116 Cha Leadership

LEADERSHIP
CHALLENGES
IN THE 21ST
CENTURY
2 Leadership
Approaches
4 Leadership
and
managing
diversity 6 Leadership
and
motivation
Leadership
challenges in the
1 Understanding 21st century
Leadership
3 Leadership and
environmental
5 Leadership and change
communication
9 Concluding
remarks
8 Leadership and the
continuously
improving 7 Leadership and
ethics
organisation
Rapidly changing environment
Gobalisation
Technology
Greater competition
Inputs
Skills
Markets
Greater uncertainty
Information management
Understanding leadership - I
Definition of leadership
A social influence process that involves
determining the groups objectives,
motivating behaviour in pursuit of these
objectives, and influencing group
maintenance and cultures
(Goodman, 1998:435)
Understanding leadership - II
Leadership Management
Vision
Day -to- day
?
Strategy
responsibilities
Change
management
Understanding leadership -
Aspiration
Leadership
Understanding
Collaboration
complexity and
change
Leadership approaches - I
Behavioural
Trait approach
approach
Contingency
approach
Classification
New theory
Leadership approaches - II
self-
Drive
confidence
Natural honesty &
leaders integrity
motivation
Trait approach cognitive

ability
business
knowledge
Leadership approaches - III
Behavioural approach
Relationship
Development
Task orientation orientation
orientation
Empathy
Goal setting Trust
Experimentation
Standard setting Supportive of
Innovation
Supervision needs
Change
Giving direction Shared decision
management
making
Leadership approaches - IV
Contingency approach Path-goal model

Subordinate characteristics
Task structure
Leadership behaviour
Performance satisfaction
Situational
leadership theory
Subordinate readiness
Delegating
Fielder LPC model
Participating Leadership behaviour assessment
Selling Situation favourability
Telling Behaviour-situation match
Leadership Approaches - VI
(SLT Model)
Leader Behaviour
High
Relationship Behaviour
High ing Se High Task
at
Relationship llin High
cip
Low task
Pa
rti g Relationship
g
tin
Low High Task
Te
ga
llin
Relationship Low
le
g
De
Low Task Relationship
Low Task Behaviour High

Leadership approaches - VII
( Path - Goal Model)
Subordinate
characteristics
Leadership
Performance Satisfaction
Ability Behaviour
Control
Needs Directive
Supportive
Participative
Task structure Achievment
orientated
Structured
Unstructured
Leadership approaches - VIII
New theory
Transformational
Leadership
Focus on influencing attitudes
and assumptions of staff.
Building commitment to the
mission and objective of the
organisation
Transactional Leadership
Focus on rewards in exchange for

motivation, productivity an effective
task accomplishment
Leadership and environmental
change - I
General
environment
Task
Environment Technological
Economic
forces
forces
Customer
Resources
Profile
Organisation
Competitive
Structure of
Socio-
Politico-legal Industry
cultural
forces forces
change - II
At the centre of successful management of the
environment is a well developed strategy.
Success is detemined by the
leaders ability to ...
translate sophisticated strategy Cascade goals to every level

into simple, actionable goals in the organisation
adapt systems where
necessary
involve the intelligence of
every employee
(
change - III
INPUTS OUTPUTS
Tasks
ENVIRONMENT Objective
Activities
PEOPLE CULTURE
Organisation
STRATEGY Group
FORMAL
ORGANISATION Individual
change - IV
Some key environmental factors that affects
South African businesses:
Political transformation Open Economy
Populous expectation Trade liberalisation
Regional conflict Labour mobility
Migration from Africa Skills shortage
Aids Affirmative Action
Technological Global competition
advancement Emerging market status
change
Management of environmental change
will demand of the leader...
Vision
Focus
Strategic insight
Courage
Inspiration
Innovation
Embracing change
Leadership and managing
diversity - I
The world is rapidly evolving into a global
society. This poses significant challenges
for the leader with respect to the
management of
Cultural diversity
Language diversity
Ethnic diversity
Religious diversity
diversity - II
Diversity - threats and opportunities
THREATS OPPORTUNITIES
Conflict Skill Diversity
Communication Diversity of
barriers experience
Negative impact on Source of innovation
productivity
Source of creativity
motivation
Loss of business
opportunities
diversity - III
Five capabilities for leading across cultures
Heightened self-awareness
The habit of inviting feedback
A thirst for learning
Work-life integration
Respect for differences in others
(
diversity - IV
Maximilism Marginalism
Cognitive complexity
diversity - V
Qualities required for effective management of diversity
Cognitive complexity Self-Esteeem

Expectancy Risk-taking
communication Emotional resilience
control Compassion
Authenticity Communication
Empathy Proficiency
Active listening Tolerance of
ambiguity and
contradiction
diversity - summary
Managing diversity is first and foremost,

about managinging me, in here and not
them out there
Leadership and communication
-I
Communication definiton and function
Information transfer Expression of ideas
Motivation
Communication
Control
Understanding meaning Emotional expression

- II
Understanding the elements of communication
Social context
Sender Encode Medium Decode Receive
Feedback
noise noise
- III
Barriers to effective communication
Information manipulation.
Selective perception
Deffensiveness
Lanuage
Prejudices
Cross -cultural diversity
Trust and credibility
- IV
The open door policy vs. the open mind policy

-V
Effective listening as good communication
Make eye contact
Avoid distracting actions / gestures
Ask questions
Paraphrase
Avoid interupting the speaker
Dont overtalk
Make smooth transition between role of
speaker and listener
- VI
Good communication is like conducting a symphony
orchestra...
It is direct and specific
It requires high self-
discipline and decisive
leadership
It requires relevant and
purposeful information
All musicians play from the
same score.
- VII
Concluding remarks on good communication
Good communication is a prerequiste
for teaching and learning
Good communication clarifies vision
Good communication builds
relationships
Good communication means a respect
for individuals
- VIII
Concluding remarks on good communication
Good communication provides
information pertinent to getting the job
done.
Good communications draws out an
awareness of meaning of working
together.
Good communication educates and
liberates.
Vision becomes
reality
through
communication
Leadership and motivation - I
The forces acting on

or within a person
that cause the
person to behave in
a specific, goal-
directed manner
(Lewis & Goodman:499)

Alternate ways to
motivate?Not quite!
Leadership and motivation - II
Needs based theories of employee motivation -
Maslow
Environment
Self
Actualisation
Esteem
Affiliation
Security
Physiological
Leadership and motivation - III
Needs based theories of employee motivation -
Herzberg
Achievement Motivators
Recognition
Work itself
Responsibilty
Company policy
Advancement
Administration
Supervision
Salary
Hygiene Working conditions
factors Interpersonal Relationships
Leadership and motivation - IV
Acquired - needs theory of employee motivation -
Mc Clelland
Achievement Power Affiliation

Leadership and motivation - V
Process Theory of employee motivation -
expectancy
Effort
Expectancy
Performance
Instrumentality
Outcome
Valence
Leadership and Motivation - VI
Contemporary motivational issues
Goal-setting Management
MBO activities
Guide and direct Meet with
behaviour Subordinate
Work with
Provides challenge
and measurement Suboradinate
Set achievable but
standard
challenging goals
Defines priorities
provide feedback
Leadership and motivation - VI
Contemporary motivational issues
Participative Management
management activities
Shared decision- Give up authority
making Generate a culture
Empowering of trust.
employees Communicate
Supportive
environment
Leadership and motivation -
summary
Top - down Team
Leadership and ethics
CONSUMER
LOCAL GROUP
COMMUNITY OWNER
CUSTOMER ORGANISATION EMPLOYEE
SUPPLIER
MEDIA
ENVIRONMENTAL
SOCIETY AT GROUP
LARGE
Pespectives of social responsibility
Economic responsibilty
responsiblility for making profits only?
Public responsibility
act in ways consistent with public policy
(law)
Social responsibility
corporations should act in ways that
improve the welfare of society
Approaches available to the leader to address
social responsibility:
be reactive
be defensive
be accomodating
be proactive
Business ethics
The public expects business to perform
ethically and to be socially responsible
Ethical rules exist to protect the public.
Businesses are expected to respect these
rules.
Ethical behaviour also governs the
behaviour toward employees.
What does the leader do?

Develop employee Provide framework
awareness of ethics for making decisons
recognise the ethical an giving aid to the
component of employee.
decisions Pracice what you
Be aware of the rules preach. Be the first
and norms example.
create a culture of
taking responsibility
for decisions
Leadership and ethics -
summary
How will leaders approach this challenge?
Explore ways in which the organisation

can be more socially responsive.
Recognise the effect of the
organisations actions on stakeholders.
Create an environment in which the
employees commit to behaving in a
socially responsive manner
Leadership and ethics -
How will leaders approach this challenge?
Endure that a code of ethics is put in
place
Involve all in the identification of ethical
issues and help them to understand.
Appraise ethical decision-making.
Publicise efforts related to ethical
issues.
Leadership, learning & the
continuously improving organisation
Learning Application
Continuous Improvement
Innovation Creativity
Learning organisations share some key

characteristics:
They thrive on change
They encourage experimentation

They communicate success and failure
They facilitate learning from the environment
Learning organisations share some key

characteristics:
They facilitate learning from employees
Learning is rewarded
They exhibit a sense of caring for the individual
continuously improving Organisation
They thrive on change - learning organisations

are never static. They continually focus on
adapting to changes in the environment. They
look at new and innovative ways of solving
problems. They exercise and enhance people
skills in the process of change. Top management
takes the lead in this process. They have a clear
vision of the organisations goals and they instil
confidence in staff.
They encourage experimentation -

experimentation is central to learning.
Change requires experimentation.
Employees are given the opportunity to ask
questions, test new theories, seek new ways
of doing things and reflect on the learning
that takes place. There are risks involved, but
you cannot innovate without risk.
They communicate success and failure -

the company learns from both mistakes and
successes. These experiences are shared
throughout the organisation, not confined to
the group or team that has experienced
them. Failures are treated as case studies,
they are discussed and learned from so that
mistakes are not repeated. A necessary
condition for learning is the acceptance of
failure and removal of guilt or blame.
They facilitate learning from the

environment - keeping abreast of competitors
means learning from both the internal and
external environment. Not only does it afford
the organisation the opportunity to steal ideas
and good practices from others and to spread
these throughout the organisation, it also
creates an awareness of potential threats as
well as opportunities.
They facilitate learning from employees -

optimal use is made of the skills of employees. An
environment which is conducive to the transfer of
knowledge is created. This allows implicit
knowledge, often under-utilised, to be made
explicit, documented and shared across the
organisation. Training and multi-skilling is a key
focus area in learning organisations.
Learning is rewarded - performance of

employees is continuously recognised, not
only by way of salary adjustments at annual
appraisals. Long and short-term feedback on
performance is designed to encourage
continuous learning and skills development.
They exhibit a sense of caring for the

individual:
the organisation has provided a friendly and
trustworthy working environment. This is
essential in an environment of constant change
where risk-taking is an integral part of success.
The latest stage in the development of the

concept of learning organisations focuses on the
following as tools of learning: Scenario
planning
The Merlin exercise
Action learning
The latest stage in the development of the

concept of learning organisations focuses on the
following as tools of learning: Practice fields
Knowledge-mapping
Dialogue
Scenario planning - A continuing appreciation of

the need to plan for the future and learn through
the process of planning, but more than this, it
allows participants to identify with the vision of the
company by participating in the story line that
emerges out of the planning process.
The Merlin exercise - a relatively new concept
which tries to foster futuristic thinking in
organisations through a combination of free-form
simulation and scenario planning.
Action learning - a concept that leans toward

teamwork, the effective utilisation of diversity,
the encouragement of questioning, the
discussions of solutions and the reflection on
solved problems to focus on the learning that
can be gained from it.
Practice fields - a process of simulation of
the real environment in the study of complex
cases and in playing games.
Knowledge-mapping - a concept pioneered
by Hewlett-Packard which allows
management to identify knowledge gaps
within the organisation and to identify skills
that will be required to solve certain
problems. Plans are put in place to fill gaps
that may exist.
Dialogue - which is essentially the art of

free-flowing conversation which enables
groups to enhance their creativity through
shared meanings and a common thinking
process. Successful dialogue demands an
environment free of blame, one in which it
is acceptable to make mistakes and learn
from them.
Leadership in the 21st Century -
concluding remarks
having vision
responding to reality
displaying ethics
having courage
concluding remarks
Vision
A visionary leader always sees
the larger perspective, for
visioning means to think big and
new.
concluding remarks
Reality
A realistic leader always
responds to the facts, for realism
means to have no illusions.
concluding remarks
Ethics
An ethical leader is always
sensitive to people, for ethics
means to be of service.
concluding remarks
Courage
A courageous leader always
claims the power to initiate, act
and risk, for courage means to
act with sustained initiative

116 Cha Leadership

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LEADERSHIP

Trait approach cognitive

Contingency approach Path-goal model

High ing Se High Task

Low High Task

Low Task Relationship

Low Task Behaviour High

Focus on rewards in exchange for

translate sophisticated strategy Cascade goals to every level

Cognitive complexity Self-Esteeem

Managing diversity is first and foremost,

Information transfer Expression of ideas

Understanding meaning Emotional expression

Sender Encode Medium Decode Receive

The open door policy vs. the open mind policy

The forces acting on

(Lewis & Goodman:499)

Achievement Power Affiliation

CUSTOMER ORGANISATION EMPLOYEE

What does the leader do?

Explore ways in which the organisation

Learning organisations share some key

They encourage experimentation

Learning organisations share some key

They thrive on change - learning organisations

They encourage experimentation -

They communicate success and failure -

They facilitate learning from the

They facilitate learning from employees -

Learning is rewarded - performance of

They exhibit a sense of caring for the

The latest stage in the development of the

The latest stage in the development of the

Scenario planning - A continuing appreciation of

Action learning - a concept that leans toward

Dialogue - which is essentially the art of

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