Hotel Leadership.ppt

1
Leadership Fundamentals
Accelerated Leadership Development Program (ALDP)
August 2007

2
All Rights Reserved 2007
Activity: Warm It Up!

3
 Differentiate Management and
Leadership
 Gain critical knowledge and
self-awareness to be a
successful leader
 Adapt style preferences to be
more effective
 Apply appropriate leadership
behaviours in different
situations to be more effective
Why Are We Here?
WB 2

4
The Quality of IHG’s Leadership …
Faster growth
by making
IHG’s brands
first-choice
for guests and
hotel owners
Build the industry’s
strongest operating
system focused on
the biggest markets
and segments where
scale really counts
Brand performance
Excellent hotel returns
Market scale/knowledge
Aligned organisation
Goal
Strategy
Priorities
Quality
of IHG
Leadership
Winning Ways
• Do the right thing
• Show we care
• Aim Higher
• Celebrate Difference
• Work Better Together
… drives our corporate priorities

5
The Service-Profit Chain
Return on Assets
Operating Margin
Revenue Growth
Customer
Impressions
Customer
Referrals
Customer
Retention
Service
Helpfulness
Merchandise
Value
Employee
Behavior
Attitude about
the job
Attitude about
the company
Rucci, et al, 1998

6
Source: McKinsey’s War for Talent 2000 survey of 6,500
senior & mid-level managers at 35 large US companies
58% of people who have worked with
subpar managers are affected as follows:
86%
82%
81%
76%
“Made me want to leave the company”
“Prevented me from making a larger
contribution to the bottom line”
“Hurt my career development”
“Prevented me from learning”
The Cost of a Bad Boss

7
What’s This Got To Do With Me?
 Room to have
a great start
 Room to be
involved
 Room to grow  Room for you

8
Developing Leaders at IHG
 The ALDP is a 10-
module leadership
development program
based on the IHG
Competency Model,
that is designed to
skill Band 6 & 7
supervisors in
essential leadership
practices.
Turn
2
Turn
3
Turn
1

9
IHG Supervisor Competencies
WB 3

10
What is your most important responsibility as a
supervisor?
To produce results ...
but the only way to do this is through the efforts of
the people around you
Introduction

11
Changing Role of the Supervisor
80% Directing
& Maintaining
5% Strategy
15% Coaching,
Developing,
Supporting,
Building
20% Strategy
60%
Coaching,
Developing,
Supporting,
Building
20% Directing
& Maintaining
Traditional 21st Century
Traditional
Main role was to direct and
control the way work was
done by the people that
reported to them
Today
Successful supervisors are
primarily driven by the roles
of coach, leader, developer,
mentor, and planner
WB 4

12
“The only true leader is
someone who has followers.
An effective leader is not
someone who is loved or
admired.
He or she is someone whose
followers do the right thing.
Popularity is not leadership.
Results are.”
Peter Drucker
The True Leader
WB 4

13
Activity: Electric Maze

14
1. What happened? What feelings did you
experience at the beginning, middle, end?
2. Was there a leader? Why do you think so?
3. What can you learn from this experience?
Activity: Electric Maze
WB 5

15
 The root of the word
management is “manas” --
meaning hands.
 Managing is… to accomplish,
to be in charge of or
responsible for, to conduct.
 It involves the process of
setting and achieving the
goals through the planning,
organizing, directing and
controlling.
What is Managing
WB 6

16
 The root of the word
leadership is “lead” --
meaning to go, to guide.
 Leading is… influencing,
guiding in direction, action,
or opinion.
 It involves inspiring others to
follow, creating goodwill and
supporting others. Leaders
achieve things that could not
have been done without them.
What is Leading
WB 6

17
Leaders and Managers
A leader can be a manager,
but a manager is not
necessarily a leader.

18
Activity: Compare and Contrast
In your table groups,
list some of the
differences in
behaviours between
managing and leading
on a flipchart
WB 6

19
Management Versus Leadership
Focus on Results
 Embodies mission &
vision
 Concern with
effectiveness
 Motivating &
inspiring
Management Leadership
Managers seek
COMPLIANCE
Leaders seek
COMMITMENT
Focus on Processes
 Embodies goals &
objectives
 Concern with
efficiency
 Controlling &
problem-solving
WB 6

20
Importance
Individual
Contributor
Supervisor/
Manager
Executive
Managerial Skills
Leadership Skills
Technical Skills
High
Low
Management Versus Leadership
WB 6

21
1. Think of 5 pieces of advice
to give other supervisors
on leadership
2. Move around the room and
collect 3 pieces of great
leadership advice from 3
different people
3. At the end you should have
at least 9 tips from others
Activity: Scavenger Hunt

22
Influencing
Personal
Performance
Influencing
Performance of
Others

23
Agenda (Day 1)
 Welcome & Introduction
 The Manager vs. The Leader
 LM1: Different Behavioral Styles
 LM2: Emotions
 EA1: Increase Self-Awareness
 EA2: Build Acceptance of Others
 EA3: Adapt Your Style
 Mastery Demonstration
WB 7

24
Agenda (Day 2)
 Review Day 1
 LM3: 3Vs of Communication
 LM4: Situational Leadership
 EA1: Build Positive Bonds
 EA2: Evaluate the Leadership Situation
 EA3: Influence the Situation
 Mastery Demonstration
 Summary, Review & Evaluation
WB 7

25
Housekeeping
WB 8

26
Self-Assessment
WB 9

27
Self-Assessment
21-30
31-40
41-50
WB 9

28
A leader knows the keys for inspiring and
influencing team members. To be successful
then, a leader must learn how to communicate
with coworkers and foster optimum teamwork.
Being aware of your preferred style of
communication as well as those of others,
accepting and adapting to them, will enable
you to deal more effectively with them.
LM1: What are the Different
Behavioural Styles
WB 10

29
1. The world’s first lie detector
2. Wonder Woman
What Do These Have in Common?

30
• DiSC divides behavior into
4 main dimensions:
• Dominance
• influencing
• Steadiness; and
• Compliance.
He also originated the DiSC Personality Profile Model
– which is a useful guide to becoming more aware, to
more readily accept and adapt to others’ styles.
William M. Marston
William Marston
WB 10

31
D i
C S
D.i.S.C.
PEOPLE-
ORIENTED
Warm, Relaxed,
Feelings, Supporting,
Informal, Open, and
Expressive
TASK-ORIENTED
Cool, Calculating,
Guarded,
Objective, and
Formal
OUTGOING
Tells, Fast-paced,
Assertive, Initiates,
Competing, Quick,
Risk Taker, Direct
RESERVED
Asks, Slower-paced,
Responds, Avoids Risk,
Goes Along, Cooperating,
Deliberate, Indirect
WB 11

32
DOMINANTS are
very straight forward in
dealing with challenges
and have little patience
for details
INFLUENCERS are
outgoing, persuasive
and influence others
through talking. They
tend to be emotional
STEADY people like
to be in the know and
work at a steady pace.
They don't like sudden
changes or ambiguity
COMPLIANT people
adhere to rules,
regulations and structure.
They appreciate quality
and doing things right
Different Behavioural Styles
WB 12

33
Activity: Famous Faces

34
What Do We Know About Style?
 We each have a unique
style; a blend of the 4
behavioural tendencies
 Each behavioural style has
its strengths and limitations
 There is no “best”
behavioural style
 Our effectiveness with
others depends on our
adaptability to meet the
needs of others

35
Activity: Which Style?
i
D
C
S
WB 13

36
All of us experience a wide
range of emotions in our lives.
Learning to recognize and
stay with our feelings is a
valuable experience.
We can learn that just
because we feel something,
we don't have to act on it.
LM2: What are Emotions?
WB 15

37
Why Is It Important?
Out of control emotions
make smart people stupid
-- Daniel Goleman
WB 15

38
Emotional Intelligence
WB 15

39
Emotional Intelligence
The ability to monitor one’s own and
others’ emotions, to discriminate among
them, and use the information to guide
one’s thinking and actions.
-- Mayer & Salovey
WB 15

40
Emotional intelligence is NOT…
 Being “nice”
 Allowing feelings to run wild
 Gender based -- women are not necessarily
“emotionally smarter” than men
 Fixed genetically
 Being emotional
- Cooper & Sawaf, 1997
WB 16

41
Emotional Intelligence Competencies
By definition, E.I. consists of 5 competencies:
– Self-awareness
– Self-regulation
– Self-motivation
– Empathy
– Managing relationships
- Salovey & Mayer, 1985
WB 16

42
Activity: Match the Emotion
Uneasy
Anger
Proud
Thankful
Confused
Hurt
Encouraged
Confident
WB 17

43
Emotions and Our Brain
Our brain is always taking in
information though our
senses. It interprets this
information and sends the
appropriate signals to the
body that creates a response.
The lizard brain interprets
many signals as a “threat”.
This affects our response to
the situation.
WB 18

44
Amygdala
“Lizard Brain”
Cortex
“Thinking Brain”
Stimulus
Reacts
Interprets
Emotions and Our Brain
WB 18

45
DO:
1. pay close attention
2. remain calm &
respectful
3. send the message
“I’m here to work with
you”
4. choose your words
carefully
5. show understanding
1. let your hot buttons
get pushed
2. interrupt
3. react instantly to
angry or abusive
comments
4. use “But…”
5. use empathy with
VERY angry people
DON’T:
Responding to Emotional People
WB 18

46
1. For each of the
situations, answer
the 3 questions
2. Please be prepared
to share your
response with the
larger group.
Activity: What Information?
WB 19

47
Increase Self-
Awareness
Build Acceptance of
Others
Adapt Your Style
How to Influence Personal Performance?
WB 21

48
Leadership starts with an
understanding of yourself.
Self-awareness gives us
insight into how and why
we behave the way we do
and adapt our behaviors
accordingly.
This will allow us to better
manage our relationships
with others.
EA1: Increase Self-Awareness
WB 22

49
Johari Window
Known to Self Unknown to Self
Known to Others
Unknown to Others
BLIND
SPOT
HIDDEN
FAÇADE
UNKNOWN
POTENTIAL
OPEN
ARENA
WB 23

50
1. Recognize your
behavioural style
preference
2. Identify your
strengths and
limitations
3. Assess how to
leverage strengths
and overcome
limitations
How Do I Increase Self-Awareness?
WB 24

51
What’s my Style?
1. Tick the boxes
that you think
best describe
you.
2. Wait for further
instructions
from facilitator.
WB 25

52
1. Your team has been
tasked to plan the
hotel’s Annual
Dinner & Dance.
The theme is
Masquerade Nite.
2. Create a plan for
Masquerade Nite on
a flipchart.
Activity: Masquerade Nite
WB 26

53
 What are my greatest style-
related strengths and how do
they help me on my job?
 What are 3 of my style-related
limitations and how do they
hinder my job effectiveness?
 What are 3 things I could do to
be more effective when working
with others?
Activity: Strengths and Blindspots
WB 27-28

54
Accepting others means
accepting the different
styles and developing a
positive attitude and
appreciation for their
strengths & weaknesses.
This will lay the
foundation for others to
trust and have confidence
in you, and vice versa.
EA2: Build Acceptance of Others
WB 30

55
1. Treat everyone as an
individual
2. Identify and accept
the other person’s
style
3. Stay flexible
How Do I Build Acceptance of Others?
WB 31

56
Activity: Who, What, Why, How?
Jim
Jeannie
Doug
Steve
D i
S
C
D i
S
C
D i
S
C
D i
S
C
WB 32

57
 Stay calm
– Don’t let your hot
buttons be pushed
– S.T.O.P.
– Positive self-talk
– Keep perspective
– 6 second pause
– Disengage
Stay flexible: Control Emotions
WB 33

58
1. Stand in 2 rows facing
each other
2. Starting with one side,
read the complaints to
your partner
3. Repeat step 2 with
emotions (make it real)
while partner practices
staying calm
4. Reverse roles & repeat
Activity: Complaints! Complaints!
WB 34

59
We need to adapt our
styles to the other person’s
so that we can optimize our
working relationship.
When we adapt our style to
theirs, we communicate
more effectively, they
understand us more and
we build greater rapport
with them.
EA3: Adapt Your Style
WB 36

60
What Does It Mean To Be Adaptable?
 We adjust our methods of communicating
and behaving.
 We go beyond our comfort zone so that
others are comfortable.
 We do not imitate other people; we adjust
our behaviour to be more in line with the
preference of others.
 We maintain our own identity and good
sense.
WB 37

61
1. Know the motivators of
the different styles
2. Adjust communication
using the 3Vs
3. Complete an adaptability
strategy for each person
How Do I Adapt My Style?
WB 37

62
A ‘D’ is motivated by the ability to make decisions
and act without interference. Also…
– Challenges and problems to solve
– Power and authority to make decisions
– Changing environment
– Freedom from routine and mundane tasks
Style Motivators
D
WB 38

63
Style Motivators
An ‘i’ is motivated by a sense of belonging that
includes interaction with others. Also…
– Flattery, praise, popularity and acceptance
– Create a friendly environment
– Provide freedom from many rules and regulations
– Get other people to handle details
i
WB 38

64
Style Motivators
An ‘S’ is motivated by security and loves status
quo. Also…
– Loyalty and dependability
– Safety and security
– No sudden changes in procedures or lifestyle
– Time & activities that can be done from start to finish
S
WB 38

65
Style Motivators
A ‘C’ is motivated by assurances of quality and
accuracy. Also…
– Standards of high quality
– Detailed tasks
– Logical organization of information
– Limited social interaction
C
WB 38

66
Style Communication
Verbal Vocal Visual
D
 Direct speech
 Use words like
“Definitely, fast, etc.”
 Speaks quickly
 Firm and loud tones
 Unwavering
 Direct eye contact
 Firm handshake
 Bold visual appearance
i
 Ask questions
 Close, personal language
 Supportive language
 Friendly
 Animated
 Uses a lot of inflection
 Visual reinforcers
 Lots of body movement
 Smiles a lot
S
 Asks “how” questions
 Generalize
 Logical flow
 Constant
 Patient speech
 Soft tones
 Gentle handshake
 Little sudden movement
 Nods when agree
C
 Focuses on specific details
 Precise language
 Avoids emotions
 Little vocal variety
 Even delivery
 “News reader” style
 Poker face (unexpressive)
 Controlled Movement
 Avoids touching
WB 39

67
1. Identify the preferred
styles of your staff
2. For the identified
staff, use the Styles
template to build a
strategy for adapting
to them
Adaptability Strategy
D i
S
C
Outgoing
Reserved
Task
Oriented
People
Oriented
WB 40-44

68
Mastery Demonstration
WB 46

69
Accelerated Leadership Development Program (ALDP)
August 2007

70
Activity: Gang up on them!

71
Why Are We Here?
 Differentiate Management and
Leadership
 Gain critical knowledge and
self-awareness to be a
successful leader
 Adapt style preferences to be
more effective
 Apply appropriate leadership
behaviours in different
situations to be more effective

72
Activity: Shapes

73
The word communicate comes from the Latin word,
communicare, which means to, “make common or to
share.”
In essence, communication is the act of creating
“shared understanding” between the message sender
and the message receiver.
LM3: 3Vs of Communication
WB 48

74
Sender Receiver
Visual
Perfect communication occurs when the receiver
interprets a message as intended by the sender.
Vocal
Verbal
55%
7%
38%
The 3Vs of Communication
Message
Encode Decode
WB 48

75
1. Messages are sent visually, verbally & vocally
2. The effect of a message is based on
interpretation
3. No two people interpret a message exactly the
same way
4. A competent communicator sends a message
with all 3 Vs consistent with each other and with
the intention
5. Effective communicators strive for ‘shared
meaning’
Principles of 3V Communication
WB 48

76
Visual
Vocal
Verbal
‘Noise’
Communication ‘Noise’
Sender Receiver
‘Noise’ interferes with the intended message,
causing a communication gap.
WB 49

77
Possible Causes of ‘Noise’
Style Preference
Family Circumstances
“Noise”
Biases & Prejudices
Knowledge & Skills
Low Self-Esteem
Natural Aptitude
Desire & Interest
Ill Health
Emotional State
WB 49
Environment

78
‘Noise’ can be overcome
using Active Listening i.e.
using all of your attention,
focusing on what the sender
is saying, and showing the
sender that you understood
the intended message.
Active listening uses verbal,
vocal, and visual behaviors to
demonstrate understanding.
Overcoming ‘Noise’

79
Activity: Active Listening

80
a. Create a positive listening situation
b. Use active questioning techniques
c. Use active paraphrasing techniques
d. Use parroting
e. Use positive visual and verbal reinforcers
(acknowledgement)
f. Take notes (where appropriate)
g. Show the other person you understand
Active Listening Techniques
WB 50

81
Activity: Communicate Effectively
1. Pair up with someone you
have not practiced with.
2. One will act as the speaker
who is a staff with an idea.
3. The other will be the
listener (supervisor) who
will practice the active
listening techniques.

82
LM4: Situational Leadership
Early leadership models
assumed a “same style”
approach with all
employees in all situations
In the 1960’s, Hersey &
Blanchard developed
“Situational Leadership”
which recognizes that
different situations require
different leadership styles
WB 52

83
Activity: Paper Planes
Get into pairs:
• One will be the ‘leader’ (to be
briefed outside room)
• One will be the ‘performer’
(stay inside room)

84
Situational Leadership
“Situation”
Leadership “Styles” = blend of “Support” and “Direction”
Determined by
“Development Level”
Determined by
“Other Aspects”
Determined by
WB 53

85
Situational Leadership
Therefore, the steps to apply Situational
Leadership are:
1. Assess your performer’s “development level”
2. Evaluate other aspects of the “situation”
3. Match the leadership “style” to the “situation”
WB 53

86
Development Levels
D1
D4
Low
Commitment
Low
Competence
High
Commitment
Moderate/High
Competence
High
Competence
High
Commitment
D3 D2
 Competence
 Commitment
Low/Some
Competence
Low/Variable
Commitment
WB 54

87
High
Competence
High
Commitment
Development Levels
D1
D2
D3
D4
-
-
+
+
C
O
M
M
I
T
M
E
N
T
COMPETENCE
Moderate
Competence Low/Variable
Commitment Low
Commitment
Low/Some
Competence
Low
Competence
High
Commitment
WB 54

88
Leadership Styles
S1 – “DIRECTING”
S2 – “COACHING”
S3 – “SUPPORTING”
S4 – “DELEGATING”
+
+
-
-
S
U
P
P
O
R
T
I
N
G
DIRECTING
0
Little
Direction
Lots of
Support
Lots of
Support
Lots of
Direction
Lots of
Direction
Little
Support
Little
Direction
Little
Support
WB 55-56

89
Matching Style with Level
Low Competence
Lots of
Direction
Low Commitment
Lots of
Support
Low/Some
Competence
Lots of
Direction
High
Commitment
Little
Support
Moderate
Competence
Little Direction
High
Competence
Little
Direction
High
Commitment
Little
Support
Low/Variable
Commitment
Lots of
Support
D1
D4 D3 D2
WB 56

90
Activity: Snap!

91
Build Positive Bonds
Evaluate the
Leadership Situation
Influence the
Situation
How to Influence Performance of
Others?
WB 58

92
Activity: Leaders You Admire

93
Characteristics of Admired Leaders
1. Honest 88%
2. Forward-Looking 71
3. Competent 66
4. Inspiring 65
5. Intelligent 47
6. Fair-minded 42
7. Broad-minded 40
8. Supportive 35
9. Straightforward 34
10. Dependable 33
11. Cooperative 28%
12. Determined 24
13. Imaginative 23
14. Ambitious 21
15. Courageous 20
16. Caring 20
17. Mature 17
18. Loyal 14
19. Self-Controlled 8
20. Independent 6
From Kouzes & Posner, 2002 - Based on data from over 75,000 respondents in
North America, Asia-Pacific, Latin America & Europe
WB 60

94
The glue that builds strong
bonds between leader and
followers are credibility &
trust.
Trust can motivate others to
participate in goal-oriented
work, and promote teamwork.
This is why building positive
bonds is fundamental to
interpersonal leadership.
EA1: Build Positive Bonds
WB 59

95
 Trust takes a long time
to develop and an even
longer time to regain
once it’s broken.
 Trust, once broken,
can take 4 to 12 times
longer to rebuild than
what it initially took to
build in the first place
Trust
WB 60

96
1. Exhibit trustworthy and
trusting behaviours
2. Help your staff achieve
their goals
3. Be a supportive listener
How Do I Build Positive Bonds?
WB 61

97
Activity: Game of Life
OR

98
Combination
6 X
5 X 1 Y
4 X 2 Y
3 X 3 Y
2 X 4 Y
1 X 5 Y
6 Y
Payoff
All ($200)
X=$200; Y=($1,000)
X=$400; Y=($800)
X=$600; Y=($600)
X=$800; Y=($400)
X=$1,000; Y=($200)
All $200
Activity: Game of Life

99
 Exhibit trustworthy behaviors
—Behaviors that put you in a perceived vulnerable
position e.g. self-disclosure
 Exhibit trusting behaviors
—Behaviors in response to another’s trusting
behaviors that indicate to the trusting party that you
are “safe” e.g. doing things as promised
Building Trust
WB 62

100
 Individually, answer
each question.
 Please be honest,
only you will see the
results.
 You have five (5)
minutes.
Activity: You and Trusting Behaviours
WB 63

101
 Form into groups of 3 with
persons you are least
familiar with
 Take turns to share your
answers to each question,
until all 3 members in the
group have shared
 NOTE: <1/2 min per question
Activity: Onion Peel (option)
WB 64

102
EA2: Evaluate the Leadership Situation
Situational leadership
suggests to leaders how
they should behave based
on the situation.
Effective leadership occurs
when the leader can
accurately diagnose a
situation and then exhibit the
prescribed leadership style
that matches that situation.
WB 66

103
1. Assess your performers
development level
2. Evaluate other aspects of
the situation
3. Match situational
leadership style
How Do I Evaluate the Leadership
Situation?
WB 67

104
Assess the Development Level
Competent?
Y
Committed?
N
Committed?
Y
D1
Y
D4
V
D3
N
D2
WB 68

105
Name Task Level of
competence?
Level of
commitment?
Devt Level?
(D1 to D4)
Observed
Motivators?
Actions to
Take:
EX:
Helen
XYZ High Variable
(seem to be
confident
whenever
doing task but
lacks
motivation
sometimes)
D3 Task
ownership,
doesn’t like
to be
disturbed
Share
expecta-
tions then
have
weekly
meetings;
encourage
Assess the Development Level
1. Review your staff on his/her work tasks
2. Assess their development level per task (D1-D4)
WB 68

106
Evaluate Other Aspects of the Situation
 Risk
 Required effort
 Urgency
 Ethical considerations
 Potential returns
WB 69

107
D2 = S2 – Coaching
Some
Competence
Direction
Commitment
Support
D1 = S1 – Directing
Competence
Direction
Commitment
Support
D4 = S4 – Delegating
Competence
Direction
Commitment
Support
Match Leadership Style to
Development Level
L
Support
H
L Direction H
L
Commitment
H
H Competence L
D3 = S3 – Supporting
Competence
Direction
Variable
Commitment
Support
WB 70

108
D3  S1 – Directing D2  S1 – Directing
D4  S1 – Directing D1  S1 – Directing
Commitment
Commitment
Support
Competence
Competence
S1 Leadership Mismatch
Support
Direction
Support
Direction
Some
Competence
Direction
Variable
Commitment
Competence
Direction
Commitment
Support
L
Support
H
L Direction H
L
Commitment
H
H Competence L
Variable
Commitment
WB 71

109
D3  S2 – Coaching D2  S2 – Coaching
D4  S2 – Coaching D1  S2 – Coaching
Competence
Commitment
Competence
Competence
Commitment
Direction
Support
Direction
Direction
Support
Variable
Commitment
Support
L
Support
H
L Direction H
L
Commitment
H
H Competence L
Some
Competence
Direction
Commitment
Support
WB 71

110
D3  S3 – Supporting D2  S3 – Supporting
D4  S3 – Supporting D1  S3 – Supporting
Direction
Competence
Some
Competence Commitment
Commitment
Competence
Direction
Competence
Direction
Commitment
L
Support
H
L Direction H
L
Commitment
H
H Competence L
Variable
Commitment
Support
Support
Direction
Support
Support
WB 71

111
D3  S4 – Delegating D2  S4 – Delegating
D4  S4 – Delegating D1  S4 – Delegating
Competence
Some
Competence Commitment
Commitment
Support
Competence
Direction
Competence
Direction
Commitment
Support
L
Support
H
L Direction H
L
Commitment
H
H Competence L
Variable
Commitment
Direction
Support
Direction
Support
WB 71

112
Case Study: Banquet Waiters
1. Review the case study
in your workbooks and
answer the questions
2. Please be prepared to
share your examples
with the larger group
WB 72

113
Leadership is a transaction
between leaders and
followers.
The more we are able to
adjust our behaviours to best
serve the specific situation
faced by our performers, the
more successful we can be in
enhancing their performance.
EA3: Influence The Situation
WB 74

114
Desire
Desire is the key ingredient in
how much discretionary
effort, energy, & enthusiasm
we put into the work we do –
or, whether we do it at all!
WB 75

115
Maslow’s Hierarchy of Needs
Self-actualisation
Personal growth and fulfillment
Esteem
Achievement, status, responsibility, reputation
Belongingness
Family, affection, relationships, work group, etc.
Safety
Protection, safety, order, law, limits, stability, etc.
Physiological
Basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.
WB 75

116
S
E
L
F
Intangible Recognition
Type I:
Internal
Tangible
Type II:
External
Tangible
Type III:
Internal
Intangible
Type IV:
External
Intangible
O
T
H
E
R
S
Tangible Reward
Motivation Cube
WB 76-77

117
1. Individually, consider the
motivation styles of each
performer in your area
2. Next, think of some
techniques that you believe
would work. If you are
unsure, develop one or two
questions you would ask to
better understand his/her
motivators
Activity: What Type Are They?
WB 78

118
1. Review the list of
supportive and
directive behaviours
2. Plan what you will do
differently
3. Work with your
performer
How Do I Influence The Situation?
WB 79

119
Dual Axis – Directive & Supportive
Directive Behavior
– Tell employee what to do, when and how
to do it (one-way communication)
– Spell out the leader and employee roles
– Closely supervise performance
– Keywords – Structure, Teach, Organize,
Supervise
WB 80

120
Dual Axis – Directive & Supportive
Supportive Behavior
– Engages in more two-way communication
– Listens and provides support and
encouragement
– Involves the employee in decision making
– Encourages and facilitates self-reliant
problem solving
– Keywords – Ask, Listen, Explain, Encourage
WB 80

121
Key Characteristics of D1
A new employee starting
in a new position
CHARACTERISTICS OF
EMPLOYEE
BEHAVIOUR?
• Unskilled
• Inexperienced
• Motivated
• Enthusiastic
• Willing
Leadership Style Needed:
“Directing”

122
Directing Leadership
The Leader must:
– Demonstrate
– Explain how
– Set goals
– Organise the work in advance
– Provide structure
– Control
– Supervise closely
– Evaluate
WB 80

123
“Coaching”
CHARACTERISTICS OF
EMPLOYEE
BEHAVIOUR?
New, relatively unskilled
gaining experience, but a
bit de-motivated
• Encounter difficulties
• Gets frustrated
• Unhappy with boss, colleagues
• Domestic/adjustment difficulties
• Lack skills & knows it!
• Not getting good training

124
Coaching Leadership
– Demonstrate
– Explain how
– Set goals
– Organise work
– Provide structure
– Control
– Supervise closely
– Evaluate
– Praise
– Explain why
– Ask for opinions
– Listen
– Encourage
– Reassure
The Leader must:
WB 80

125
“Supporting”
CHARACTERISTICS OF
EMPLOYEE
BEHAVIOUR?
Becomes more experienced,
but has not had time for
work to become routine
• Uncertain about some aspects
of job
• Lacks confidence to make
decisions without your approval
• Suggests lots of ideas
• Takes time fulfilling tasks
• Fluctuating motivation

126
Supporting Leadership
The Leader must:
– Praise and reassure
– Encourage
– Ask for ideas and opinions
– Listen
– Involve follower in goal setting
– Involve follower in evaluation
– Involve follower in problem-solving
– Share decision making
WB 80

127
“Delegating”
CHARACTERISTICS OF
EMPLOYEE
BEHAVIOUR?
Fully experienced, and can
do the job with ease
• Confident
• Shares ideas, thoughts
• Explains course of action
• In-depth discussions
• Wants additional responsibility

128
Delegating Leadership
The Leader must:
– Share expectations
– Avail himself but not interfere
– Delegate responsibility and
authority
– Allow the follower to evaluate
his/her performance
– Provide information &
resources
– Reward & recognition
WB 80

129
Summary
S3
SUPPORTING
Share ideas
and facilitate
in decision making
S4
DELEGATING
Turn over responsibility
for decisions and
implementation
S2
COACHING
Explain decisions and
provide opportunity
for clarification
S1
DIRECTING
Provide specific
instructions and closely
supervise performance

130
Mastery Demonstration
WB 82-83

131
 Individually, take 5
minutes to review the
entire content of this
workshop
 When the review is
complete, form into 4
small table groups
 Follow the
Facilitators directions
Activity: Jeopardy

132
1. Take one minute to
look through the
day’s material
2. Identify the top five
most impactful
concepts or skills
that you learned
Activity: Learning Journal
WB 84

133
1. Please take the next few minutes to complete
the post L2 assessment (crossword puzzle)
2. After that, please take three minutes to
complete the workshop evaluation form
Workshop Evaluation
Thank You!

134
Final Thought
“Leaders need to do what the people
they supervise can’t do for themselves
at the present moment.”
– Ken Blanchard

Hotel Leadership.ppt

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a Hotel Leadership.ppt

Semelhante a Hotel Leadership.ppt (20)

Último

Último (20)

Hotel Leadership.ppt