CHAPTER II: Organizational Leadership

Most important keys to effective leadership

(Lamb, McKee, 2004)

1. Trust and Confidence

2. Effective Communication
• Helping employees understand the overall business strategy of the organization.

• Helping workers understand how they help achieve the organizational goals.

• Sharing information with workers on how the organization is doing and how its own group of
employees is doing.

So, leaders need to be trustworthy and be able to convey a vision of where the organization needs to go.

LEADERSHIP PRINCIPLES
1. Know Yourself and Seek Self-Improvement
To seek self-improvement means to continually reinforce your attributes. This can be done by self-study,
formal classes, reflection, and interaction with others.

In knowing self and seeking self-improvement, leaders should:

a. Evaluate themselves by using the leadership traits and determine their strengths and weaknesses.

b. They have to understand their "be," "know," and "do," attributes.

c. They must work to improve their weaknesses and utilize their strengths.

d. By knowing themselves, and their experience and knowledge of group behavior, they can determine
the best way to deal with any given situation.

The strong, hard stand may be most successful with some leaders, and in certain circumstances;
however, the "big brother" approach may work better in other situations. In many ways leaders would
also improve their own selves. Leaders could ask colleagues and superiors for an honest appraisal of
their ability to lead. That will help them identify their strengths and weaknesses.
2. Be Technically and Tactically Proficient
We can't give that which we don't have. We can't make the things we don't know right. Respect is the
leader's reward showing competence. Thus, leaders must:

a. Know their job and have a solid familiarity with their subordinates' tasks.

b. Demonstrate their ability to accomplish the mission.

Tactical and technical skills can be learned from on-the-job training, seminar and self-directed learning
efforts, as mentioned above.

3. Seek Responsibility and Take Responsibility for your Actions

Leaders must:

a. Look for ways to drive the organization to new heights.

b. Look aggressively for demanding tasks.

c. Must use initiative and sound judgment when attempting to perform jobs which are not needed by
grade.

d. Not blame someone as they often prefer to do sooner or later when things go wrong. They will look at
the situation; take corrective measures and move on to the next challenge.

Seeking also means that leaders:

a. Should be held responsible for their actions.

b. Are responsible for the results of the acts of their subordinates. Regardless of their subordinates’
actions, they are held responsible for the decisions and their execution.

c. Must issue all directions in their own name.

d. Must stick to their beliefs and do what they believe to be right, but accept justified and constructive
criticism.

e. Must now withdraw or demote for a failure that is the result of their own mistake.

4. Make Sound and Timely Decisions

This principle suggests that leaders must:
a. Use good problem solving, decision making, and planning tools.

b. Estimate a situation quickly, and make a sound decision based on that estimate. Hesitation or a
reluctance to take a decision leads subordinates to lose confidence in their leadership skills, in effect,
loss of trust creates confusion and reluctance within the organization. They do not hesitate to reconsider
their decision until they make a decision and find it is the wrong one. Subordinates respect the leader
who immediately corrects errors, rather than attempting to direct through a poor decision.

c. Establish a rational and organized thinking process through the practice of realistic situational
estimates.

d. Plan for any incident reasonably foreseeable when time and circumstance allow.

e. Seek their subordinates’ advice and suggestions wherever possible before making the decisions.

f. Announce decisions in time to allow the required plans to be made by subordinates.

g. Encourage subordinates to actively predict and make plans.

h. Make sure their policies and plans are familiar with them.

a. Consider the effects of their actions on all organization's leaders.

5. Set the Example

"We must become the change we want to see." Mahatma Gandhi

Leaders of the organization must:

a. Be a good role model for their employees. They must not only hear what they are expected to do, but
also see.

When a subordinate advances by promotion through ranks, all too often he or she develops the
mentality of "doing as I say, not as I do." Nothing forces subordinates out faster. As a leader, your duty is
to set by personal example the expectations for your subordinates. If you have high personal
expectations, then you can reasonably expect the same from your subordinates. If your personal
standards are not high, then you set a double standard for your subordinates, and you will quickly lose
their respect and trust. Know your image represents your subordinates. Examples are demonstrating
leadership.

b. Show their subordinates a desire to do the same things that they expect them to do.

c. Be physically fit, well groomed, and dressed appropriately. Hold a positive outlook. Establish a desire
to compete by capitalizing on the strengths of its subordinates. The more complicated the situation, the
better the chance to show a calm and confident attitude.

d. Behave themselves so that their personal habits are not open to criticism.

e. Exercise initiative in their subordinates and foster the spirit of initiative.

f. Avoid showing favoritism to any subordinate.

g. Share risk and suffering with their subordinates to demonstrate their ability to bear their share of the
hardship.

h. Develop the thought among their subordinates that they are the best officer for their position.

i. Delegate authority and avoid over-supervision to create leadership among its subordinates.

6. Know Your People and Look Out for their Welfare

Leaders should:

a. Know human nature, and the importance of caring genuinely for its subordinates. It is one of the
concepts, which is most important.

b. Know their subordinates and their responses to different situations. The knowledge could save lives. A
subordinate who is anxious and lacks self-confidence should never be put in a position where an
important, immediate decision is needed. Knowledge of the personalities of subordinates will allow the
leader to decide how each subordinate is best handled and when close supervision is required.

c. Put the interests of their subordinates before theirs.

d. Correct complaints and do away with discontent.

e. See the company or organization leaders and let them see him / her, so that every subordinate knows
them and thinks they know them.

f. Be someone accommodating.

g. Get to know the subordinates under their control, and understand them.

h. Let them see that they are ready to be completely prepared to perform any role that they can be
assigned.

i. Be concerned for themselves with the organization's leaders' living conditions.

j. Help their workers get the appropriate help from the personal resources that are available.

k. Protect the well-being of their subordinates by strong hygiene and sanitation supervision.

l. Determine what the mental disposition of their subordinate is; maintain communication with their
thoughts.

m. Ensure bonuses are allocated equally and equitably. Encourage customized development.

n. Provide ample time for leisure, and focus on participation.

o. Share their subordinates' struggles so that they can understand their reactions better.
7. Keep Your Subordinates Informed
To promote efficiency and morale, a leader should:

a. Inform the subordinates of all happenings in his organization and give reasons why things should be
done. This is done when time and well-being permit, of course. Informing the colleagues about the
situation makes them feel a part of the team. Smart subordinates perform better, and can carry on
without your personal oversight if they are aware of the situation. Know how to communicate with
superiors and other key people as well as with them.

The key to providing information is to ensure that subordinates have enough information to intelligently
do their job and encourage their commitment, passion, loyalty and convictions.

b. Explain whenever possible why they have to do the activities and how they plan to do them.

c. Assure themselves, through regular inspections, that immediate subordinates pass on the information
necessary. Be alert to detect the spread of rumors.

Stop rumors by replacing them with the truth.

d. Create morale and esprit de corpse by publishing knowledge about the unit's achievements.

e. Keep their subordinates aware of existing legislations and regulations concerning their salaries,
promotions, rights and other confidential matters.

8. Develop a Sense of Responsibility in Your Subordinates

a. Leaders should help develop good character qualities that will assist them in carrying out their
professional duties. Another way to show your colleagues that you are involved in their well-being is to
provide them with the opportunity to develop their careers.

b. Assigning tasks and delegating the authority to carry out tasks fosters mutual trust and respect
between the leaders and subordinates. It also helps the subordinates to exercise responsibility and give
full cooperation in the execution of tasks. You show confidence in your subordinates when you properly
delegate authority, and increase their desire for greater responsibilities. If you fail to delegate authority,
you point to a lack of leadership, and your subordinates may take it as a lack of confidence in their
abilities.

c. Operate through the Chain of command. Provide clear thought-provoking directions. Speak what to do
to your superiors, not how to. Hold them accountable for the outcomes, even if ultimate responsibility
remains yours. Delegate sufficient authority to enable them to carry out the task

d. Provide regular opportunities for your subordinates to perform duties usually performed by the next
higher ranks.

e. Be quick to acknowledge the achievements of your subordinates when they show initiative and
creativity. Improve mistakes in judgment and action in a way that will make the subordinates try harder.
f. Avoid public criticism or condemnation. Give free advice and assistance when the subordinates need it.
Let your subordinates know that you will tolerate honest errors in return, without punishment; teach
them through critical and positive guidance.

g. Assign the subordinates to roles according to demonstrated or potential capability.

h. Be prompt in helping subordinates, and be fair. Have confidence in each subordinate, until you are
convinced otherwise. Willingly accept accountability, and ensure that your subordinates abide by the
same standard.

9. Ensure that Tasks are Understood, Supervised, and Accomplished

The secret to the obligation is communication. This idea is in the exercise of command necessary. Before
you can expect the success of your subordinates’ they must first know what is expected of them. You
have to convey the directions clearly, in a concise way. Speak at a level the colleagues are sure to
understand but not at such a low level that their intellect would be offended.

a. Before your subordinates begin a job, let them have the opportunity to ask questions or seek advice.
Supervision is paramount. You cannot know if the assigned task is being done correctly without
supervision. Subordinates view over supervision as abuse, and effectively halt their initiative.

b. Let subordinates use their own strategies, and then test their progress regularly.

c. Ensure that an order is required before the order is issued. Use the chain of command established.
Give clear, concise, and constructive orders through research and practice.

d. Encourage subordinates to ask questions about anything that they do not understand in your
instructions or directives.

e. Ask your subordinates if there is any question or confusion about the mission or task/s to be done.

f. Monitor the execution of your orders and ensure that your subordinates have the resources necessary
to carry out the tasks or assignment.

g. Vary the monitoring schedule and the points you emphasize during inspections. Exercise care and
supervisory thinking.

10. Train as a Team

Although a lot of so-called leaders call their organization department, section, a team; they're not teams.
They are just a group of people who do their job.

a. With perfection and teamwork as an aim, each waking hour subordinates should be trained and
developed, challenged and checked, corrected and encouraged.
b. Subordinates are measured in appearance, bearing and attitude, self-improvement and most
importantly, performance.

c. There can be no reason for leaders failing to train their subordinates to the highest state of physical
condition and instructing them to be the very best in the arms profession.

d. Train with a reason and emphasize the core element of teamwork.

Cooperation is the secret to efficient operations. Teamwork is important to the entire order, from the
smallest unit. As a leader you have to ensure that your subordinates work in synergy. Train, play, and act
like a team. Be sure every subordinate knows his/her role and responsibilities within the context of the
team.

When team spirit is in existence, the most challenging tasks become much easier to achieve. Teamwork
is a bidirectional road. Individual 23 subordinates give their best and the team provides security,
appreciation and a sense of accomplishment to the subordinates in exchange.

11. Employ Your Command in Accordance with its Capabilities

You'll be able to employ the organization to its fullest ability by creating a team spirit. Successful
execution of a mission depends on how well you know the strengths of your organization.

a. If the assigned role is one that the subordinates were not prepared to do, it is very likely to result in
failure. Failures lower the morale and self-esteem of your organization.

b. Seek challenging tasks for your subordinates but be sure the team is equipped for them and is able to
complete the task successfully.

c. Do not volunteer with the team for activities that they are not able to complete. The organization will
not only fail but your subordinates will think you're out for personal glory.

d. Keep yourself updated as to the operational effectiveness of the team. Make sure subordinates are
given duties that are fair. e. In an emergency, do not hesitate to demand the utmost.

f. Analyze all assigned tasks. If the means available to you are insufficient, notify the immediate
supervisor and request the appropriate support.

g. Assign duties to your subordinates equally. h. Use your unit's full capabilities before you ask for help.
SUPERVISION FOR LEADERS
Supervision maintains an understanding of the situation, and ensures proper implementation of plans
and policies (U.S. Army Handbook, 1973). This involves giving guidance and reviewing the performance
of a job.

There is a small supervisory unit. There is over supervision (micro-management) on one side of the band;
and under supervision on the other side.

Over-supervision stifles initiative, creates resentment and decreases morale and motivation.
Under-supervision leads to miscommunication, lack of coordination and the subordinates' impression
that the leader is not concerned with. Nonetheless, all workers will benefit from proper monitoring by
seniors with more knowledge and experience, who usually appear to more critically view the situation.

EVALUATION
Evaluating is part of supervising. It is defined as evaluating the value, quality, or significance of people,
ideas, or things. This involves looking at the ways people accomplish a task. This means receiving
feedback and understanding the feedback on how well everything is being done. People require
feedback to be able to judge their performance. Without it, they may continue to perform tasks poorly,
or stop taking steps that make their job perfect.

Use the checklists to list the activities to be completed. When it comes to recalling a list of items, almost
every one of us has a bad memory. List tasks by priorities.

Example:
"A" - priorities must be done today.

"B" - priorities must be done by tomorrow, and

"C" - priorities need to be followed up within a week.

By following through on them, double check the important things. Strange things can happen if you
don't know them. Paperwork gets lost, plans get changed, and people forget. If you have a checks and
double checks system, you will find errors, have time to correct them, and mitigate any damage.

It might seem like a waste of your time and energy following through, but in the long run this pays off.
You'll be spending less time and effort correcting long standing errors and omissions.
INSPIRING SUBORDINATES
It is much easier to get people to do something if they have the drive to do so. Inspire means to "breathe
life in. And to do that, we have to have a life of our own.

Three main actions will aid you in accomplishing this:

1. Be Passionate
A trickle-down impact can arise in the organizations where there is a leader with great enthusiasm about
a project. You have to devote yourself to the job that you do. Do not expect your people to be worked up
about it if you don't express the excitement.

2. Involve subordinates in the decision-making process

People involved in the decision-making process are much more deeply involved than those who simply
carry out the order of a manager. Help them contribute, and inform them that you value their opinions.
When it makes sense to do so, listen to them and integrate their suggestions.

3. Know what your organization is about

"The Army is not made up of people. The Army is people. Every decision we make is a people issue."

- General Creighton W. Abrams

The same is the organization. It may be making a product or providing a service, but they are still men.
The primary responsibility of a leader is to grow people and encourage them to attain their full potential.
Your people may come from various backgrounds, but they all have goals they want to achieve. Create a
"people setting" in which they can really be everything they can be.

TRAINING AND COACHING

Training and coaching are two different things, although some use them interchangeably:

Training - Is a structured lesson designed to give people the knowledge and skills to perform a task.
Coaching - Is a process designed to help the employee develop more expertise and resolve obstacles to
improving job performance.
Training and coaching are going hand in hand. First you train people with a great deal of technical
support and then you teach them with motivational tips. Training as well as coaching help create the
conditions that encourage somebody to learn and develop. People learn from the experiences of others,
by building an image of what they are trying to learn in their minds by acquiring and knowing the
knowledge they need, by applying it to their job and/or practice.

COMMON POINTS OF BOTH COACHING AND TRAINING

a. Testing to assess levels of knowledge, capacity and trust.

b. Defines targets that can be routinely calculated. This helps differentiate these into step-by-step
actions.

c. Clarify course, goals and responsibility. To promote accountability, include the individual or team in the
decision-making process.

d. Encourage peer coaching by reminding them that everyone has a stake in each other's success.

e. Coaching is more than telling people how to do something, it involves giving guidance, building skills,
generating obstacles, removing barriers to success, building better systems, and learning through
discovery.

f. Cope with emotional challenges by helping them improve, analyzing and pointing out ways they hold
back, encouraging them when they become frustrated, and so on.

g. Give feedback by pointing and suggesting solutions, rather than actively criticizing errors.

As a leader you must view coaching from two different viewpoints:

1. Coaching to lead others, and

2. Being coached to achieve self-improvement.

LEARNING
Conditions of Learning
To be successful in guiding subordinates, the leader must familiarize himself with these learning
conditions and strictly follow them while training his people:

a. The Person Must Be Motivated to Learn.

You cannot teach certain people who are not inspired to learn knowledge or skills. They've got to feel the
need to learn what you say. Many workers are inspired to do good work. They want to be able to carry
out their duties properly. Their motivation is to be able to carry out their work in return for a salary,
rewards, challenges, job satisfaction etc.

b. Involve Your Subordinates In The Process.

Keep their attention in the learning process by deliberately engaging their minds and emotions.
Participate in them through active capability practice, or through conversation. With a lengthy lecture
you can't keep their attention.

People normally pay attention for a short period of time (less than 30 minutes). We need to use what
they're told or their minds wander if you're lecturing for an hour, there's very little to recall.

Alternatively, give a brief lecture, explain (15 minutes or less), and then practice them. Provide feedback
throughout the practice session until they are able to do it themselves. If this is a large, complicated task,
break it down into short steps of learning.

THE SIX POINTS OF LEADERSHIP POWER

Power refers to the ability a person has to control another's actions such that he or she behaves
according to his or her wishes. Such power is a capacity or potential as it means a potential that does not
need to be realized in order to be effective. That is, there may be a power but it doesn't need to be used
to be successful.

The strength of leadership is much more than the use of force. Leadership encourages others to
genuinely WANT to attain a goal, while dominance drives others to attain a target. A superior police
officer, for example, has certain powers over enlisted personnel, but that power does not need to be
used to be successful. The mere knowledge that an enlisted person has of the power of an officer has
some control over him or her.

Below are French, Raven's (1959), Six Points of Leader Power. These power points will help you to assess
the impact you and others have on achieving full negotiating skills.

1. Coercive Power - Power that is based on fear.

A person with coercive power can make things hard for humans. These are the people you wish to avoid
being angry with. Employees who work under a coercive boss are unlikely to commit themselves, and
are more likely to resist the manager.
2. Reward Power - Compliance achieved on the basis of the ability to distribute rewards which others
find important.

Might give people special benefits or incentives. Trading favors with him or her might seem beneficial.

3. Legitimate Power - The power a person receives in an organization's formal hierarchy as a

consequence of his or her role.

The person has the right to expect you to comply with valid demands, given his or her status and your
job responsibilities.

4. Expert Power - Influence based on special skills or knowledge.

Experience and knowledge give the person respect. Expert influence is the most firmly and regularly
connected to productive output of subordinates.

5. Referent Power - Influence based on individual or desirable possession of wealth or personal traits.
Sometimes this is seen as beauty, elegance, or appreciation. You like the individual and you want to do
things for him or her.

6. Informational Power - Providing information to others which leads to thinking or acting in a new
way.

SIGNIFICANCE OF SELF-CONTROL IN LEADERSHIP

A cyclone has the power to cause heavily damage to crops, houses and even cities. It could pack a wind
of 125-280 km/h enough to create widespread destruction. It is said that the cyclone derives its power
from its calm center.

Anonymous

"He who is slow to anger is better than the mighty and he who rules his spirit, than he who captures a
city.

Proverbs 16:32
For leadership the same principle holds true. Leaders being influential individuals within the organization
and having the greatest impact on the lives of their people, must learn and exercise self-control. Leaders
are gaining people's trust, power and respect when they exemplify self-control. The more power a leader
has, the greater the confidence, influence and respect people will have for him. Will you have a calm
area like the cyclone? Have you been self-disciplined? Can one define your life as one of self-control?