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MN7028SR Breakthrough Leadership Skills |
Academic Year 2024/25 Assessment #1 Group presentation (30%) Ppt slides with maximum 1,000 +/- 10% words |
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First Marker: |
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Second Marker: |
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Title of presentation: Group Presentation on Case Study (Transferring the Toyota lean cultural paradigm into India: implications for human resource management) |
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Assessment criteria |
Tasks |
1st Marker |
2nd Marker |
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Critically evaluate approaches to leadership within business organisations 1. The management practice favoured by Toyota and how it undertakes international expansion. Impact on employee and human resources. 2. Relevant theories of management and leadership and their application to the case study. 3. How Toyota undertook the expansion into India; theories of diffusion and cross border leadership. 4. Cultural aspects of cross border organisation culture and leadership. 5. Differences in organisational and employee culture between India and Japan. 6. The challenges faced by Toyota, the outcome and the changes made. (50 marks) |
Write a brief introduction background of the “given” case (5 marks) 1. Explain the involved “international, human resources” management practices (10 marks) 2. Explain the involved “management and leadership” theories (10 marks) 3, 4, 5. Explained the theories of diffusion and cross border leadership in term of cultural aspects, differences between India and Japan (20 marks) 6. Outlines the challenges, outcomes, changes made by Toyota (5 marks) |
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Quality of empirical evidence 1. Where are theories and facts sourced from 2. Have you considered the most relevant theories (20 marks) |
Provide evidences to support the 1. Sources of your theories (with references) (10 marks) 2. Relevancy of the used and quoted theories (10 marks) |
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Clarity and quality of presentation skills 1. The professional nature of the slides and supporting notes 2. The video delivery of the presentation. (30 marks)
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Demonstrate by showing the 1. Quality of the presentation 2. Quality of the ppt slides’ contents 3. Evidence of team work (30 marks) |
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Total Marks (100 marks) |
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From First Marker |
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Knowledge and understanding |
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Analysis and evaluation |
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From Second Marker |
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Knowledge and understanding |
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Analysis and evaluation |
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First Marker’s marks/date: Second Marker’s marks/date:
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Topic 1: Introduction to Leadership
Breakthrough Leadership Skills
MN7028
1
Learning outcomes for the session
Explore some theories of management
Identify some of the components/styles of management
Compare the terms “management” and “leadership”
Explore some theories of leadership
Conclusions: developing theories on leadership?
Introduction to module assessments (and team allocation)
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Discuss in pairs (10 mins)
What do managers do?
What are their key activities/functions?
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Fayol’s (1949) five activities of managers
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Forecasting & Planning – examine the future and decide on what needs to be achieved and develop a plan of action
Organising – providing material or resources & build a structure to carry out the activities Command – getting the best out of the staff
Co-ordination – harmonising activities Control – ensures everything goes according to the plans, instructions
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Drucker on management (1954, 1974, 2005)
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They have three tasks (all important but essentially different):
Achieve the mission of the organisation Ensure performant, contented workers
Manage social impacts/responsibilities Five basic operations of the manager:
Sets objectives
Organises Motivates Communicates Measures
These require combination of: analytical ability
Integrity
human perception and insight social skills
Theories X and Y (McGregor, 1961)
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The style of management is a function of the managers attitudes towards people and assumptions about people
Theory X: workers dislike working, need to be watched; motivated by physiological and security needs
Theory Y: given responsibility workers have potential to add creativity and value; motivated by esteem and self- actualisation
Theory Z (Ouchi, 1985): focus on long term well being of the employee; consensus decision making and strong company culture
The different roles of a manager: Mintzberg (1973)
Interpersonal
Informational
Decisional
Figurehead Leader
Handler
Liaison
Monitor Disseminator
Entrepreneur Disturbance
Spokesperson
Resource allocator Negotiator
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Mullins (2013) philosophy for the successful management of people
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consideration, trust and respect recognition and credit involvement & availability
fair and equitable treatment
positive action on an individual basis – not blanket treatment
emphasis on end results
staff and customer satisfaction
What are the measures of effectiveness?
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Mullins believes that managers are judged on the performance of their staff, which therefore makes these aspects critical:
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strength of motivation and morale of staff success of training and development
creation of positive culture but these are hard to measure
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These can be measured as follows:
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staff turnover absenteeism sickness time keeping
accidents at work
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And in some workplaces can be measured as follows:
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meeting deadlines accuracy or recorded errors
level of complaints from clients, other departments, suppliers etc
keeping within budget productivity
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Some observers perceive differences between managing in the public and private sectors (Mullins, 2013)
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aims concerned with providing a service for and for the well being of the community rather than just commercial nature
scale, variety and complexity of operations (arguably)
high media profile (scrutiny)
political make up (elected members and permanent officers) Higher level of unions involvement
difficulty in measuring standards of performance compared with profitability
demand for uniformity of treatment
more rigid personnel policies and specific limitations on authority
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… but they still face same general problems of management (Mullins, 2013)
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efficiency and effectiveness of their operations
clarification of aims and objectives
design of suitable structures and carrying out essential admin functions
basic principles of management apply in any organisation
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Key management skills may be contingent on the stage and context of the organisations
Different skills are required to manage (lead?) start-up organisations, maturing organisations, failing organisations.
10 minute discussion in small groups:
What do you think those different skills are?
Would you use a former Marketing Director to conduct a turnaround or a former FD to create a start-up?
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Managers of the future? (Heller, 1997)
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Heller identified ten key strategies for Europe’s new breed of managers including:
develop leadership
drive radical change
reshape culture
divide to rule
ensure the competitive edge
manage the motivators
ensure team working
achieve TQM
Small Group Discussion (15 mins)
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Who do you consider to be a great leader?
Why have you chosen the person(s) you have identified?
What traits, abilities or skills do they possess?
As a class consider if the people you have identified/share any common traits, abilities or skills
Kotter on Leadership v Management
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Kotter’s (1990) Distinction Between Managers and Leaders
Planning and budgeting (deductively producing orderly results)
Motivating people (creating Involvement, emphasising values, building informal networks of relationships)
Controlling and problem solving (comparing behavior with plan, taking action to correct deviations)
Aligning people to the vision (emphasising communication, credibility, and Empowerment)
Setting a direction (inductively creating a vision and strategies to provide focus for planning)
Organising and staffing (structuring jobs and reporting relationships to efficiently implement plans)
Managers
Coping with complexity
Leaders
Coping with change
3 Basic Tasks
Deciding what needs to be done
Creating networks and relationships
Ensuring people do the job
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Managers versus Leaders
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Managers have formal power and authority to be in charge. Leaders influence others to follow and have personal power
“Managers do things right while leaders do the right thing” (Bennis & Nanus, 1985)
The leader establishes vision & direction, influences others to sign up to that vision, inspires them to overcome obstacles, and produces positive, radical change. The manager establishes plans & budgets, designs & staffs the organisation structure, monitors & controls performance and delivers order & predictability (Kotter, 1990)
The leader is prophet, catalyst, mover-shaker, focused on strategy. The manager is operator, technician and problem solver, concerned with the “here and now of goal attainment” (Bryman, 1986)
Some Theoretical Approaches to Leadership
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The traits/qualities approach
Behavioural approach (focus on leader as key actor)
Situational (focus on follower as key variable)
Contingency approach
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Traits approach: distinguishes leaders from non-leaders by their traits
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Self-confidence
Drive for achievement Honesty & integrity
Ability to motivate people towards a common goal
Intelligence
Creativity Ability to adapt
Clegg et al (2005) in Watson and Reissner (2016)
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Behavioural approach to leadership (Likert, 1961)
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Relationship orientated leaders (managers)
Task orientated leaders (managers)
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Emphasise the technical or task aspects of the job: people are means to an end
Emphasise interpersonal relations and accept individual differences
Production Oriented
Employee Oriented
Behavioral Theories:
University of Michigan Studies and Ohio State University studies
Developed two dimensions of leadership behavior:
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Where X axis measures ‘concern for production’ and y axis measures ‘concern for people’
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Impoverished management
Produce or perish (Authority/compliance) management Country club management
Middle of the road Team management
Blake & Mouton Management and Leadership Grid (1964)
Distinguishing between leadership for stability and leadership for change (Burns, 1978)
Transactional Leader:
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Determines what subordinates need to do in order to achieve both their own and organisational objectives.
Helps subordinates reach their objectives. Focussed on exchanges between leader and follower
Transformational Leader:
Uses his/her personal vision and energy to inspire people to exceed their own expectations
Raises motivation and stresses the value of team member contributions to the organisation.
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Transactional Leadership
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Uses reward and coercive powers to encourage high performance
Problem-solving and implementing If subordinates do what is required by leader then given rewards
Tend to support and maintain a ‘status quo’ and promote stability within organisations
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Transformational Leadership (Burns, 1978)
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Leading for change
Broadens and elevates the interests of their employees – more visionary Work through social and emotional
behaviours in order to create awareness and commitment
Stirs employees to look beyond their own self-interest for the good of the group/organisation
Have ability to energize others to follow a particular direction – influences using charisma and personal power
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Components of Transformational Leadership Style (Burns 1978, Bass 1985, Bass and Ovolio 1994)
Individualised consideration
Leader treats each follower on his/her own merits, seeks to develop followers through delegation and coaching/mentoring
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Intellectual stimulation
Encourages free thinking and emphasises reasoning before taking any actions Inspirational motivation
Creates an optimistic, clear and attainable vision of the future, encourages others to raise their expectations
Idealised influence
Makes personal sacrifices, takes responsibility for actions, shares credit and shows determination
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Situational theory of leadership (Fiedler, 1971 in Watson and Reissner, 2016)
The leader’s effectiveness will depend on these variables:
Relationships structure (how much workers trust and like the leader)
Task structure (how clear workers are about the task)
The power of the leader to influence the workers (whether legitimate power, coercive power, or reward)
The leader can influence these variables by
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Presenting clearly defined job outcomes Rewarding in line with motivators of the worker (i.e. bundling outcomes with rewards)
Removing obstacles to effective performance
Showing confidence in the worker
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In Situational Leadership Theory
Leaders are diagnosticians and are capable of changing their style.
The “right” style leadership style will depend on the degree of the workers’ readiness and commitment, or levels of competence to do the task.
The leader should assess workers’ needs and adapt his/her style to those needs.
Hersey et al (2001) propose four different styles according to the circumstances: Telling, Selling, Participating and Delegating.
Kreitner (2001) suggests that deploying these different approaches might be especially relevant in cross-cultural management contexts
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