pay spines in which pay progression is dependent on service rather than performance and line managers have little or no impact on the rate at which they progress. Even when pay is related to performance, line managers have to live with the system adopted by the organization. Their influence is often limited to rating people’s performance but the amount distributed is probably controlled by the management. But they can have much more control over non-financial rewards, including the intrinsic rewards which, as noted above, can have a powerful and long-lasting effect on motivation. The main non-financial rewards as discussed below are recognition, achievement, responsibility and autonomy, and opportunities for personal development and growth.

Recognition 

Recognition is one of the most effective methods of motivating people. They need to know not only how well they have achieved their objectives or carried out their work but also that their achievements are appreciated. Recognition can be provided by positive and immediate feedback from you which acknowledges what has been achieved.

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 50.
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Simply saying thank you and explaining why may be enough. You also recognize people when you listen to and act upon their suggestions. Other actions which provide recognition include allocation to a high-profile project, enlargement of the job to provide scope for more interesting and rewarding work and recommending promotion or inclusion in a high-profile development programme.

Public ‘applause’ – letting everyone know that someone has done well – is another form of recognition. But it must be used with care. One person’s recognition implies an element of nonrecognition to others and the consequences of having winners and losers need to be carefully managed.

Many organizations have formal recognition schemes which give managers scope, including a budget, to provide individuals (and importantly, through them, their partners) with tangible means of recognition in the forms of gifts, vouchers, holidays or trips in the UK or abroad, days or weekends at health spas, or meals out. Team awards may be through outings, parties and meals. Managers can provide individuals and teams with small recognition rewards from their budget and can nominate people for larger awards.

The principles you need to bear in mind in providing recognition are that it:

  1.  should be given for specially valued behaviours and exceptional effort as well as for special achievements; 
  2. is about valuing people; 
  3. it should be personalized so that people appreciate that it applies to them;
  4.  needs to be applied equitably, fairly and consistently throughout your team; 
  5. must be genuine, not used as a mechanistic motivating device;
  6.  needs to be given as soon as possible after the achievement; should be available to all; 
  7. should be available for teams as well as individuals to reward collective effort and avoid creating isolated winners.


Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 51.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved.


Achievement

People feel rewarded and motivated if they have the scope to achieve as well as being recognized for the achievement. University researchers, for example, want to enhance their reputation as well as making a significant contribution to their institution’s research rating. If achievement motivation is high it will result in discretionary behaviour. Discretionary or self-motivated behaviour occurs when people take control of situations or relationships, direct the course of events, create and seize opportunities, enjoy challenge, react swiftly and positively to new circumstances and relationships, and generally ‘make things happen’. People who are driven by the need to achieve are likely to be proactive, to seek opportunities and to insist on recognition. You can develop achievement motivation by ensuring people know what they are expected to achieve, giving them the opportunity to achieve, providing the support and guidance that will enable them to achieve and recognizing their achievements.

Responsibility and autonomy

 You can motivate people by giving them more responsibility for their own work and more autonomy in the sense that they can make their own decisions without reference to you. This is in line with the concept of intrinsic motivation which emphasizes that a major influence on motivation is provided by the work itself – people are motivated when they are provided with the means to achieve their goals. The scope for designing or redesigning roles varies according to the nature of the work. But where there is an opportunity it is worth seizing, and methods of doing so are examined in the next chapter.

Opportunity to develop 

Most people want to develop – to get a better or more interesting job and to advance their careers either through promotion or laterally by expanding their roles. You can use this need as a motivator by providing learning and development opportunities, making use of what is available in the organization but

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 52.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved.


also giving people additional responsibilities so that they gain experience with whatever support and guidance you need to give them.

10 steps to achieving higher motivation  

  1. Agree demanding but achievable goals. 
  2. Create expectations that certain behaviours and outputs will produce worthwhile rewards when people succeed. 
  3. Provide feedback on performance.
  4.  Design jobs which enable people to feel a sense of accomplishment, to express and use their abilities and to exercise their own decision-making powers. 
  5. Make good use of the organization’s reward system to provide appropriate financial incentives. 
  6. Provide recognition and praise for work well done. 
  7. Communicate to your team and its members the link between performance and reward, thus enhancing expectations. 
  8. Provide effective leadership. 
  9. Give people the guidance and training which will develop the knowledge and skills they need to improve their performance and be rewarded accordingly. 
  10. Offer opportunities for learning and development which will enable them to advance their careers. 


Engagement 
Engagement takes place when people are committed to their work. They are interested, indeed excited, about what they do. It can exist even when individuals are not committed to the organization except in so far as it gives them the opportunity and scope to perform and to develop their skills and potential. They may be more attached to the type of work they carry out

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 53.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved.



than to the organization that provides that work, especially if they are knowledge workers. Getting job engagement is more likely when people feel empowered, as discussed at the end of this section.

Developing job engagement 

Developing job engagement starts with job design or ‘role  development’. This will focus on the provision of:


  1.  interest and challenge – the degree to which the work is interesting in itself and creates demanding goals for people; 
  2. variety – the extent to which the activities in the job call for a selection of skills and abilities; 
  3. autonomy – the freedom and independence the job holder has, including discretion to make decisions, exercise choice, schedule the work and decide on the procedures to carry it out, and the job holder’s personal responsibility for outcomes; 
  4. task identity – the degree to which the job requires completion of a whole and identifiable piece of work; 
  5. task significance – the extent to which the job contributes to a significant end result and has a substantial impact on the lives and work of other people.


 All these factors are affected by the quality of leadership. The latter is vital. You can make a major contribution to achieving job engagement and therefore higher performance by the way in which you lead people, and this includes making an effort to ensure that their jobs have the characteristics set out above. All this depends more on the way in which you manage and lead job holders than on any formal process of job design. You often have considerable discretion on how you allocate work and the extent to which you delegate. You can provide feedback which recognizes the contribution of people and you can spell out the significance of the work they do.

Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 54.
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Copyright © 2008. Kogan Page Ltd.. All rights reserved.




Empowering people

 Job engagement is increased if people are empowered, ie they have more ‘power’ or scope to exercise control over and take responsibility for their work. It means allowing them more autonomy. Empowerment releases the creative and innovative capacities of people and provides for greater job satisfaction, motivation and commitment. It is about engaging both the hearts and minds of people so that they can take the opportunities available to them for increased responsibility.

Ten ways of empowering people are set out below.

  1.  Delegate more.
  2.  Involve people in setting their targets and standards of performance and in deciding on performance measures. 
  3. Allow individuals and teams more scope to plan, act and monitor their own performance. 
  4. Involve people in developing their own solutions to problems. 
  5. Create self-managed teams – ones that set their own objectives and standards and manage their own performance. 
  6. Give people a voice in deciding what needs to be done. 
  7. Help people to learn from their own mistakes. 
  8. Encourage continuous development so that people can both grow in their roles and grow their roles. 
  9. Share your vision and plans with members of your team. 
  10. Trust people and treat them as adults.


Armstrong, Michael. How to Manage People.
London, GBR: Kogan Page Ltd., 2008. p 55.
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Leadership skills questionnaire (Kuesioner Kepemimpinan versi Bahasa Inggris)




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Armstrong, Michael. How to Manage People - Leadership



Leadership

As a manager of people your role is to ensure that the members of your team give of their best to achieve a desired result. In other words you are a leader – you set the direction and ensure that people follow you. It is necessary to distinguish between management and leadership:

  • ■ Management is concerned with achieving results by obtaining, deploying, using and controlling all the resources required, namely people, money, facilities, plant and equipment, information and knowledge. Leadership focuses on the most important resource, people. It is the process of developing and communicating a vision for the future, motivating people and gaining their engagement. 
  • ■ The distinction is important. Management is mainly about the provision, utilization and control of resources. But where people are involved it is impossible to deliver results without providing effective leadership. It is not enough to be a good manager of resources, you also have to be a good leader of people.


 John Kotter (1991) distinguishes between leaders and managers as shown in Table 2.1. To be an effective leader you need to:

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Table 2.1 Managers and leaders: 

John Kotter 




  •  understand what is involved in the process – the practice of leadership; 
  • be aware of the different styles of leadership available; 
  • appreciate the qualities that contribute to good leadership; 
  • know how best to develop your leadership abilities. 
These four requirements are discussed in turn in this chapter, which ends with three checklists on leadership.

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What leadership involves Leaders have three essential roles. They have to:

  • 1. Define the task – they make it quite clear what the group is expected to do.
  • 2. Achieve the task – that is why the group exists. Leaders ensure that the group’s purpose is fulfilled. If it is not, the result is frustration, disharmony, criticism and, eventually perhaps, disintegration of the group. 
  • 3.Maintain effective relationships – between themselves and the members of the group, and between the people within the group. These relationships are effective if they contribute to achieving the task. They can be divided into those concerned with the team and its morale and sense of common purpose, and those concerned with individuals and how they are motivated.  
These roles can be described in a number of ways as discussed below.



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Leadership styles 

There are many styles of leadership and no one style is necessarily better than the other in any situation. Leaders can be classified as: 

  • Charismatic/non-charismatic. Charismatic leaders rely on their personality, their inspirational qualities and their ‘aura’. They are visionary leaders who are achievement orientated, calculated risk takers and good communicators. Non-charismatic leaders rely mainly on their know-how (authority goes to the person who knows), their quiet confidence and their cool, analytical approach to dealing with problems.
  •  Autocratic/democratic. Autocratic leaders impose their decisions, using their position to force people to do as they are told. Democratic leaders encourage people to participate and involve themselves in decision taking. 
  • Enabler/controller. Enablers inspire people with their vision of the future and empower them to accomplish team goals. Controllers command people to obtain their compliance.


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  •  Transactional/transformational. Transactional leaders trade money, jobs and security for compliance. Transformational leaders motivate people to strive for higher level goals.


 Another way of describing leadership styles is linked to the path-goal model. There are four styles: 

  1.  Achievement-orientated leadership – the leader sets challenging goals for followers, expects them to perform at their highest level, and shows confidence in their ability to meet this expectation.
  2.  Directive leadership – the leader lets followers know what is expected of them and tells them how to perform their tasks. 
  3. Participative leadership – the leader consults with followers and asks for their suggestions before making a decision. 
  4. Supportive leadership – the leader is friendly and approachable and shows concern for the followers’ well being.
 But there is no such thing as an ideal leadership style. The situation in which leaders and their teams function will influence the approaches that leaders adopt. It all depends. The factors affecting the degree to which a style is appropriate will be the type of organization, the nature of the task, the characteristics of the group and, importantly, the personality of the leader. 


An achievement-orientated approach may be appropriate when expectations of the results the team has to produce are high and team members can be encouraged to rise to the occasion. 

A task-orientated approach (autocratic, controlling, directive) may be best in emergency or crisis situations or when the leader has power, formal backing and a relatively well-structured task. In these circumstances the group is more ready to be directed and told what to do. In less well-structured or ambig-

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uous situations, where results depend on the group working well together with a common sense of purpose, leaders who are concerned with maintaining good relationships (democratic, participative or supportive) are more likely to obtain good results.

Good leaders are capable of flexing their style to meet the demands of the situation. Normally democratic or participative leaders may have to shift into more of a directive mode when faced with a crisis, but they make clear what they are doing and why. Poor leaders change their style arbitrarily so that their team members are confused and do not know what to expect next.

Effective leaders may also flex their style when dealing with individual team members according to their characteristics. Some people need more positive directions than others. Others respond best if they are involved in decision making with their boss. But there is a limit to the degree of flexibility that should be used. It is unwise to differentiate too much between the ways in which individuals are treated.

The kind of leadership exercised will indeed be related to the nature of the task and the people being led. But it also depends on the context and, of course, on leaders themselves. If you have a natural leadership style and it works, you have to be careful about changing it arbitrarily or substantially: modification yes, to a degree, transformation, no. And you can learn how to improve it as discussed towards the end of this chapter so that it fits the demands of the situation.

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Williams, Mike. Leadership for Leaders.


TWO

Leadership theories, role models

– and common sense

“There is nothing so practical as a theory that works” PROFESSOR BARRY TURNER

 “Business leaders have the difficult task of acting as role models every hour of every day” ANDREW BROWN

The world of business is essentially one where applied, intelligent common sense, allied to the outstanding management of people, money, resources and information, are seen as the critical executive strengths. It is primarily a managerial arena where pragmatism, productive ‘do-how’ and discipline – in the achievement of results – are regarded as the more laudable managerial virtues. In such a world of forecasting, planning, organization, mobilization and control, there is no gain saying the crucial importance of reality, practicality and sound common sense, as key executive competencies. Almost by default, pragmatism has inevitably assumed the dominant role, in relation to theory, in the practices of management and leadership, within the vast majority of organizations that make up the business world. In

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recognition of that position of precedence and preference, it must be said that the management philosophies and so-called practices taught at many business schools, universities and by major consultancies, often bear little relation to the managerial realities of shop-floor leadership, crossfunctional integrative management and corporate governance. Clearly, there are exceptions to this criticism. In the UK, Exeter University, Warwick, Cranfield, London and Ashridge are among those British business schools whose teaching does have its roots in reality, while INSEAD at Fontainebleau, IMD at Lausanne, Stockholm School of Economics, Copenhagen Business School and Nyenrode, in Holland, offer some of the most relevant – and creative – learning experiences available for business leaders, on a par with those of the best US business schools. D. O. Hebb an American psychologist, made the point that – “theory is a sophisticated statement of ignorance” and in providing learning opportunities for leaders – be they managerial training programmes, workshops, or face-to-face coaching – we need to remain conscious of Hebb’s definition. Taking a different view, Professor Barry Turner suggests there is nothing so practical as a theory that works. Theories that provides necessary context, perspective and understanding, to practice, offer people both meaning and a sense of purpose, which they might not otherwise find, by being excessively committed to utilitarian pragmatism. A great many gurus have entered the very testing arena of business leadership and management, over the last hundred years. Their acceptance, survival and professional longevity have depended upon their ability to add perceived value to the body of knowledge, understanding and evolving best practices that represent state-of-the-art leadership and management. Among those who have invested leadership theory with major significance are John Adair, Paul Hersey and Kenneth Blanchard, Noel Tichy, Warren Bennis, Henry Mintzberg, Charles Handy and, most recently,

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Jim Collins. All have developed models or concepts of leadership, way beyond mere fad, that have stood – or will stand – the test of time. All have added major value to our understanding and practice of both leadership and management. This chapter explores some of the practical and applicable ideas of Adair, Hersey and Blanchard, Tichy and Collins. 

1. Professor John Adair 

A former soldier and subsequently lecturer at the at the Royal Military Academy, Sandhurst. John Adair held the first Chair in Leadership at a British university. A prolific author and public speaker, he has developed and promoted the concept of ‘Action-centred leadership’ shown in figure 3, below. Action-centred leadership – the model and constructs Adair’s model of leadership is based upon three key functions of leaders, i.e.: 
1. Achieving the task
 2. Maintaining the team 
3. Meeting the needs of the individual

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FIGURE 3: THE ADAIR LEADERSHIP ‘TRINITY’


Adair’s model has been extensively used since the 1960’s and is acknowledged as being a pragmatic and relevant basis for the day-to-day leadership and management of tasks, teams and individuals, at any level, from shop-floor to Boards of directors. The central notion of maintaining equilibrium of focus, between – meeting the demands of the task, maintaining the team and meeting the needs of individual team members – is a major guide to leaders and provides a practical yardstick for self-monitoring, self-development, training and coaching. The model, as a whole, provides a relevant discipline in exercising close-quarter leadership and lends both form and focus to that highly engaged style of leading and managing.

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2. Paul Hersey and Kenneth Blanchard

Early in the 1970’s Hersey and Blanchard 4 developed their concept of ‘Situational leadership’. The basic premise of their model is that the functioning maturity of the team members is a major determinant of the ‘style’ and focus that need to be adopted by leaders, in order to elicit the optimum productive responses from people. ‘Functioning maturity’ is the degree to which people are sufficiently: 1. Competent to successfully undertake the task given them 2. Confident to cope with the challenges posed by the task 3. Committed and motivated to undertake the task Plotting a range of leadership styles, based upon ‘appropriateness’ of behaviour, against a comparable continuum of team member functioning maturity, from ‘low’ to ‘high’, the Situational Leadership model is shown in figure 4, below. For example, leader style S1 (‘Telling’) where the leader explains, tells, coaches, trains, as appropriate, is most likely to be the approach necessary to help team members to understand exactly what is expected of them, where their functioning maturity is low (M1).

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FIGURE 4: THE SITUATIONAL LEADERSHIP MODEL

 Similarly, where the team members are all competent, confident and committed (M4), then the appropriate leader style would be S4 (‘Delegating’ and, one might add, empowering). Had such a concept of leadership been understood – and practised – in the ‘bad old days’, at British Leyland, it might have prevented some of the ignorance, confused reactions and costly mistakes that followed one senior executive’s public statement, at the company’s then newest plant, composed largely of people with no experience of working in a car factory – “With effect from April, we will adopt an open, participative style of management” (i.e. level S3/S4). April was two months off, the workforce was almost universally at a functional maturity level of M1 and, with few exceptions, most managers were operating, themselves, at levels M1 and M2.

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Leadership, as such, was virtually non-existent and the operators had organized and marked off the areas under the overhead production line, as a succession of badminton courts, mini football pitches and spaces for other pastimes, during the frequent stoppages and consequent downtime. What was desperately needed, short-term, was some very effective S1 close-quarter leadership! 
The Situational Leadership model is a relevant and practical tool. Like John Adair’s ‘three circle’ concept, it can be used as another set of personal development benchmarks, in building and giving necessary form to managers’ evolving leadership styles.
 Equally, as with ‘Action-centred leadership’, the ‘Situational leadership’ model is widely known in the UK and using its logic as a basis for leader development is often a matter of revisiting previous learning. Furthermore, it is a concept that lends itself readily to the development of a common leadership language and practices throughout an organization, as does the Adair model. 


3. Noel Tichy Tichy 

5 an American academic, who is well known for his study of transformational leadership (see chapter 3) and leader development of other leaders, evolved the concept of the Leadership ‘engine’. His model is based upon the premise that leaders are essential, as the energizing and driving force in collective activity. Tichy sees leaders, necessarily, as committed, focused, tough individuals of high energy, who lead by example. Tichy regards the effective mobilization of people – including other leaders – as central to the leader’s role and primary contribution to the organization. 

The Leadership ‘engine’ has three distinct facets to it, as is shown in figure 5.

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FIGURE 5: THE LEADERSHIP ENGINE

 In more detail, the three essential components of Tichy’s Leadership engine are:
 1. Leaders are responsible for ensuring that there are sufficient ideas and information flowing, that are relevant to the task on hand. The leader’s role may, variously, be to generate, stimulate, trigger, or foster new or fresh thinking on an issue, or problem. Leaders, themselves, are not the fount of all knowledge, but their task is to make sure that sufficient insight, intuition, logic and intellectual energy is made available to deal effectively with the challenges facing the team. 
2. In leading by example – ‘walking the talk’ – leaders provide a continual living demonstration of the values which represent the core culture of the team or group. Day-to-day, through

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integrity and consistency, their role is to define and exemplify what their group stands for and believes in.

 In many cultures – including those which collectively constitute the British way of doing things – there can often be a fine and subtle line between integrity and pretentiousness. Usually those on the receiving end, sooner rather than later, distinguish the real thing from the inauthentic and spurious.

The third component is what Tichy defines as the E3 Factor. This, in turn, is made up of three elements:
 • Emotion and drive to get the job done well.
 • Energy and the ability to energize others and create energy and synergy where none existed previously.
• ‘Edge’ – which is the the ability to take necessary tough decisions and remain resolute and resilient, in conditions of adversity or high pressure. If leaders with ‘edge’ go down, they don’t stay down, but rather live by a philosophy of – ‘So, life gives you lemons – then make lemonade!’

In Tichy’s terms, ‘Edge’ represents the difference in leadership style between those who will win – and those who will lose, in today’s competitive world.

Leaders with edge give a business speed, decisiveness, boldness and ‘raw’ energy. Leadership edge can apply to decisions about where to invest time, money and resources, for optimum payback and where and how best to add value to the business.

Equally, edge may give the necessary reality to ‘people’ decisions, about individuals’ performance, jobs, roles, careers and futures.

 Edge is the very opposite of what Arnold Toynbee described as the ‘condition of ease’ – in essence, a leadership ‘plateau’ of:
• lack of acuity, focus and sharpness

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• Absence of a will to win
• Failure to recognize and respond effectively, in time, to critical challenges within their environment

 As Tichy states – “This is the ultimate failure of leadership…”

4. Jim Collins

 Author of the best-selling book, Good to Great, one-time McKinsey research analyst, former Stanford professor and proponent of the controversial ‘first who… then what’ principle, Jim Collins 6 emerges as one of the most exciting and challenging of the current management gurus. His findings on leadership are as surprising as the conclusions that he came to about the ways in which ‘good’ companies achieve sustainable greatness and he has evolved from his extensive research, in over 1400 companies, what he defines as ‘Level 5 leadership’. 

Working by logical, incremental steps, in a highly disciplined and focused way, Level 5 leaders look first to get the right people onboard – and in the right roles (and get rid of the wrong people) before they ask the question ‘what?’. In other words, their first priority is the right people and then they set the right direction. They are also consistent leaders with a strong sense of accountability and high ‘say-do’ credibility. Collins and his research team found that the so-called Level 5 leaders tended to work consistently and diligently, over considerable periods of time, at developing a ‘flywheel’ effect, to create ever-increasing momentum, in transforming their companies from good to great. Collins identified several more unusual, or unexpected, characteristics, among the great’ leaders, including a readiness to confront brutal unpalatable facts, such as, for instance: ‘good-toand often 

“We’re at least 20% over-manned in our manufacturing operations. Why?”

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“The pace, nature and direction of transformation of this organization have overtaken the HR manager’s knowledge and competency levels and are way beyond her professional experience. There is no longer a place for her, in this seat, on this ‘bus’. We must find a replacement, within 3 months.”

 “This supplier has successively taken us for a ride, for at least the last 18 months. As a result, we’ve incurred avoidable losses of over £350,000. How, precisely, did this happen?”

 “Yield of first quality tiles, in production, has been running at around 73%, for the last 3 weeks, when it should have been consistently over 95%. What, exactly, do we need to do differently?”

 Level 5 leaders focus just as much upon what they and the business need to STOP doing and what should be abandoned, as they do on what new practices and processes they need to adopt, in the interests of greatness. Shedding much loved brands, products and practices (often hallowed by little more than the passage of time) can be one of the toughest decisions that CEO’s and their Boards have to make. These, too, are the decisions that demand that leaders persist and don’t waver in the face of opposition and ridicule from those with vested interests in preserving the status quo. 

Confronting hard reality and working through the ‘Stop doing’ list, moves a business closer to what Collins describes as the ‘Hedgehog Concept’ and, in turn, provides a further logical basis for necessary transformation. Hedgehogs provide the analogy because of their ability to recognize the one big, critical factor facing them and so they are able to break down the complex, and multi-facetted, into a fundamental and focused single idea (as opposed to foxes, who know a great many varied and small things and may diffuse and spread their efforts too widely). Most good-to-great leaders it seems, from Collins’ study, are ‘Hedgehogs’, rather than ‘Foxes’.

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In the form of another ‘unholy trinity’ (figure 6) the Hedgehog Concept is best portrayed as three intersecting circles, representing much needed, disciplined thinking, in the form of three pivotal questions:
 • What can we be best in the world at? (and, equally important – what can we not be best at?)
• What is the economic denominator that best drives our economic engine, e.g. profit per ‘x’?
 • What are our core people deeply passionate about?




FIGURE 6: THE ‘HEDGEHOG CONCEPT’

 Level 5 leaders, according to Collins’ study are essentially disciplined people who lead through an unusual combination of professional drive (strong focus on the business – not themselves) and personal humility (as opposed to arrogance and egotism).

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Figure 7 sets out the interplay of the two characteristics which underpin the principal good-to-great leadership style and focus.

 FIGURE 7: ‘LEVEL 5’ LEADERSHIP STYLE 

All of the above models and concepts, from John Adair’s ‘Action-centred Leadership’ to Jim Collins’ ‘Level 5 Leadership’, provide practical insights into the functions, roles and processes which, together, make up organizational leadership. Each one offers something that virtually everyone, in a leadership role within the business world, can use as a basis for developing and enhancing their own competencies and style, as a leader – especially if they are prepared to take on the challenges of becoming a better close-quarter leader. 

Close-quarter leadership, both as a mindset and as a series of carefullyhoned practices, is so-described because the process depends upon high leader awareness, focus and commitment to others’ success. The parties involved, necessarily, become professionally engaged, as closely as possible, with very clear intended aims and outcomes, that might not otherwise be achievable, through more ‘distant’, less focused leadership.

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Such styles of leadership are best developed by:
 • Coaching by a competent, experienced close-quarter leader with specific results-based feedback.
 • Bespoke – as opposed to general – leadership training, with participant and tutor feedback. 
• ‘Reverse’ coaching, where team members, on the receiving end of the individual’s leadership, give him/her 
   feedback and coaching on the felt impact of that leadership style.
 • Regularly analyzed ‘incident-method’ self-review and feedback, facilitated, explored and constructively     
    built upon by a trusted, credible third party.
 • If and where available, appropriate role-models. 

One problem is that there are, as yet, too few role-models of the kind needed to provide sufficiently credible examples, for others to follow and emulate.

 The ‘classical’ leader role-models so often quoted – Mandela, Gandhi, Churchill, Richard Branson, Archie Norman, Lee Iacocca, or Jack Welch are all, in their differing ways, examples of great leaders. All are, or were, charismatic leadership icons on a grand scale – several of them being dynamic, larger-than-life personalities. A major factor with rolemodels is recognizing when such icons actively corrupt, or simply no longer represent, currently defining values, needs and realities. In other words, at which point – and why – would you cease to follow Hitler, General Custer, Napoleon, Ernest Shackleton, or even Winston Churchill?

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Low-key ‘thinking’ leadership

As we saw in chapter one, however, currently emerging highly successful leaders, in the world of business, tend to operate in more low-key ways to achieve sustainable transformation and greatness, for their businesses. By and large, they don’t fit the outgoing, extravert stereotype of the traditionally accepted leadership role-model. They are leaders of a different ilk, creating new, involving operational environments, where the cultural, economic and social imperatives that determine leadership ability and style are changing dramatically – where the traditional critical leader message – “Follow me and I will lead you to a better world…” becomes re-defined as – “Together, we will build a better world…” Among their key directional competencies are: 
1. The ability to reduce complexity to profound and manageable simplicity. 
2. Strong, clear sense of necessary direction.
 3. The ability to identify the real priorities for concerted action. 
4. Resolute single-mindedness in the dedicated pursuit of those priorities. 
5. The acuity to ask the sort of questions that will ignite necessary change and transformation. 
6. High awareness and insight in their ability to mobilize and move others in the direction required.

 Such leaders typically act like thinking people, while they think like actionoriented individuals, focusing strongly on the requisite goals and outcomes of the business – not their own image and personal standing. However, there are some disadvantages – even dangers – in low-key, ‘quiet’ leadership styles. Deflecting interest away from themselves and into the business can make a leader appear as colourless, devoid of charisma and lacking in personality. Communication skills – and the related demonstrable ability to inspire others – remain as essential elements of a leader’s expected repertoire of talents. Thus there is a fine line between professional low

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profile leader styles that do deliver – and acquiring a reputation as a ‘grey nonentity’ who collects the rewards, while others, of higher visibility, are assumed to be doing all the hard work.

 In her very cogent article – on the UK’s more publicity-shy heroes, which appeared in the February 2004 edition of the Institute of Directors journal Director – Jane Simms identified some of Britain’s very successful ‘dark horse’ CEO’s and Chairmen who generally shun the limelight. Most appear to avoid becoming cult figures, or media personalities, and focus their energies and commitment in very targeted ways on the business. Her impressive list includes Terry Leahy, CEO of the highly successful Tesco Supermarket chain, CEO John Peace, whose Company GUS outperformed the FTSE All Share by 134%, since his appointment in 2000, Julian Richer, Chairman, Richer Sounds who is highly regarded by customers, investors and his own people alike and Rose Marie Bravo, CEO, Burberry, who has transformed an ailing brand the into a leading ‘must have’ fashion item, growing capitalization from £200 million to £1.4 billion, in just four years. 

Maintaining a low profile and avoiding becoming an icon or symbol, when clearly successful and under public pressure to assume the role of a cult figure, may be difficult in the extreme. The City, the press – and business in generalwant successful role-models and frequently add their own ‘colouring matter’ to make them appear larger than life. Manfred Kets de Vries, Professor of Leadership Development at INSEAD business school states – “People project fantasies onto them and they become a walking symbol, which can be very hard to carry”.

 It is also very human and very natural to want to receive recognition and bouquets, in an age where brickbats and public criticism, often barely short of defamation, have become an established occupational hazard for CEO’s and other senior business leaders. ‘Good’ publicity, and cultivated leader ‘brand image’, can undoubtedly be good for the business and some low-profile leaders have been criticized for not projecting their personal profiles sufficiently, in the public interests of their companies.

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Clearly, it is possible to lead effectively, in a low-key and very focused way, without unnecessary narcissistic ‘baggage’ contaminating the process and so taking the leader’s eye off the critical ball. Leahy, Peace, Richer, Bravo and many others, are living evidence of the success of understated, but exceptionally talented, high-achieving leaders. Collins’ research and Simms’ findings – about leaders and leadership – would seem to reaffirm, on both sides of the Atlantic, Alexander Pope’s adage: 

“…Charms strike the sight, but merit wins the soul” – and, it would seem, ensures sustainable longer-term business success.

 Experience and theory – a necessary synthesis

 Nothing can entirely replace direct experience, as the most practical source of learning for leadership. 

However, when a manager says – “I’ve had 30 years’ experience of leading and managing…” we need to know if those were 30 years in which the most important lessons were continually drawn, explored and learned from. Or – was it one year’s experience more or less repeated 30 times over?

 Theory, which is relevant – and which works – lends context and perspective to experience and helps to provide critical links and insights which enhance, focus and give direction to learning. Moreover, theory may invest experience with a significance that otherwise might not be there. 

As was stated in the Introduction to this book, leadership is currently one of the most discussed and yet least understood phenomena in the world of industry and business. The theories, constructs and models reviewed in this chapter are all offered as practical and essentially complementary tools for understanding more of the processes, skills and mindsets fundamental to sound leadership practice. Furthermore, used in conjunc

Williams, Mike. Leadership for Leaders.
London, GBR: Thorogood Publishing, 2005. p 45.
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Copyright © 2005. Thorogood Publishing. All rights reserved. 


tion, they provide insights into the roles, functions and responsibilities of leaders – and, therefore, some of the expectations people may legitimately hold of those who lead them. They are offered not as an ‘either-or’ selection of ideas, but as a collection of concepts and models which, together – and used selectively – provide a practical basis for both progressive coaching and managed self-development, for leaders 

The first concept, John Adair’s Action-centred leadership model, emphasizes the importance of keeping in balance, the leader’s personal direction of effort between achieving task objectives, maintaining effective, aligned teamwork commitment. and mobilizing individual team members’ 

Hersey and Blanchard’s Situational leadership model is based upon the leader’s need to recognize – and respond appropriately to – the degree to which those involved can and will successfully achieve the task objectives facing them. Thus the leader’s style needs to match and complement the functioning maturity of those being led. 

Noel Tichy’s Leadership engine highlights the importance of the leader’s contribution to group performance, by generating/facilitating ideas and solutions, identifying and crystallizing necessary group values and, through what he terms the ‘E-3’ Factor, i.e. – leading with emotion (passion), energy and ‘edge’ (toughness).

 The fourth model is that of Jim Collins, which he terms ‘Level 5 leadership’. According to Collins’ extensive research, Level 5 leaders are essentially low-key, but disciplined thinkers who are dedicated to making their businesses great. They succeed as leaders through a combination of high professional drive aimed at outstanding delivery – and personal humility. They give due praise to others for success and take the blame when things go wrong. Rather like the philosophy of Wellstream Northsea, manufacturers of high quality steel tubing for the oil industry, Level 5 leaders appear to lead by a personal code of – “We commit. We deliver – and there are no excuses”.

Williams, Mike. Leadership for Leaders.
London, GBR: Thorogood Publishing, 2005. p 46.
http://site.ebrary.com/lib/rmutt/Doc?id=10088329&ppg=60
Copyright © 2005. Thorogood Publishing. All rights reserved. 






Currently, much of the most relevant research into leadership ‘best practice’ consistently identifies strong directional sense, with its attendant skills of acuity, focus and the ability to identify the real priorities, as a critical competency ‘cluster’ of successful leaders. 

Chapter two references 
1. Hebb, D. O. Quoted in Proceedings, IMI Business School, IAMP, 1989 Geneva 
2. Turner, B.T. Proceedings, Rover Cars in-house Management Programme, 1988
 3. Adair, J. Action-Centred Leadership model, illustrated in many of Professor Adair
 4. Hersey, P. & Blanchard, K. H. Management of Organizational Behavior, Prentice-Hall, 1977 
5. Tichy, N. Ibid 6. Collins, J. Ibid 7. Simms, J.Ibid

Williams, Mike. Leadership for Leaders.
London, GBR: Thorogood Publishing, 2005. p 47.
http://site.ebrary.com/lib/rmutt/Doc?id=10088329&ppg=61
Copyright © 2005. Thorogood Publishing. All rights reserved. 









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