Personal Evaluation

• Leadership style
Democratic – Autocratic – Laizze Faire - Paternalistic

• Leadership Behavior
Initiates actions – Develop team work – Motivate – Coordination – Provide Guidance – Facilitate
change – Build moral – Represent Group

Society Of Work

• Hofstede
Power Distance – Uncertainty avoidance – Masculinity/femininity - Individualism/collectivism

• Hall’s Cultural Context

High Context – Low Context

• Trompenaars Dimensions of Culture

Incubator - Guided missile – Family - Eiffel tower

Personal elements shared within the organizations

• Business values
Accountability – Balance – Community – Diversity – Empowerment – Innovation – Integrity
– Ownership – Community

• Abilities
Intelligence (Practical – Emotional) – Creativity

• Skills
Technical skills – Interpersonal skills – Conceptual skills

• Personality Traits
Type (a) – Type (b)
 Types of Leadership Style

TYPE 1: Autocratic:
S  Leader makes decisions without reference to
anyone else
S  High degree of dependency on the leader
S  Can create de-motivation and alienation
of staff
S  May be valuable in some types of business
where decisions need to be made quickly and
decisively
 Types of Leadership Style

TYPE 2: Democratic:
S  Leaders believe in motivation and involvement
S  Encourages decision making from different
perspectives
S  Consultative: process of consultation
before decisions are taken
S  Persuasive: Leader takes decision and
seeks to persuade others that the decision
is correct
 Types of Leadership Style

TYPE 3: Laissez-Faire:
S  Relies on good team work
S  Relies on good interpersonal relations
S  The leadership responsibilities are shared by all
S  Can be highly motivational, as people have control
over their working life
 Why do we need a leader

(1) To keep group orderly and focused

ü  The existence of groups require some form of

organization and hierarchy

ü  Whether individual group members may have common

goals they also have individual needs and aspirations

ü  Leaders are needed to pull the individual together

organize and coordinate their efforts
 Why do we need a leader

(1) To keep group orderly and focused

ü  The existence of groups require some form of

organization and hierarchy

ü  Whether individual group members may have common

goals they also have individual needs and aspirations

ü  Leaders are needed to pull the individual together

organize and coordinate their efforts
 Why do we need a leader

(2) To accomplish tasks

ü  Group allows us to accomplish tasks that

individuals alone could not undertake or
complete.
ü  Leaders are needed to facilitate the
accomplishment and to provide goals and
direction and coordinate activities
Hofstede’s Cultural Dimensions
Individualism Vs. Collectivism

Individualism Vs. Collectivism: People in a society are

integrated into groups or not. Emphasize “I” versus “we.”

S  High individualism countries: Individualistic societies have

loose ties that often only relates an individual to his/her
immediate family. People look after selves and close family only
(e.g., U.S., Canada, Sweden)
S  High collectivism countries: a society which promote
teamwork and tightly-integrated social tie, extended families,
and other groupings. These in-groups are loyal and support
each other when a conflict arises with another in-group
(e.g., Indonesia, Pakistan)
Hofstede’s Cultural Dimensions
Masculinity Vs. Femininity

High masculine countries: “a preference in society for

achievement, heroism, assertiveness and material rewards
for success.”
S  Stress earnings, recognition, advancement, challenge,
wealth; high job stress (e.g., Germanic countries)

High feminine countries: “a preference for cooperation,

modesty, caring for the weak, and quality of life.”
S  Emphasize cooperation, friendly atmosphere, team
spirit, security, low job stress (e.g., Norway)
Hofstede’s Cultural Dimensions
Power Distance

Power distance: Less powerful members of an

organizations and institutions (like the family) accept
that power is distributed unequally

S  High power distance countries: people blindly obey

superiors; centralized, tall structures
(e.g., Mexico, South Korea, India)

S  Low power distance countries: flatter, decentralized

structures, smaller ratio of supervisor to employee
(e.g., Austria, Finland, Ireland)
Hofstede’s Cultural Dimensions
Uncertainty Avoidance

Uncertainty avoidance: people feel threatened by ambiguous

situations; create beliefs/institutions to avoid such situations.

S  High uncertainty avoidance countries: Need for security,

strong belief in exper ts knowledge; str ucture
organizational activities, more written rules, less risk
taking (e.g., Germany, Japan, Spain)
S  Low uncertainty avoidance countries: Willing to accept
risks, less structured organizational activities, fewer
written rules, more risk taking, higher employee turnover,
(e.g., Denmark and Great Britain)
 High Cultural Context

Leaders/ employees from high context culture rely

heavily on the context to communicate and understand
the world around them, including:
S  Nonverbal cues: tone of voice, body posture
S  Contextual factors: title and status
S  Personal relationship

Communication does not always need to be explicit

and specific and trust is viewed as ore important then
written communication or legal contracts.
 Low Cultural Context

Leaders/ employees from low context culture focus

on explicit specific verbal (from certain people) and
written messages to understand people and situations
and communicate with others.
S  Pay attention to the actual communicated
message.
S  What is written is more important then
nonverbal messages or the situation.
S  People are therefore specific and clear in their
communication with other
 (1) Accountability –Assuming
responsibility for actions,
products, decisions, and
policies. It can be applied to
both individual accountability
on the part of employees and
accountability of company.

(2) Balance – Taking a

Common proactive stand to create and
maintain a healthy work-life
Business balance for workers.

Values among (3) Commitment –

Leaders: Committing to great product,
service, and other initiatives
that impact lives within and
outside the organization.
 (4) Community –Contributing
to society and demonstrating
corporate social responsibility.

(5) Diversity – respecting the

diversity and giving the best of
composition. Establishing an
employee equity program.
Common
(6) Empower ment –
Business Encouraging employees to
take initiative and give the
Values among best. Adopting an error-
embracing environment to
Leaders: empower employees to lead
and make decisions.
 (7) Innovation – Pursue new
creative ideas that have the
potential to change the world.

(8) Integrity – Acting with

honesty and honor without
compromising the truth

Common (9) Ownership – Take care of

the company and customers
Business as they were one’s own.

Values among (10) Safety – ensure the health

Leaders: and safety of employees and
g o i n g b e yo n d t h e l e g a l
requirements to provide an
accident-free workplace
1st Type of Ability: Intelligence

Practical Intelligence
S  Known as “Common Sense” or “Street Smart”

S  The ability to adapt to, shape, and select everyday

environments.
S  It develops from experience with people and
learning from success and failures in social
settings.
2nd Type of Ability: Creativity

Creativity is the ability to perceive the world in

(1) new ways, (2) to find hidden patterns, (3) to
make connections between seemingly unrelated
phenomena, and (4) to generate solutions.

S  Creativity involves two processes:

thinking then producing.
1st Type of Ability: Intelligence

Emotional Intelligence
S  The ability to identify and manage your own
emotions and the emotions of others.
S  It is related to ability to build relationships at
work, to monitor and control emotional
displays, and to display appropriate feelings.
 Types of Skills

1.  Technical Skills: wisdom of the job process, method,

tools, and techniques

2.  Interpersonal Skills: wisdom of interpersonal

relationship including communication, conflict
management, negotiation, and team building

3.  Conceptual knowledge: wisdom of problem solving,

logical thinking, decision making, creativity and
reasoning in general
 Technical Skills:

Hard skills are part of the skill set that is required

for a job. They include the expertise necessary for
an individual to successfully do the job. They are
job-specific and are typically listed in job postings
and job descriptions.

Examples include knowledge of programming

languages, mechanical equipment, or tools.
 Conceptual Skills:

Conceptual thinking is the ability to understand a

situation or problem by identifying patterns or
connections, and addressing key underlying issues.
Conceptual thinking includes the integration of issues
and factors into a conceptual framework. It involves using
past professional or technical training and experience,
creativity, inductive reasoning, and intuitive processes that
lead to potential solutions or viable alternatives that may
not be obviously related or easily identified.
 Interpersonal Skills

Teamwork- Working with others in groups and

teams, both formal and informal.
Negotiation, persuasion, and influencing skill -
orking with others to find a mutually agreeable
(Win/Win) outcome.

The key is Communication

 (i) Developing the message

For achieving the desired result, the message should be developed

properly and clearly. The appropriate message will have the following
three attributes:

1) Clear
2) Correct

3) Concise

The effectiveness of the message is depend upon the above three

attributes and if component is missing or negative, the result will also be
negative or not as per the expectations.
 (i) Developing the message

CLEAR: The message is free from ambiguity and

it is necessary to ensure that slang phrases /
usage are avoided and also the message should be
free from perceptional distortion problems. As far
as possible, one should use simple language,
simple style, appropriate words and right tone.
 (i) Developing the message

Correct: The credibility of the message is based

on the credibility of the source and also the
correctness of the content. It is essential to ensure
that the information provided (message) is true,
to unbiased and there is a source to verify it. It is
essential to avoid content based on rumors,
hearsay as well as source of no origin.
 (i) Developing the message

Concise: message should be crisp enough to give

information and at the same time not occupying
more time of the receivers valuable time. The
content should revolve around the core element of
the message; frills and verbose / ornamental
language need to be avoided.
 Type A Personality

Type A personality implies a temperament

which is stress prone, concerned with time
management. They are ambitious, rigidly
organized, hard-working, anxious, highly status
conscious, hostile and aggressive.
 Type A personality have the
following behavioral patterns:

S  They move, walk and eat S  They have a busy schedule

fast. and does not have time to
enjoy life.
S  Great at multitasking.
S  Uses nervous gestures, like
S  Self-driven feels guilty clenched fist or banging hand
when relaxing. on the table.
S  Feels impatient with the S  They are high-achievers,
pace of things, dislikes perform beyond par.
waiting.
S  They do not easily accept
failure.
 Type B Personality

Type B personality is one that is less prone to

stress, easy going, work steadily, enjoy
achievement, modest ambition, and live in the
moment. They are social, creative, thoughtful,
procrastinating.
 Type B personality have the
following behavioral patterns:

S  They are not concerned S  Does not brag.

about time.
S  Focus on quality rather
S  They compete for fun, not than quantity.
to win.
S  Laid back and live stress-
S  Mild-mannered. less life.

S  Never in a hurry and has

no pressing deadlines.