Leadership & Motivation Skills

Learning Objectives

• Understand the meaning of leadership

and the contrast with management
• Explain different leadership approaches
and models
• Understand the link between leadership
and motivation
• Appreciate the significance of process and
content theories of motivation
• Consider a number of issues with regard
to leadership and motivation.
Leadership
Introduction, Definitions and
Discussion
What is Leadership?

Leadership is the ability to influence

people toward the attainment of goals.
Nature of Leadership:

Leadership occurs among people;

PEOPLE reciprocal; “people activity”
Relationship among people is not
INFLUENCE passive, used to achieve goal; dynamic
and involves the use of power.
GOALS Leadership is used to attain goals.
What is Leadership?

The ability to inspire confidence and

support for those trying to achieve goals

The human factor that binds a group

together and motivates it towards goals
What is Leadership?

Leadership is more than giving people

instructions and seeing that they are
carried out. It means involving them so
that they want to carry out instructions
because they feel it is right for them and
the whole group.
What is Leadership?

Leadership is essentially a relationship through

which one person influences the behaviour or
actions of other people.
Mullins (2007)
The process whereby one individual influences
other group members toward the attainment
of defined group or organizational goals
Greenberg and Baron (2008)
What is Leadership?

Leadership is a complex process by

which a person influences others to
accomplish a mission, task or
objectives and directs the organization
in a way that makes it more unified and
logical.
What is Leadership?

“Leadership is action, not a position.”

“Leadership is doing What’s Right, at

the Right Time, for the Right Reasons.”
What is Leadership?

“Leadership is a means to an end, it is

NOT an end or a goal in itself.”

Leadership is a path, which should be:

•Authentic
•Values based (personal)
•Ethical (broader framework)
What is Leadership?

“A leader articulates and embodies a

vision and goals, and enables others to
share and achieve them.”

“Leadership is a state of mind …

leadership is about vision, spirit, and
character; getting diverse individuals to
work together as a team.”
Leadership and Management

• Management - Daft 2008 - “ is the attainment of

organisational goals in an effective and efficient
manner through planning, organising, leading
and controlling organisational resources ”
• Leadership - Daft 2008 – “ the ability to
influence people toward the attainment of
organisational goals”
• Leadership is often associated with the willing
and enthusiastic behaviour of followers and does
not necessarily take place within the hierarchical
structure of the organisation.
what’s the difference
between
management
and
Leadership??
Leadership vs Management

Leadership Management
Comes from personal sources
that are not as invested in the
organization Comes from organizational
•Personal interest structures
•Goals
•Values
Promotes:

• Vision • Stability
• Creativity • Order, and
• Change • Problem Solving
in the organization within the structure
What is a Leader?

What are your thoughts about what a

leader is?

Someone who………………..
What is a Leader?

• Inspires and stimulates others to

achieve goals
• Influences people to act in a common
direction
• Has the energy that motivates and co-
ordinates
• Lets people work – not makes them
work
What is a Leader?

• Influences others by acting as a positive

role model
• Removes barriers to people can achieve
• Supporting, guiding, influencing
• Has a good knowledge of the work and
industry they are in
Leaders you know?

In 30 seconds write down as many people

you consider to be leaders as you can
Managers

• maintain the status quo

• monitor situation
• allocate resources
• communicate targets
• measure the results
• feedback on the trends
Leaders

• strategic thinkers
• look forward and create
visions
• challenge
• motivate
• inspire
“a leader's job is
to rally people
toward a
better future”
marcus buckingham
Leader vs Manager
Leader (soul) Manager (mind)
• Visionary • Rational
• Passionate • Consulting
• Creative • Persistent
• Flexible • Problem-Solving
• Inspiring • Tough-Minded
• Innovative • Analytical
• Courageous • Structured
• Imaginative • Deliberate
• Experimental • Authoritative
• Initiate change • Stabilizing
• Personal Power • Position
• Power
Leadership Traits
Traits, Skills and
Competencies
Leadership Traits

Traits – Distinguishing Characteristics

like intelligence, value & appearance

Personal Characteristics
• Physical Characteristics
• Personality Characteristics
• Social Background
• Intelligence & Ability
• Work Related Characteristics
• Social Characteristics
Leadership Traits
Personal Characteristics
• Physical • Social Background
• Activity • Mobility
• Energy • Intelligence & Ability
• Personality
• Alertness • Judgment
• Personal • Decisiveness
Integrity • Knowledge
• Originality • Fluency of Speech
• Ethical Conduct
• Creativity
• Self-
Confidence
Leadership Traits
Personal Characteristics
• Work Related • Social
• Achievement Characteristics
• Drive • Ability to enlist
• Desire to Excel
• Drive for cooperation
Responsibility • Prestige
• Pursuit of Goals • Cooperativeness
• Task Orientation • Sociability
• Popularity
• Interpersonal
Leadership Personality Traits
Leader Effective Leader
• Confidence • Drive
• Courage • Desire to Lead
• Competence • Integrity
• Vision • Self-Confidence
• Energy • Intelligence
• A Plan of Action • Job-Related
Knowledge
Six Key Traits of Effective Leader
Desire to
Lead

Drive Integrity

Job-
Self-
Relevant
Confidence
Knowledge

Intelligence
Six Key Traits of Effective Leader
Desire to
Lead
• Leader exhibit a high
Drive effort level.
Integrity
• High desire for
achievement.
• A lot of energy.
Job-
Self- • Show initiative.
Relevant
Confidence
• Persistent.
Knowledge

Intelligence
Six Key Traits of Effective Leader
Desire
to
Lead
Drive Integrity
• Strong desire to
influence.
• Strong desire to Lead.
• Self-
Willingness to take Job-
Relevant
Confidence
responsibility. Knowledge
Intelligence
Six Key Traits of Effective Leader
Desire to
Lead

Drive
Integrit
y

Job-
Self-
Relevant
Confidence
Knowledge
• Build trust
relationship.
Intelligence
• Being truthful.
Six Key Traits of Effective Leader
Desire to
Lead

Drive Integrity

• Show self-confidence.
Self- • No self-doubt.
Job-
Confidenc • RightnessRelevant
of goals and
Knowledge
e decisions.
Intelligence
Six Key Traits of Effective Leader
Desire to
Lead
• Intelligent.
Drive • Gather, synthesize
Integrity and
interpret large amounts of
information.
• Be able to create vision.
Job-
Self- • Solve problems.
Relevant
Confidence
• Make correct
Knowledgedecisions.
Intelligence
Six Key Traits of Effective Leader
Desire to
Lead

Drive Integrity
• High degree and In-depth
knowledge about the
company, industry and
technical matters.
Self- Job-
Confidence Relevant
• Well-informed decisions.
• Understand implications Knowledge
Intelligence
of those decisions.
 A lea
k n ow r d e
wa y s the
, goe
way s the
, a nd
show
s the
way
.
“Give
“Give aa man
man aa fish
fish and
and you
you
feed
feed him
him for
for aa day;
day; teach
teach
him
him how
how to
to fish
fish and
and you
you
feed
feed him
him for
for aa lifetime.”
lifetime.”
Leadership Styles
Power, Styles and Emotions
Leadership Styles

• The way a person displays leadership

practices
• May be based on their
– Personality
– Background
– Beliefs
– Values and work ethic
– Position they hold and the context
of the leadership position
Positional Power

• Comes from the authority of your

position and is based on what you can
do to and for others
• People with this power may need to use
– Rewards, bonuses, pay increases,
threat of dismissal, refusal of wage
increase in order to motivate those
they work with
• Generally uses transactional leadership
Personal Power

• Comes from interpersonal skills and respect

• People with this power use the respect
people have for them due to their vision,
commitment, knowledge, skills and
personal attractiveness or charisma to
motivate
• Generally uses transformational leadership
 Work should be assigned fairly, but
supervisors sometimes rely too much on
certain employees.
Autocratic Leadership

Making managerial
decisions without
consulting others
Autocratic Leadership

• Concerned with task accomplishment

rather than relationships
• Use Directive behavior
• Makes decisions alone
• Expects respect & obedience of staff
• Lacks group support generated by
participation
• Exercise power with coercion
• Proves useful (even necessary) in crisis
situations
Democratic (Participative) Leadership

• Democratic
• All are working
together to make
decisions
Democratic (Participative) Leadership

• Is primarily concerned with human relations

& teamwork
• Fosters communication that is open &
usually two-way
• Creates a spirit of collaboration & joint
effort that results in staff satisfaction
Permissive (Laissez Faire) Leadership

• Laissez Faire
• High Spirited and
Self-Motivated
• Lacks decision
power
Permissive (Laissez Faire) Leadership

• Tends to have few established policies

abstains from leading
• Is not generally useful in highly structured
organizations
Bureaucratic Leadership

• Managerial
• Poor Motivation
• Rules and Policies
Bureaucratic Leadership

• Lacks a sense of security & depends on

established policies & rules
• Exercises power by applying fixed, relatively
inflexible rules
• Tends to relate impersonally to staff
• Avoids decision making without standards
or norms for guidance
6 Emotional Leadership Styles

• Visionary Leader
• Coaching Leader
• Affiliative Leader
• Democratic Leader
• Pace-Setting Leader
• Commanding Leader
Six Emotional Leadership Styles

Coaching

Visionary Affiliative

Commandin
Democratic g

Pace-
Setting
Six Emotional Leadership Styles
• Motivates members to
Coaching
struggle forward, tells
Visionar them where to go but
Affiliative
y not how to get there.
• Openly shares
information.
• May fail when
Commandin
Democratic
motivating experienced
g

peers.
Pace-
Setting
Six Emotional Leadership Styles

Coaching

Visionary Affiliative
• Connects wants to organizational
goals, helps in identifying
strengths and weaknesses.
• GoodDemocratic
at delegation, leads to
Commandin
g
loyalty.
• May look micro-managing
Pace- when
Setting
done badly.
Six Emotional Leadership Styles

Coaching

Visionary Affiliative

• Creates harmony within the organization

• Very collaborative,
Democratic
focuses Commandin
on emotional
g
needs over work needs.
• May avoid emotionallyPace- distressing
Setting
situations.
Six Emotional Leadership Styles

Coaching

Visionary Affiliative

• Values member
inputs andCommandin
Democratic participation.
g

• May
Pace- lead to
Setting
indecision.
Six Emotional Leadership Styles

Coaching
• Builds challenges and
Visionary exciting goals
Affiliativefor people,
expecting and showing
excellence.
• Tend to be low on
Democratic guidance,Commandin
may lead to
g
exhaustion and decline.
Pace-
Setting
Six Emotional Leadership Styles

Coaching

Visionary Affiliative
• Has powerful stance,
gives clear and decisive
directions, commanding
and expecting
Democraticfull Commandin
compliance. g
• May seem cold and Pace-
Setting
distant.
Leadership Models
Various Leadership
Models and Methods
Well designed and properly implemented
controls can positively influence
employee motivation and behavior.
Iterative Methodology

• Think
• Do
• Learn
Repeat as
necessary
Controlling

Feedback
Leadership Approaches

• Qualities or traits approach

• Leadership as a behavioural category
• The situational approach and
contingency models
• Transformational or Transactional
Traits Models

• Assumption:
– some people have identifiable personal attributes
that make them effective
• Limitations
– effect of other variables (e.g. colleagues) and
context
• Contributions
– some evidence of links to effectiveness (Yukl,
2001)
– often used as selection criteria
Behavioral Models
• Identified two categories of leader
behaviour
–Ohio State (Fleishman, 1953)
• initiating structure
–allocating specific tasks, setting
standards, scheduling…
• consideration
–expressing appreciation, helping,
approachable
–Michigan State (Likert, 1961) – similar
• Effects on performance inconclusive
Situational (or Contingency) Models

• Trait and behavioural models ignore

context – “universal” prescriptions

• Situational models propose that effective

influence depends on using an approach
that is suitable for the circumstances
Vroom and Yetton’s Model

• Autocratic
• Information-seeking
• Consulting
• Negotiating
• Group
Path–Goal Theory

House’s path–goal theory

Transformational Leadership

Transactional Transformational
• Legitimate authority • Encourages high levels of
motivation and
• Goal clarification commitment

• Appeals to the self • Generates a vision

interest of followers
• Is about transforming a
• Relationship of mutual business
dependence
Conducting Effective Meetings
Various Leadership
Models and Methods
 Conducting
Effective
Meetings

By: Romains Bos

 Agenda

• Purpose
• PACER
• Code of conduct
• Meetings roles and responsibilities
• Effective meeting principles
• Meeting process
• Behaviors that help the meeting
• Problem statement
• Goal setting
• Delegation of action
 Purpose

To properly drive the performance and accountability to executable plans to meet

meeting objectives and commitments
 PACER

P urpose
A genda
C ode of Conduct
E xpectations
R oles and Responsibilities
 Establishing a Code of Conduct
• Ground rules or norms
-how the meeting should be run
• How team members will interact
• What kind of behavior is accepted
Rules:
•Meeting’s start on time
•Only one conversation at a time
•Let everyone finish their sentence / thoughts
•Three knock rule
•Cell phones will be turned to vibrate during meeting
Tools:
- Brainstorming - Round Robin
- Flipchart
 Meeting Roles & Responsibilities

• Team Leader - sets guidelines and goals

• Time Keeper - ensures deadlines are met
• Scribe - makes ideas visible
• Process Monitor - keeps team focused
• Spokesperson - reports to other groups
• Meeting Minutes - takes notes

All Members are Active Participants

 Effective Meeting Principles

• Set Purpose and Code of Conduct

• Define Desired Outcomes
• Always have an Agenda
• Establish Roles
• Capitalize on Brain Power
• Take Minutes
• Assign Action Items
• ROI
– Risks, Opportunities, and Issues
 Meeting Process
Prepare Conduct Follow-Up

Functional stand Schedule Performance

up meetings
ROI Closure
Feedback Review

Schedule
Performance
ROI Review

Feed-Back Plan
External Dependencies
Behaviors That Help The Meeting
• Gate Keeping
– Encouraging balanced participation among all team members
• Clarifying
– Listening and probing for understanding
• Harmonizing
– Bringing together different points of view and helping people work
through differences
• Initiating
– Offering new ideas and suggesting different approaches
• Summarizing
– Reviewing the discussion and decisions made and planning next
steps

........Building Trust
 Problem Statement
Format for a good problem statement :

The (current process) is resulting in Components

(measurable negative effect) and Negative statement
(business-related consequence). Result
Consequence

We are (producing defective product)

(leading to an increase in customer complaints)
(which could jeopardize our market share).

No hint of the solution should be in the problem statement

 Goal Setting

S S mart
M
A
M easurable
R A chievable
T R ealistic
T imely
Delegation of Action

Ensure task is relevant

Ensure task is clear
Break large task down
Get completion date
Look for subject matter experts
Get willing commitment
Offer assistance (yours or others)
Create and distribute Action Table / ROI
Follow-up
Recognize achievement
Models Explained
Managerial Grid & Contingency Model
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Thinking – Each in Turn
The Six Thinking Hats

• The White Hat. Information known or needed.

• The Red Hat. Feelings, hunches, and intuition.
• The Black Hat. Judgment—the devil’s
advocate or why something may not work.
• The Yellow Hat. Brightness and optimism.
• The Green Hat. Creativity: the possibilities,
alternatives, and new ideas.
• The Blue Hat. Manage the thinking process.
Refer to Page 31, Chapter 7 of “Six Thinking Hats”
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Six Thinking Hats – Exercise

REMEMBER
THE BLUE HAT
 The BLUE Hat (Observer)

• Sky
• Cool
• Overview
• CONTROL of PROCESS, STEPS
• OTHER HATS
• Chairperson, organizer
• Thinking about thinking
 The BLUE Hat (Observer)
• CONTROL OF THE THOUGHT
• Thinking about thinking.
• Instructions for thinking.
• The organization of thinking.
• Control of the other hats

Refer to Page 170, Chapter 42 of “Six Thinking Hats”

 Thought of BLUE Hat
• FOCUS
• PROGRAM DESIGN
• SUMMARIES AND CONCLUSIONS
• CONTROL AND MONITORING
 Thought of BLUE Hat
• FOCUS
• To ask the right questions.
• To define the problem.
• Setting the thinking tasks.

Refer to Page 176, Chapter 43 of “Six Thinking Hats”

 Thought of BLUE Hat
• PROGRAM DESIGN
• Step by step.
• The software of thinking.
• Choreography.

Refer to Page 181, Chapter 44 of “Six Thinking Hats”

 Thought of BLUE Hat
• SUMMARIES AND CONCLUSIONS
– Observations and overview.
– Comment.
– Summaries, conclusions, harvesting
and reports.

Refer to Page 187, Chapter 45 of “Six Thinking Hats”

 Thought of BLUE Hat
• CONTROL AND MONITORING
– The Chairperson
– Discipline and Focus
– Who is in Charge?

Refer to Page 190, Chapter 46 of “Six Thinking Hats”

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 Summary of the Thoughts
Refer to Page 195, Chapter 47 of “Six Thinking Hats”

• Hat of Control. Organizes thought.

• Think about the thought, necessary to investigate
the subject.
• Conductor. Proposes or calls to use of the other hats.
• Defines the subjects towards which the thought
must go.
– Establishes the center.
– Defines the problems
– Elaborates the questions.
– Determines the thought tasks to develop.
 Summary of the Thoughts
Refer to Page 195, Chapter 47 of “Six Thinking Hats”

• Responsible for the synthesis, the global vision and the

conclusions.
• Monitors a blue hat thought and assures the respect of the
rules of the game.
• Stops discussion, it insists on the cartographic thought.
Reinforces and applies the discipline.
• Choreography. Possible interruptions. Establish a gradual
sequence of operations of thought that must be respected
• Blue Hat assigns the specific rolls. Roll is open to propose
commentaries or suggestions.
 The BLUE HAT ROLES
• Managing the • Managing Contingent
Thinking Agenda
• Setting Out the • Maintaining Discipline
Agenda • Monitoring the
• Deciding Next Steps Thinking
• Defining the Focus • Asking for Summaries
• Looking at Alternative • Noting Conclusions
Definitions • Organizing Decisions
• Taking Requests • Interrupting the Flow.
Refer to “The BLUE Hat Roles” on Page 9 of Workbook 2
 The BLUE HAT ROLES
“MANAGING THE THINKING”
EXAMPLES
“Wearing my blue hat, I suggest we list
our priorities at this point.”
Refer to Examples on Page 10 of Workbook 2

“I want to make a blue hat comment: I

feel we are spending too much time in
detail and not enough on the main
problem.”
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 The BLUE HAT ROLES
“SETTING OUT THE AGENDA”
EXAMPLES
“First of all, Let’s put together a BLUE Hat
Agenda.”

“BLUE Hats now---Let’s set out our

planned steps in the thinking process.”
Refer to Examples on Page 10 of Workbook 2

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 The BLUE HAT ROLES
“DECIDING NEXT STEPS”
EXAMPLES
“What should we do next? Let’s have
some BLUE Hat Thinking.”

“We seem to keep going round and round.

I suggest some BLUE Hat Thinking to
decide what thinking we do next.”
Refer to Examples on Page 11 of Workbook 2

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 The BLUE HAT ROLES
“DEFINING THE FOCUS”
• Making clear the focus of the Thinking:-
– What is the subject?
– What are we thinking about?
– With what do we want to end up?
– What is the desired outcome?
• Two basic types of Thinking Focus
– Area Focus
– Purpose Focus
Refer to “Goals and Outcomes” on Page 11 of Workbook 2
 The BLUE HAT ROLES
“DEFINING THE FOCUS”
EXAMPLES
“I want to do some thinking in the general area
of teeth cleaning at home.”

“I need some better designs for the head of a

toothbrush.”

“I need some stronger material for making the

handles of Refer
toothbrushes.”
to Examples on Page 11 of Workbook 2
 The BLUE HAT ROLES
“LOOKING AT ALTERNATIVE DEFINITIONS”
EXAMPLES
“Do we want to reduce street crime or just
the fear of street crime? Or, do we just
want to be seen as doing something
about street crime.”
“Wearing the BLUE Hat. I would like to
restate the purpose of this meeting.”
Refer to Examples on Page 12 of Workbook 2
 The BLUE HAT ROLES
“LOOKING AT ALTERNATIVE DEFINITIONS”
EXAMPLES

“Do we want to find ways of reducing our

selling price or of making our goods
seem more attractive to the consumers?
Or do we want the consumer to feel that
he or she is getting a value which may
not be repeated later?”
Refer to Examples on Page 12 of Workbook 2
 The BLUE HAT ROLES
“TAKING REQUESTS”
EXAMPLES
Refer to Examples on Page 12 of Workbook 2

“I feel we ought to consider the constraints at

this point.”

“Should we be consulting the regulations about

waste disposal?”

“I suggest we focus on the acceptability of this

proposal.”
 The BLUE HAT ROLES
“MANAGING CONTINGENT AGENDAS”
EXAMPLES
“It may be useful to start with the RED Hat
to get the feelings of those present out on
the table. If negative, we’ll do some
BLACK Hat Thinking to give logic to these
feelings, but if positive, we’ll do some
YELLOW Hat Thinking.”
Refer to Examples on Page 13 of Workbook 2
 The BLUE HAT ROLES
“MAINTAINING DISCIPLINE”
EXAMPLES
Refer to Examples on Page 13 of Workbook 2

“There is a BLACK Hat comment, and right

now we are using the YELLOW Hat.”
“If you cannot give any reasons to support
your feeling then they are RED Hat rather
than BLACK Hat.”
“Under the RED Hat, you do not have to
explain or justify your feelings. Just give us
your feelings.”
 The BLUE HAT ROLES
“MONITORING THE THINKING”
EXAMPLES
Refer to Examples on Page 14 of Workbook 2

“It seems to me that we have only considered

the customer’s point of view and not that of
the retailers.”
“We have focused on the inefficiency of on the
inefficiency of a system that allows
individuals to be inefficient.”
“The thinking so far has not been very
practical.”
 The BLUE HAT ROLES
“ASKING FOR SUMMARIES”
EXAMPLES

“I would like to sum up our thinking so far.”

“Can we pause and recap what we have

decided?”

Refer to Examples on Page 14 of Workbook 2

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 The BLUE HAT ROLES
“NOTING CONCLUSIONS”
EXAMPLES

“The conclusion has been reached that we

should not open any new hotels right now.”

“The conclusion seems to be that we do not

have enough information to reach any firm
conclusion at this meeting.”
Refer to Examples on Page 15 of Workbook 2

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 The BLUE HAT ROLES
“NOTING CONCLUSIONS”
EXAMPLES
“The conclusion is that we are unable to agree
on a new pricing policy.”

“The conclusion is that each sales area should

decide on its own promotion and price-
cutting policy.”
Refer to Examples on Page 15 of Workbook 2
 The BLUE HAT ROLES
“ORGANIZING DECISIONS”
EXAMPLES
“It is now time we made a decision on this.”

“Can we reach a decision on this?”

“We should now focus on reaching a decision.”

Refer to Examples on Page 16 of Workbook 2
 The BLUE HAT ROLES
“INTERRUPTING THE FLOW”
• In the course of a meeting, a person may interrupt
with the use of the BLUE Hat for several reasons:
– To reduce the focus.
– To ask about the process being used at the moment.
– To suggest a process for use.
– To comment on the thinking.
– To ask for a summary.
Refer to “Reasons to Pause” on Page 17 of Workbook 2

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 The BLUE HAT ROLES
“INTERRUPTING THE FLOW”
EXAMPLES
“Putting on my BLUE Hat, I would like to
summarize our progress so far.”

“Putting on my BLUE Hat, I would like to ask

what we are supposed to be doing now?”

Refer to Examples on Page 17 of Workbook 2

 Refer to Page 18 of Workbook 2 for Exercise A

THE BLUE HAT

EXERCISE A

• You are asked to invent some BLUE Hat

remarks that may have been made during
the BLUE Hat Part of a meeting.
______________________________________
______________________________________
______________________________________
DISCUSSION
__________________________________
EXERCISE TIME:
TIME: 4 minutes
1 minute
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 EXERCISE
TIME:
Refer to Page 19 of Workbook 2 for Exercise B(1)
30 seconds
THE BLUE HAT DISCUSSION
EXERCISE B TIME:
2 minutes
• Use the BLUE Hat to set out a “Thinking
Agenda” for each of the following subjects. This
thinking agenda should make use of the Six
Thinking Hats but may also be supplemented by
other procedures (which may come under the
hats but also be specified directly.)
1. A sudden increase in absenteeism at
work.

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 EXERCISE
TIME:
Refer to Page 20 of Workbook 2 for Exercise B(2)
30 seconds
THE BLUE HAT DISCUSSION
EXERCISE B TIME:
2 minutes

1. A sudden increase in absenteeism at work.

2. A new entrant in the field is
attempting to buy market share by
lowering the price to the point where
no profits are being made.

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THE WHITE HAT
 The WHITE Hat (Observer)
• White Paper
• Neutral
• Focus on Information available
• Objective FACTS
• What is needed?
• How it can be achieved?
 The WHITE Hat (Observer)
Refer to Page 34, Chapter 8 of “Six Thinking Hats”

• FACTS and FIGURES

– Can you role-play being a computer?
– Just give the facts in neutral and
objective manner.
– Never mind the interpretation: just the
facts please.
– #What are the facts in this matter?
 Thoughts of WHITE Hat
• FACT, PROBABILITY OR BELIEF
• DISCUSSION, IDEA OR MAP
• FACTS, TRUTH And PHILOSOPHERS
• WHO HAS PUT ON THE HAT?
 Thought of WHITE Hat
Refer to Page 40, Chapter 9 of “Six Thinking Hats”

• FACT, PROBABILITY OR BELIEF

– Is it a fact or a probability/likelihood?
– Is it a fact or a belief?
– Are there any facts?
 Thought of WHITE Hat
Refer to Page 44, Chapter 10 of “Six Thinking Hats”

• DISCUSSION, IDEA OR MAP

– Discussion, argument and consensus.
– If nothing is available, where do ideas
come from?
– Draws up a map.
 Thought of WHITE Hat
Refer to Page 47, Chapter 11 of “Six Thinking Hats”

• FACTS, TRUTH And PHILOSOPHERS

– How true is a fact?
– Value of the Fact and Philosophers
– Truths
• Absolute and
• "in general"
 Thought of WHITE Hat
Refer to Page 52, Chapter 12 of “Six Thinking Hats”

• WHO HAS PUT ON THE HAT?

– Puts on your own hat.
– Asks someone to put on the hat.
– Asks everyone to put on the hat.
– Choose the answer with the hat on.
 Summary of the Thoughts
Refer to Page 54, Chapter 13 of “Six Thinking Hats”

• Neutral and objective.

• Frame questions to obtain
information.
• Double system of information.
– Facts verified and proven.
– True, but still not been verified.
 Summary of the Thoughts
Refer to Page 54, Chapter 13 of “Six Thinking Hats”
• Variable credibility from
– “always true" to
– “never true ".
• Usable levels, such as
– "in general ",
– “sometimes ", and
– " in occasional form".
 RANGE OF ACCURACY
Refer to Page 21 of “Six Thinking Hats Workbook 2”
• Hard facts which can be checked by anyone.
• Hard facts which are restricted and cannot be checked easily.
• Information which depends on “general acceptance”.
• Information which depends on the credibility of source.
• Information which is only the matter of “belief”.
• Information which depends on hearsay or rumor.
• Information which is a reasonable guess.
• Information which is less reasonable guess.
• Information which is known to be doubtful.
• Information which is very likely to be untrue.
 TYPES OF INFORMATION
Refer to Page 22 of “Six Thinking Hats Workbook 2”
• Disputed Information
• Other People’s Feelings
• What Information is Available?
• What Information Would We Like to Have?
• What Information Do We Need?
• What Information Is Missing?
• How Are We Going to Get the Missing
Information?
 TYPES OF INFORMATION
“DISPUTED INFORMATION”
EXAMPLES

“You said it was two years ago, but I think it

was four years ago.”

“I do not believe that car weighs 2.4 tons.”

Refer to Page 22 of “Six Thinking Hats Workbook 2”

09/25/23 Edward de Bono Foundation Pakistan 138

 TYPES OF INFORMATION
“OTHER PEOPLE’S FEELINGS”
EXAMPLES
(WHITE HAT)
“I have heard him say that he disliked the idea
intensely.”
(RED HAT)
“I do not like this idea at all.”
Refer to Page 23 of “Six Thinking Hats Workbook 2”
 TYPES OF INFORMATION
“WHAT INFORMATION IS AVAILABLE”
EXAMPLES
“The applicant’s resume shows that this person
has been with the same company for 20
years.”

“There has been no increase in sales this

quarter.”
Refer to Page 23 of “Six Thinking Hats Workbook 2”
 TYPES OF INFORMATION
“WHAT INFORMATION WOULD WE LIKE TO HAVE?”
EXAMPLES
“It would be nice to know how our competitors
will respond to our raising prices.”

“If only we knew the interest rates a year from

now, life would be easier.”

Refer to Page 24 of “Six Thinking Hats Workbook 2”

 TYPES OF INFORMATION
“WHAT INFORMATION DO WE NEED?”
EXAMPLES

“We do not know what salary she expects.”

“We do not know who the decision maker is.”

Refer to Page 24 of “Six Thinking Hats Workbook 2”

 TYPES OF INFORMATION
“WHAT INFORMATION IS MISSING?”
EXAMPLES (same as earlier)

“We do not know what salary she expects.”

“We do not know who the decision maker is.”

Refer to Page 25 of “Six Thinking Hats Workbook 2”

 TYPES OF INFORMATION
“HOW ARE WE GOING TO GET THE MISSING INFORMATION?”

EXAMPLES
“The information should be available in the
patent files.”
“We could ask the people who have worked
with her in the past.”
“The only way we are going to get that
information is to try it out.”
Refer to Page 25 of “Six Thinking Hats Workbook 2”
 THE WHITE HAT
EXERCISE
• Invent ten remarks or statements that might
be made under the WHITE HAT. DISCUSSION
– Topic: Hiring a new employee. TIME:
5 minutes
– EXAMPLE:
“We know the candidate has a four-year degree in
mathematics.”
EXERCISE
TIME: Refer to Page 26 of “Six Thinking Hats Workbook 2”
2 minutes
THE RED HAT
 The RED Hat (Self, Other)
• Fire, Warmth
• EMOTIONS, FEELINGS
• Intuition, Hunches
• Present views without explanation,
Justification
 The RED Hat (Self, Other)
Refer to Page 56, Chapter 14 of “Six Thinking Hats”

• EMOTIONS AND FEELINGS

– Opposed to neutral, objective information.
– Pre-sentiments, hunches, intuitions,
impressions.
– It does not need justification
– It does not need to give reasons or
foundations/basis
 Thought of RED Hat
• PLACE OF THE EMOTIONS IN
THINKING
• INTUITION AND HUNCHES
• MOMENT TO MOMENT
• USE OF THE EMOTIONS
• LANGUAGE OF THE EMOTIONS
 Thought of RED Hat
Refer to Page 58, Chapter 15 of “Six Thinking Hats”

• PLACE OF THE EMOTIONS IN

THINKING
– Do emotions confuse the thought or they
part of the thought?
– At what moment the emotions be used?
– Can emotional people be good thinkers?
 Thought of RED Hat
Refer to Page 62, Chapter 16 of “Six Thinking Hats”

• INTUITION AND HUNCHES

– How valid are the intuitions?
– How valuable are they?
– How they must be used?
 Thought of RED Hat
Refer to Page 67, Chapter 17 of “Six Thinking Hats”

• MOMENT TO MOMENT
– To react and getting upset.
– This is what I feel about this meeting.
– To show you or To hide the feelings.
 Thought of RED Hat
Refer to Page 70, Chapter 18 of “Six Thinking Hats”

• THE USE OF EMOTIONS

– Can thinking change emotions?
– The emotional background.
– Emotions like positions to negotiate.
– Emotions, values and options/choices.
 Thought of RED Hat
Refer to Page 75, Chapter 19 of “Six Thinking Hats”

• THE LANGUAGE OF EMOTIONS

– Emotions need neither be coherent
(consistent) nor logical.
– Emotions can be harmonized with
language to match.
– Resist temptation to justify the
emotions.
 Summary of the Thoughts
Refer to Page 78, Chapter 20 of “Six Thinking Hats”
• Feel respect for the subject.
• Legitimize the emotions and the feelings .
• Makes the feelings visible.
• Provides an advisable method to enter
and to leave the emotional way.
• Explore the feelings of the others when
asked.
 Summary of the Thoughts
Refer to Page 78, Chapter 20 of “Six Thinking Hats”
• Never need to justify the feelings or to base them on the
logic.
• Covers two ample types with feeling.
– Common emotions
• fear
• misfortune,
• suspicion.
– Complex judgments
• pre-feelings,
• intuitions,
• sensations,
• aesthetic preferences,
• feelings.
 USING THE RED HAT
Refer to Page 27 of “Six Thinking Hats Workbook 2”
• Signals Feelings.
• No Explanation Needed.
• Validity of Feelings.
• Ingredient in Decision Making.
• States Feelings Right Now.
• Explores a Range of Feelings.
• Allows Qualifications.
• Brief Time Allowed.
 USING THE RED HAT
“SIGNALS FEELINGS”
EXAMPLES
“Wearing my RED Hat, I think we behave badly
toward our customers.”

“My RED Hat feeling is that she is the wrong

sort of person for this job.”
Refer to Page 28 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“NO EXPLANATION NEEDED”
EXAMPLES

“This is my feeling: I think it is a terrible idea.”

“I just love the idea.”

Refer to Page 28 of “Six Thinking Hats Workbook 2”

 USING THE RED HAT
“VALIDITY OF FEELINGS”
EXAMPLES
Often Valid
“She feels like a good person.” (Intiution)

But Not Always Valid

“I think the next roll of dice would be a sixer.”
(Probability)
Refer to Page 29 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“INGREDIENT IN DECISION MAKING”
EXAMPLES

“As a chairperson, I feel we are slipping back.”

“My RED Hat Thinking is that this wage

increase will not be sufficient.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“STATES FEELINGS RIGHT NOW”
EXAMPLES

“Right now, my feelings are that it is a

worthwhile idea.”

“At this time I would have difficulty accepting

this Idea.”
Refer to Page 30 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“EXPLORES A RANGE OF FEELINGS”
EXAMPLES
“I dislike the idea intensely.”
I am very excited and enthused about exploring
the idea.”
I am not sure about this idea.”
I am mildly interested in this idea.”
Refer to Page 31 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“ALLOWS QUALIFICATIONS”
EXAMPLES
“I don’t like the idea of a ‘punctuality officer’
unless that person is chosen by the workers
themselves.”

“I want to know how you feel about the idea as

it stands.”
Refer to Page 32 of “Six Thinking Hats Workbook 2”
 USING THE RED HAT
“BRIEF TIME ALLOWED”
• Keep RED Hat Short
– As short as 20 seconds
– Simple expression of feelings not justifications
• Longer Times
– Sometimes much longer time may be allocated
– When exploration of feelings and intuitions
needed Refer to Page 32 of “Six Thinking Hats Workbook 2”
 THE RED HAT
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
DISCUSSION
“Tax on advertising” TIME:
1 minute

EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“Moving a factory offshore to get lower labor
costs”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Flextime at Work” DISCUSSION
TIME:
1 minute

EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“Abolishing retirement – people are reassigned
as their abilities change”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“TV advertising limited to five minutes in an
hour”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“Compulsory community service for young
people”
EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Ban on cars in city centers” DISCUSSION
TIME:
1 minute

EXERCISE
TIME: Refer to Page 33 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“Abolition of competitive exams in schools”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT DISCUSSION
TIME:
EXERCISE 1 minute

• For each of the following suggestions or

situations, what is your immediate RED Hat
response?
“Term limits for politicians”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 THE RED HAT
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“More use of electronic mail” DISCUSSION
TIME:
1 minute

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 DISCUSSION
THE RED HAT TIME:
1 minute
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Mobile telephones”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 DISCUSSION
THE RED HAT TIME:
1 minute
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Free public education at university level”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 DISCUSSION
THE RED HAT TIME:
1 minute
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Background music in restaurants”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
 DISCUSSION
THE RED HAT TIME:
1 minute
EXERCISE
• For each of the following suggestions or
situations, what is your immediate RED Hat
response?
“Office romances”

EXERCISE
TIME: Refer to Page 34 of “Six Thinking Hats Workbook 2”
20 seconds
THE YELLOW HAT
 The YELLOW Hat (Self, Other)
• Sunshine
• Optimism
• LOGICAL POSITIVE view
• Looks for benefits
• What’s good?
 The YELLOW Hat (Self, Other)
Refer to Page 110, Chapter 27 of “Six Thinking Hats”

• SPECULATIVE – POSITIVE
– Positive thinking.
– Yellow is for sunshine and brightness.
– Optimism.
– Concentrate/Focus on benefit.
– Constructive thinking; making things
happen.
 Thoughts of YELLOW Hat
• THE POSITIVE SPECTRUM
• REASONS AND LOGICAL
ENDORSEMENT/SUPPORT
• CONSTRUCTIVE THINKING
• SPECULATION
• RELATION TO CREATIVITY
 Thoughts of YELLOW Hat
Refer to Page 114, Chapter 28 of “Six Thinking Hats”

• THE POSITIVE SPECTRUM

– When is optimism foolishness?
– From the hopeful to the logical.
– What is realism?
 Thoughts of YELLOW Hat
Refer to Page 118, Chapter 29 of “Six Thinking Hats”

• REASONS AND LOGICAL

ENDORSEMENT/SUPPORT
– On what one has based the positive point of
view?
– Why do you think it will happen this way?
– Background reasons for the optimism.
 Thoughts of YELLOW Hat
Refer to Page 120, Chapter 30 of “Six Thinking Hats”

• CONSTRUCTIVE THINKING
– Things happen as you ACT.
– Proposals and suggestions.
 Thoughts of YELLOW Hat
Refer to Page 125, Chapter 31 of “Six Thinking Hats”

• SPECULATION
– Looking into the future.
– The value of "if".
– The best possible scenario.
 Thoughts of YELLOW Hat
Refer to Page 138, Chapter 32 of “Six Thinking Hats”

• RELATION TO CREATIVITY
– Difference between constructive and
creative.
– Effectiveness and change.
– New ideas and old ideas.
 Summary of the Thoughts
Refer to Page 133, Chapter 33 of “Six Thinking Hats”
• Positive and constructive.
– Takes care of the positive evaluation as black hat
took care of the negative evaluation.
– Positive phantom that goes from logical practical
aspect to the dreams, visions and hopes.
– Investigates, explores and logically endorses the
value and benefit.
– Show a well-founded optimism which is not
limited.
 Summary of the Thoughts
Refer to Page 133, Chapter 33 of “Six Thinking Hats”
• Constructive and generative.
– Concrete proposals and suggestions.
– The effectiveness is the objective of the constructive
thought of yellow hat.
– Can be speculative and seeking of opportunities.
– Allows visions and dreams.
• Does not take care of the mere positive
euphoria (red hat) nor either, directly, of the
creation of new ideas (hat green).
 FOCUS AREAS
Refer to Page 36 of “Six Thinking Hats Workbook 2”
• Reasons for Optimism
• Feasibility
• Benefits
• Values
• Competitive Advantage
• Sense of Potential
• Concepts
 FOCUS AREAS
“REASONS FOR OPTIMISM”
EXAMPLES
“It should be possible to get weekend
visitors at this hotel because it is not too
far out of town and yet it is far enough
to give the feeling of going to another
place.”

Refer to Page 36 of “Six Thinking Hats Workbook 2”

 FOCUS AREAS
“REASONS FOR OPTIMISM”
EXAMPLES
“Optional flextime should be attractive to
those people who have family things to
look after or who like getting up early
and avoiding the traffic congestion.”

Refer to Page 36 of “Six Thinking Hats Workbook 2”

 FOCUS AREAS
“FEASIBILITY”
EXAMPLES
“Is there any way in which banks could be
used to make welfare payments.”
“Can we make the idea of tradable
permits for pollution work.”
Is there a feasible way in which we could
reward ambition.”
Refer to Page 37 of “Six Thinking Hats Workbook 2”
 FOCUS AREAS
“BENEFITS”
EXAMPLES
“I can see the bonus system motivating
people to take more interest in the
company they work for.”
“Internet banking will benefit everyone
who cannot easily get to a bank or an
ATM machine.”
Refer to Page 38 of “Six Thinking Hats Workbook 2”
 FOCUS AREAS
“VALUES”
EXAMPLES
“Could this idea lead to cost reduction in
any way?”

“Would this idea have any useful impact

on customer satisfaction?”
Refer to Page 39 of “Six Thinking Hats Workbook 2”
 FOCUS AREAS
“COMPETITIVE ADVANTAGE”
EXAMPLES
“This new packaging would allow us to get
more onto the supermarket shelves.”

Locating in this delightful place would give

us an advantage in recruiting high-
quality staff.”
Refer to Page 39 of “Six Thinking Hats Workbook 2”
 FOCUS AREAS
“SENSE OF POTENTIAL”
EXAMPLES
“This idea of using retired people have
potential value.”

“Using the dead hours of the night for

downloading TV material must have a
value somewhere.”
Refer to Page 40 of “Six Thinking Hats Workbook 2”
 FOCUS AREAS
“CONCEPTS”
EXAMPLES
“This idea is not very attractive, but the
underlying concept of using customers as
sales agents has a lot of potential.”
“The background concept of relating
information to last year’s mileage is
interesting, but a reliance on the honesty of
motorists seems weak.”
Refer to Page 40 of “Six Thinking Hats Workbook 2”
 THE YELLOW HAT
EXERCISE
• Part 1. Put together a checklist of 10 frames of
value, such as cost saving, competitive
advantage and simplicity. List your points in
Column A on the chart on page 42 of DISCUSSION
Workbook 2. TIME:
2 minutes

EXERCISE
TIME:
Refer to Page 41 of “Six Thinking Hats Workbook 2”
1 minute
 THE YELLOW HAT
EXERCISE
• Part 2. Now, systematically apply each of
these frames to the subject on page 41
Workbook 2. See which YELLOW Hat points
you can extract. You should focus on YELLOW
Hat points only. (no negatives) DISCUSSION
TIME:
2 minutes
EXERCISE
TIME:
Refer to Page 41 of “Six Thinking Hats Workbook 2”
1 minute
 THE YELLOW HAT
EXERCISE
• SUBJECT. An insurance company offers a
“living benefits” policy. Which means that if a
policyholder is diagnosed as having an illness
that might be terminal, the insurance
company will immediately pay out 75% of the
benefits which would have become payable
upon the death of the policytaker.
Refer to Page 41 of “Six Thinking Hats Workbook 2”
THE BLACK HAT
 The BLACK Hat (Self, Other)
• Stem judge wearing black robe
• Judgmental
• Critical
• Why something is wrong?
• LOGICAL NEGATIVE View

09/25/23 Edward de Bono Foundation Pakistan 204

 The BLACK Hat (Self, Other)
Refer to Page 80, Chapter 21 of “Six Thinking Hats”

• WHAT IS WRONG WITH IT?

– logical-negative.
– Why it will not work.
– It does not fit in our knowledge and
experience.
– Analysis/Critical Judgment
– Pessimistic point of view.
 Thought of BLACK Hat
• SUBSTANCE AND METHOD
• PAST AND FUTURE SUBSTANCE
• COMPLACENT REFUSAL/NEGATIVE
INDULGENCE
• FIRST THE NEGATIVE OR THE
POSITIVE?
 Thought of BLACK Hat
Refer to Page 86, Chapter 22 of “Six Thinking Hats”

• SUBSTANCE AND METHOD

– Errors of thinking.
– Why one thing does not follow
another.
– Guidelines for tests/Rules of Evidence.
– Possible conclusions.
 Thought of BLACK Hat
Refer to Page 91, Chapter 23 of “Six Thinking Hats”

• PAST AND FUTURE SUBSTANCE

– How does it fit my past experience
patterns?
– Is this So?
– Which are the risks?
 Thought of BLACK Hat
Refer to Page 99, Chapter 24 of “Six Thinking Hats”

• COMPLACENT REFUSAL/NEGATIVE
INDULGENCE
– It is much easier to be negative.
– It is more amusing to be negative.
– Yes... but...
 Thought of BLACK Hat
Refer to Page 104, Chapter 25 of “Six Thinking Hats”

• FIRST THE NEGATIVE OR THE

POSITIVE?
– Should the yellow hat precede the
black hat?
– Fear and security/safety.
– Curiosity and exploration.
 Summary of the Thoughts
Refer to Page 108, Chapter 26 of “Six Thinking Hats”
• An objective attempt to map the negative
elements.
• Indicate the errors in the process of thought.
• Can confront an idea with the past
• Stops to verify if it fits with already known.
• Can project an idea in the future if it could fail
or go badly.
 Summary of the Thoughts
Refer to Page 108, Chapter 26 of “Six Thinking Hats”
• Can raise negative questions.
• Not used to conceal complacent negative
refusal or feelings (use the red hat).
• The judgment positive is for the yellow
hat.
• Yellow hat is always used before the
black.
 KEY FUNCTIONS
Refer to Page 44 of “Six Thinking Hats Workbook 2”
• Note Ways that Something Does Not Fit
• Look at Faults
• Look at Potential Problems
• Speculate About the Future
• Find the Errors of Logic
• Make Assessments
• Must Be Applied Thoroughly
 KEY FUNCTIONS
“NOTE WAYS THAT SOMETHING DOES NOT FIT”
EXAMPLES
“This project does not fit the new
regulations on toxic waste disposal.”

“This selling price does not fit our

projected costs.”
Refer to Page 45 of “Six Thinking Hats Workbook 2”
 KEY FUNCTIONS
“NOTE WAYS THAT SOMETHING DOES NOT FIT”
EXAMPLES
“That is totally contrary to our corporate
culture. People will not know what to
do.”

“That does not fit our policy of focusing on

cost-reduction.”
Refer to Page 45 of “Six Thinking Hats Workbook 2”
 KEY FUNCTIONS
“LOOK AT FAULTS”
EXAMPLES
“It would be easy to forge those gift
vouchers.”

“Those loose pieces could be swallowed

by children.”
Refer to Page 45 of “Six Thinking Hats Workbook 2”
 KEY FUNCTIONS
“LOOK AT POTENTIAL PROBLEMS”
EXAMPLES
“If we are too successful, others may be
tempted into the market. Then we will
have more competition.”
“If too many people accept our offer, how
are we going to cope?”

Refer to Page 46 of “Six Thinking Hats Workbook 2”

 KEY FUNCTIONS
“SPECULATE ABOUT THE FUTURE”
EXAMPLES
“If we raise our prices, a newcomer in the
field could come in under our price and
take out our market.”
“If you fire her, everyone will think it is
because she disagreed with you.”

Refer to Page 46 of “Six Thinking Hats Workbook 2”

 KEY FUNCTIONS
“FIND THE ERRORS OF LOGIC”
EXAMPLES
“You say that if we raise prices, sales will fall. I
think the product will be see as more
exclusive and will have a prestige value.”
“You said that sales figure show that older
people do not buy life insurance. This may be
because there is no product out there which
suits their needs.”
Refer to Page 47 of “Six Thinking Hats Workbook 2”
 KEY FUNCTIONS
“MAKE ASSESSMENTS”
EXAMPLES
“We all like the idea, now let’s BLACK Hat it.”

“Before we move into action, we need to

consider the possible problems. This means a
BLACK Hat assessment.”

Refer to Page 47 of “Six Thinking Hats Workbook 2”

 KEY FUNCTIONS
“MAKE ASSESSMENTS”
EXAMPLES
“Let’s have some BLACK Hat thought on how
the new customer complaint system has
worked.”

“How has she been doing in the new job?

YELLOW Hat then BLACK HAT.”
Refer to Page 47 of “Six Thinking Hats Workbook 2”
 KEY FUNCTIONS
“MUST BE APPLIED THOROUGHLY”
EXAMPLES
“Right now we are using the BLACK Hat, so you
must make a real effort to come up with the
risks and dangers we will face?”
“I know you like the idea, but we must consider
the points for caution. So let’s have some
good BLACK Hat thinking.”
Refer to Page 48 of “Six Thinking Hats Workbook 2”
 DISCUSSION
TIME:
THE BLACK HAT 2 minutes

EXERCISE
• Invent some BLACK Hat remarks that might
have been made during the BLACK Hat part
of a thinking session.
TOPIC: A proposed advertising campaign
_______________________________________
_____________________________________
EXERCISE
TIME:
1 minute Refer to Page 51 of “Six Thinking Hats Workbook 2”
THE GREEN HAT
 The GREEN Hat (Self, Other)
• Vegetation
• CREATIVE thinking
• Possibilities and hypotheses
• New ideas
 Thoughts of GREEN Hat
• CREATIVE AND LATERAL THINKING
• LATERAL THINKING
• MOVEMENT INSTEAD OF JUDGMENT
• THE NEED FOR PROVOCATION
• ALTERNATIVES
• PERSONALITY And ABILITY
• THAT IT HAPPENS TO THE IDEAS?
 Thoughts of GREEN Hat
Refer to Page 135, Chapter 34 of “Six Thinking Hats”

• CREATIVE AND LATERAL THINKING

– New ideas, new concepts and perceptions
– The deliberate creation of new ideas.
– More and more alternatives.
– Change.
– Raising New problems.
 Thoughts of GREEN Hat
Refer to Page 140, Chapter 35 of “Six Thinking Hats”

• LATERAL THINKING
– The lateral thinking and its relation
with the creativity.
– Humor and lateral thinking.
– Pattern switching in a self-organizing
information system.
 Thoughts of GREEN Hat
Refer to Page 143, Chapter 36 of “Six Thinking Hats”

• MOVEMENT INSTEAD OF
JUDGMENT
– Use of idea like a crossing site.
– Where it will take me?
– The forward effect of an idea.
 Thoughts of GREEN Hat
Refer to Page 148, Chapter 37 of “Six Thinking Hats”

• THE NEED FOR PROVOCATION

– The use of word PO.
– The logic of absurd.
– Random Provocation to change.
 Thoughts of GREEN Hat
Refer to Page 154, Chapter 38 of “Six Thinking Hats”

• ALTERNATIVES
– Too easily satisfied.
– Routes, options and choices.
– Levels of Alternative.
 Thoughts of GREEN Hat
Refer to Page 161, Chapter 39 of “Six Thinking Hats”

• PERSONALITY And SKILL (ABILITY)

– Is creativity a matter of skill (ability),
talent or personality?
– Changing Masks is easier than
changing faces.
– Pride in the exercise of a skill
 Thoughts of GREEN Hat
Refer to Page 164, Chapter 40 of “Six Thinking Hats”

• WHAT HAPPENS TO THE IDEAS?

– What happens next?
– Shaping and tailoring ideas.
– The concept manager.
 Summary of the Thoughts
Refer to Page 168, Chapter 41 of “Six Thinking Hats”
• Use the language of creative thought.
• Green is symbol of the fertility, the growth and the
value of the seeds.
• Search of alternatives, a fundamental aspect . Go
beyond the well-known, obvious and the satisfactory
thing.
• Pause creative - Stops at a given point to consider
the possibility of alternative ideas. No lack of reasons
for this pause.
 Summary of the Thoughts
Refer to Page 168, Chapter 41 of “Six Thinking Hats”
• The language of the movement replaces to the one
of judgment. The thinker tries to advance from an
idea to reach another new one.
• Provocation (PO) – Used to leave our habitual
guidelines of thought., like in the Method of the
random word.
• Lateral thought is a series of attitudes, languages
and techniques
– Include movement, provocation and PO to jump to new ideas.
– Used to generate concepts and perceptions.
 KEY POINTS
Refer to Page 53 of “Six Thinking Hats Workbook 2”
• Time and Place for Creativity
• Creative Effort
• Creative Attitude
• Extracting Concepts
• Making Modifications
• Problem Solving
• Generating Possibilities
• Action Possibilities
• Lateral Thinking Techniques
 KEY POINTS
“TIME AND PLACE FOR CREATIVITY”
EXAMPLES
“We need further alternatives. Put on
your green hats.”
“Time for some GREEN Hat thinking.”
“We are not getting anywhere – let’s
try the GREEN Hat.”
Refer to Page 53 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“CREATIVE EFFORT”
EXAMPLES
“It is a very difficult situation, but let’s
make a GREEN Hat effort.”
“I want you to write a GREEN Hat
section to this report. Include some
new ideas.”
Refer to Page 54 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“CREATIVE ATTITUDE”
EXAMPLES

“What else could we do there?”

“Have we listed all the alternatives?”
“There must be other ways of doing
this.”
Refer to Page 55 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“EXTRACTING CONCEPTS”
EXAMPLES
“What is the concept behind this idea?
How else might we carry through this
concept?”
“We have a powerful concept here. What
are the alternative ways of carrying it
out?”
Refer to Page 55 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“MAKING MODIFICATIONS”
EXAMPLES

“We could modify this idea by making it

optional rather than compulsory.”

“They need not all be the same color.”

Refer to Page 56 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“PROBLEM SOLVING”
EXAMPLES
“Our BLACK Hat thinking has turned up
some difficulties. Can we overcome
them?”
“Let’s use the GREEN Hat right now to
address some of these concerns.”
Refer to Page 56 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“GENERATING POSSIBILITIES”
EXAMPLES
“It is just possible that she did not know
what she was doing.”
“There is a remote possibility that this
fault will be seen as a unique identifying
feature.”
Refer to Page 57 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“ACTION POSSIBILITIES”
EXAMPLES

“Right, we like the idea. Now what are

the action possibilities.”
“We have to act on this. Let’s GREEN Hat
the action alternatives.”
Refer to Page 57 of “Six Thinking Hats Workbook 2”
 KEY POINTS
“LATERAL THINKING TECHNIQUES”
EXAMPLES
Focus: New concepts on Office
Copiers
Random Word: NOSE
Idea Generation: Lavender Smell when
copier out of paper. Another smeel
when out of ink.Refer to Page 58 of “Six Thinking Hats Workbook 2”
 THE GREEN HAT
EXERCISE DISCUSSION
TIME:
3 minutes
Focus: Load Shedding
Random Word: BUTTERFLY
Idea Generation:
_________________________________
_________________________________
EXERCISE
_________
TIME: Refer to Page 60 of “Six Thinking Hats Workbook 2”
2 minute
 DISCUSSION
THE GREEN HAT TIME:
3 minutes
EXERCISE
Focus: State-of-the-Art Mobile sets
Random Word: ROD
Idea Generation:
_________________________________
_________________________________
EXERCISE
_________
TIME: Refer to Page 60 of “Six Thinking Hats Workbook 2”
2 minute
 HAT TARGETS
• WHITE Hat, pure target, virgin, facts, numbers and
information.
• RED Hat, to see red, emotions, feelings, and hunches.
• BLACK Hat, devil's advocate, negative judgment, reason by
which he will not be.
• YELLOW Hat, light of the sun, brightness and optimism,
positive, constructive, opportunity.
• GREEN Hat, fertility, creativity, plants appearing of the
seeds, movement, provocation.
• BLUE Hat, moderation and control, conductor, to think about
thought.
Six Thinking Hats – Exercise

BUSES SHOULD NOT HAVE SEATS

Six Thinking Hats – Exercise

THE BLUE HAT

BUSES SHOULD NOT HAVE SEATS
Six Thinking Hats – Exercise

THE WHITE HAT

BUSES SHOULD NOT HAVE SEATS
Six Thinking Hats – Exercise

THE RED HAT

BUSES SHOULD NOT HAVE SEATS
Six Thinking Hats – Exercise

THE YELLOW HAT

BUSES SHOULD NOT HAVE SEATS
Six Thinking Hats – Exercise

THE BLACK HAT

BUSES SHOULD NOT HAVE SEATS
Six Thinking Hats – Exercise

THE GREEN HAT

BUSES SHOULD NOT HAVE SEATS
Models Explained
Managerial Grid & Contingency Model
Managerial Grid of Leaders
C
o
n 9
c
e
r
n

f
o 5
r

P
e
o
p
l 1 5 9
e
Concern for Tasks
Managerial Grid of Leaders
C
o
n 9
c
e
r
n

f
o
The
5 leader focuses on being supportive
r
and considerate of employee to the
P
e
exclusion of concern for task
o
p
efficiency.
l 1 5 9
e
Concern for Tasks
Managerial Grid of Leaders
C
o
n 9
c
e
r
n

f
o
The
5 leader facilitates task efficiency and
r
high morale by coordinating and
P
e
integrating work-related activities.
o
p
l 1 5 9
e
Concern for Tasks
Managerial Grid of Leaders
C
o
n 9
c
e
r
n

f
o
The
5
leader exerts minimum of effort to
r accomplish the work.
P
e
o
p
l 1 5 9
e
Concern for Tasks
Managerial Grid of Leaders
C
o
n 9
c
e
r The leader concentrates on task
n
efficiency but shows little concern for
f
o 5the development and morale of
r
employee.
P
e
o
p
l 1 5 9
e
Concern for Tasks
Contingency Model of Leadership
Fielder’s Theory – Least Preferred Coworker (LPC)

Leadership Styles
•High LPC Leader
•Low LPC Leader
•Socio-independent Leader
Contingency Model of Leadership
Fielder’s Theory – Least Preferred Coworker (LPC)

Pleasant 8------------1 Unpleasant

Friendly 8------------1 Unfriendly
Rejecting 1------------8 Accepting
Tense 1------------8 Released
Distant 1------------8 Close
Cold 1------------8 Warm
Supportive 8------------1 Hostile
Boring 1------------8 Interesting
Quarrelsome 1------------8 Harmonious
Contingency Model of Leadership
Fielder’s Theory – Least Preferred Coworker (LPC)

Gloomy 1------------8 Cheerful

Open 8------------1 Guarded
Backbiting 1------------8 Loyal
Untrustworthy 1------------8 Trustworthy
Considerate 8------------1 Inconsiderate
Nasty 1------------8 Nice
Agreeable 8------------1 Disagreeable
Insincere 1------------8 Sincere
Kind 8------------1 Unkind
Contingency Model of Leadership
Fielder’s Theory – Least Preferred Coworker (LPC)

Leadership Styles LPC Score

•High LPC Leader •>64
•Low LPC Leader •<57
•Socio-independent •58-63
Leader
Contingency Model of Leadership
Fielder’s Theory – Least Preferred Coworker (LPC)
Contingency Model of Leadership
Path-Goal Theory
Environmental Contingency Factor
•Task structure
•Formal Authority System
•Work Group

Leader Behavior
•Directive Outcomes
•Supportive •Performance
•Participative •Satisfaction
•Achievement
Oriented
Employee Contingency Factor
•Locus of Control
•Experience
•Perceived Ability
Contingency Model of Leadership

• Lead to greater satisfaction when tasks

LEADER
are ambiguous and stressful than when
BEHAVIOR they’re highly structured and well laid
out.
• Will lead to higher employee satisfaction
DIRECTIVE when there’s substantive conflict within
work group.
LEADERS • Will satisfy employees with an external
locus of control.
• Are likely to be perceived as redundant
among employees with high perceived
ability or with considerable experience.
Contingency Model of Leadership

LEADER
BEHAVIOR • Creates high employee
performance and satisfaction
when employees are performing
SUPPORTIVE structured tasks.
LEADERS • Are needed when the formal
authority relationships are clear
and bureaucratic.
Contingency Model of Leadership

LEADER
BEHAVIOR

• Will satisfy employees with

PARTICIPATIV internal locus of control (those
E LEADERS who believe they can control
their own destiny.)
Contingency Model of Leadership

LEADER
BEHAVIOR

ACIEVEMENT • Will increase employees’

expectancies that effort will lead
ORIENTED
to high performance when tasks
LEADERS are ambiguously structured.
High Performing Leadership
Elements of High Performing Leadership
LEADER AS:
• Vision Creator
• Team Builder
• Task Allocator
• People Developer
• Motivation Stimulator
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1. VISION
ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
LEADERSHIP

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1. VISION
ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
LEADERSHIP
MONITORING
CREATING SETTING DEVELOPING
ACTION PLAN
VISION GOALS ACTION PLAN
EXECUTION
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1. VISION
ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
“ What is our vision for the
LEADERSHIP
team/organization --- where
CREATINGANALYSIS OFshould the team
ANALYSISbe
EXTERNAL OPPORTUNITIES headed,
OF INTERNAL whatAND
CAPABILITIES
AND THREATS AREAS OF IMPROVEMENT
VISION kind of team/organization do we
want to become?”
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
Increasing
Performance
BUILDER your feedback
employees’
LEADER AS: goal
Employees
keeps
difficulty
their
whoincreases
behavior
participate
their
When given specific goals,
challenges
in
directed
the process,
onandtheenhances
generally
right target
set
the
employees tend to perform
higher
amount
and encourages
goals
of effort
than ifexpended
them
the goals
to
higher. 3. TASK
1. VISION workwere
to
harder
achieve
setto forachieve
them.
them. the
ALLOCATO
CREATOR ELEMENTS OFgoal.
R
HIGH
The purpose of setting goals
PERFORMING
is to convert managerial
LEADERSHIP
statements of team vision
PARTICIPATION
CREATING SETTING GOALGOAL
into IN GOAL
specific
FEEDBACK performance
VISION GOALS DIFFICULTY
SPECIFITY
targets SETTING
--- results and
5. MOTIVATION outcomes the 4. team want to
PEOPLE
STIMULATOR achieve.
DEVELOPER
 • The final step is to follow
2.up,
TEAM
measure, and check to
• Action plan are the means
BUILDER
seeaccomplishing
if the team is doing
LEADER AS: of
what is required.
objectives.
•• Action
This kind of must
plan leaderbe
involvement
concrete, 3. TASK
validates
measurable that
1. VISION
the stated
events that must ALLOCATO
priorities are
occur.
CREATOR ELEMENTS OF
worthy of action. R
HIGH
PERFORMING
LEADERSHIP
MONITORING
CREATING SETTING DEVELOPING
ACTION PLAN
VISION GOALS ACTION PLAN
EXECUTION
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

Effective leaders develop 3.Teams

Great TASK
1. VISION
and nurture….. ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
• Team identity and
• Clear Goals LEADERSHIP
spirit
• Clear measures of • Sense of fun and
performance enjoyment
• Clear job roles • Open and honest
5. MOTIVATION communication 4. PEOPLE
STIMULATOR
Tasks DEVELOPER
People
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1.a.VISION
Cultivate a cohesive team
ALLOCATO
CREATOR ELEMENTS OF
R
b. Promote team problemHIGH
solving
PERFORMING
LEADERSHIP
c. Be loyal to your members

d. Help your members to manage and learn from

their challenges
5. about
e. Care MOTIVATION
your members 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1.a.VISION
Cultivate a cohesive team
ALLOCATO
CREATOR ELEMENTS OF
• Know when to step HIGH
in and when to stay outR
of team conflicts.
PERFORMING
• Plan occasional team
LEADERSHIP
events that let people
get together without the pressures of work.

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1.a.VISION
Cultivate a cohesive team
b. Promote team problem solving ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
• Be accessible for consultation with your
PERFORMING
employees if problems arise but don’t
micromanage. LEADERSHIP

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1.a.VISION
Cultivate a cohesive team
b. Promote team problem solving ALLOCATO
CREATOR ELEMENTS OF
c. Be loyal to your members R
HIGH
• Be the voice of PERFORMING
your team at the
management table.LEADERSHIP
• Share the credit with your team for its
achievement and ensure that those above
you know about its successes.
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

a. Cultivate a cohesive team 3. TASK

1. VISION
b. Promote team problem solving ALLOCATO
CREATOR ELEMENTS OF
c. Be loyal to your members R
d. Help your members to HIGHmanage and learn from
their challenges PERFORMING
• Find out what gets
LEADERSHIP
in the way of their
doing their best.
• Delegate, but don’t abdicate.

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

a. Cultivate a cohesive team 3. TASK

1. VISION
b. Promote team problem solving ALLOCATO
CREATOR ELEMENTS OF
c. Be loyal to your members R
d. Help your members to HIGH
manage and learn from
e.their
Care challenges
about your members
PERFORMING
LEADERSHIP
• Make small talk with your employees when
the opportunity presents itself.
• Greet employees by name when you make
first contact each day.
• 5. MOTIVATION 4. PEOPLE
Be positive, encouraging force.
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER

Leaders get things done through people.

Effective leaders, therefore, need to understand the 3. TASK

1. VISION
value of allocating tasks or delegating and ALLOCATO
CREATOR
know how to do it. ELEMENTS OF
R
HIGH
PERFORMING
Tasks
LEADERSHIP

Leaders Result

5. MOTIVATION
People 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER

3. TASK
1. VISION
DELEGATION ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
• The assignment of authority to another
LEADERSHIP
person to carry out specific activities.
• It allows an employee to make decisions –
that is, it’s a shift of decision making authority
from one5. organizational
MOTIVATION level to another
4. PEOPLE
lower one. STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
What to Delegate? ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
• Recurring and routinePERFORMING
tasks.
LEADERSHIP
• Tasks that would increase or develop an
employee’s skills or knowledge.
• Occasional duties or tasks.
• Tasks I do that are in someone’s area
5. MOTIVATION of
4. PEOPLE
expertiseSTIMULATOR
or interest. DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Who to Delegate to? ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
• A person who is alreadyPERFORMING
able and willing to take on
responsibility for doing aLEADERSHIP
task.
• A person who wants to learn the task in order to
develop or extend their skills.
• A person who wants to make their job more
interesting
5. or challenging.
MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
Specify the PERFORMING
Clarify the Employee’s LEADERSHIP
Assignment Range of
Discretion

Allow the Inform others

5. Employee
MOTIVATION to 4. PEOPLE
that Delegation Monitor Results
Participate
STIMULATOR has OccuredDEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR ELEMENTS OF
R
Clarify the HIGH
Assignment PERFORMING
LEADERSHIP
• It’s your responsibility to provide clear information on
what is being delegated, the results you expect, and any
time or performance expectations you hold.
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR
Specify the ELEMENTS OF
R
ClarifyEmployee’s
the HIGH
Assignment
Range of PERFORMING
Discretion LEADERSHIP
• What you are delegating is authority to act on certain
issues within certain parameters. You need to specify
what those parameters are so that employees know, in
no uncertain terms, the range of their discretion.
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR
Specify the ELEMENTS OF
Allow the R
ClarifyEmployee’s
the HIGH
Employee to
Assignment
Range of
Participate
PERFORMING
Discretion LEADERSHIP
• One of the best way to decide how much authority will
be necessary to accomplish a task is to allow the
employee to participate in that decision.
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR
Specify the ELEMENTS OF
AllowInform
the others R
ClarifyEmployee’s
the HIGH
Employee
that Delegation
to
Assignment
Range of
Participate
has Occured
PERFORMING
Discretion LEADERSHIP
• You need to inform the employee’s colleagues,
supervisors, senior managers, about the delegation
particularly when that employee has to be liaising with
others. 5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
LEADER AS:
BUILDER
DELEGATION
3. TASK
1. VISION
Steps to Delegate Effectively ALLOCATO
CREATOR
Specify the ELEMENTS OF
AllowInform
the others R
ClarifyEmployee’s
the HIGH
Employee
that Delegation
to
Monitor Results
Assignment
Range of
Participate
has Occured
PERFORMING
Discretion LEADERSHIP
• Monitoring allows you to make any necessary
adjustments to the way the task is being done.

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
Leadership is about developing
BUILDER
leaders, not followers.

Leadership is about creating3.aTASK

1. VISION
legacy, one that will propelALLOCATO
the
CREATOR ELEMENTS OF
organization to new
HIGH levels of R
success even when the leader
PERFORMING
hasLEADERSHIP
moved on.

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
Leader
Employee
3. TASK
Development
1. VISION
and ALLOCATO
Learning
CREATOR ELEMENTS OF
Program R
HIGH
Employee PERFORMING
LEADERSHIP

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
• A formal contract between a leader
Employee BUILDER
and an employee that identifies
Development
specific development activities that
and Learning
Program link the employee’s interests and
skills to organizational needs.3. TASK
1. VISION
WhatCREATOR
is? • Development activities
ELEMENTS OF mayALLOCATO
be both
formal and informal and can R
include
HIGH
self-directed activities, mentoring
PERFORMING
opportunities, and challenging
LEADERSHIP
assignments.

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
Employee BUILDER
• The plan is the outcome of one or
Development
more discussion sessions that
and Learning
Program addresses:-
• The employee’s and 3. TASK
manager’s
1. VISION
The Plan
CREATOR perspective on
ELEMENTS OF the ALLOCATO
employee’s
effectiveness in her current R
role.
HIGH
• Mutual suggestions for increasing
PERFORMING
impact in the current role.
LEADERSHIP

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
Employee BUILDER
• The manager’s perspective on
Development
preparing for future opportunities,
and Learning
Program including an overview of
organizational priorities. 3. TASK
1. VISION
Perspective
CREATOR • Mutual brainstorming
ELEMENTS OF
ALLOCATO
about formal
and informalHIGH R
learning opportunities
that willPERFORMING
lead to improved
performance.
LEADERSHIP

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
Employee BUILDER
Development
and Learning
Program
• Understands that each person learns
differently and that employees 3. TASK
need
1. VISION
Consideration to have tailored learning ALLOCATO
plans that
CREATOR ELEMENTS OF
suit their learning styles. R
HIGH
PERFORMING
LEADERSHIP

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 • Reflects on2.and
TEAMcommunicate their
Employee BUILDER
own interests, skills, and
Development achievements to their managers.
and Learning • Volunteer for participation in
Program satisfying assignments, special 3. TASK
1. VISION projects, and learning activities.
Employee’s ALLOCATO
CREATOR • Relate personal
ELEMENTS OF to the bigger
goals
benefit R
HIGH
picture of the organization’s long
PERFORMING
term business plan.
LEADERSHIP
• Seek feedback about specific
development needs and interests.

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 • Share the responsibility for
2. TEAM
developmental planning with
Employee BUILDER
employees rather than assuming full
Development responsibility.
and Learning
• Get a clearer picture of employees’
Program
1. VISION interests and goals and relate3.those
TASK
Manager’s interests to new tasks and ALLOCATO
CREATOR ELEMENTS OF
benefit assignments.HIGH R
• Energize and retain employees by
PERFORMING
providingLEADERSHIP
new challenges in their
current roles as well as preparing
them for other roles.

LEADER AS:
5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
Leaders establish the vision for the
future and set the strategy for getting
there; they motivate and inspire
3. TASK
1. VISION
others to go in the right direction
ALLOCATO
CREATOR ELEMENTS OF
Motivation = the willingness to exert high R
level
HIGH
of effort to reach organizational
PERFORMING goals.
LEADERSHIP

LEADER AS:

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 3 Cs of Motivation
2. TEAM
Collaboration People feelBUILDER
more motivated to work hard
when they’re inspired to cooperate,
when they have an opportunity to help
one another succeed.
3. TASK
1. VISION People feel more motivated to work hard
Content when they understand how ALLOCATO
their work
CREATOR ELEMENTS OF
the organization. R
add value toHIGH
PERFORMING
People feel more motivated to work hard
Choice when they feel empowerment to make
LEADERSHIP
decisions about their work.
LEADER AS:

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 Stimulating2.Motivation
TEAM
BUILDER
Be clear and enthusiastic about
your own life purpose and goals.
Inspire by
Share stories from your own
Example experience. 3. TASK
1. VISION Focus on the dreams and goals of
ALLOCATO
CREATOR
Create and ELEMENTS OF
others.
R
Communicate a HIGH
clear vision of the PERFORMING
goals LEADERSHIP

LEADER AS:

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 Stimulating2.Motivation
TEAM
BUILDER
Ensure that you are clear about the
Inspire by Example goals that have been assigned to
your team by management above
you.
Create
1. VISIONand Have the team develop plans3. TASK
for
Communicat achieving these goals. ALLOCATO
CREATOR ELEMENTS OF
e a clear Help others to bring out the R in
best
HIGH
themselves.
vision of the PERFORMING
Keep the vision front and center.
LEADERSHIP
goals

LEADER AS:

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
 2. TEAM
BUILDER
LEADER AS:

3. TASK
1. VISION
ALLOCATO
CREATOR ELEMENTS OF
R
HIGH
PERFORMING
LEADERSHIP

5. MOTIVATION 4. PEOPLE
STIMULATOR DEVELOPER
References

• Stephen Robbins and Mary Coultar, Management,

Prentice Hall international.
• Bryn Hughes, The Leader’s Tool Kit: Hundreds of
Tips and Techniques for Developing the Skills You
Need, Kingsway Communications.
Motivation
Leadership and Motivation
Leadership and Motivation

• Leadership involves influencing others to

share your vision and goals

• So motivation becomes an issue

So what Is Motivation?

• Is the result of an interaction between the person

and a situation; it is not a personal trait.
• Is the process by which a person’s efforts are
energized, directed, and sustained towards attaining
a goal.
– Energy: a measure of intensity or drive.
– Direction: toward organizational goals
– Persistence: exerting effort to achieve goals.

• Motivation works best when individual needs are

compatible with organizational goals.
Motivation

• One secret for success in organizations is

motivated and enthusiastic employees
• The challenge is to keep employee motivation
consistent with organizational goals

• Arousal, direction, and persistence of behavior

– Employee motivation affects productivity
– Part of a manager’s job is to channel
motivation toward the accomplishment of
organizational goals
Reference: Daft 2008
A Basic Motivational Model

A simplified illustration of the basic motivational model

Extrinsic and Intrinsic Motivation

Extrinsic Motivation Intrinsic Motivation

• Related to tangible • Related to psychological

rewards,
rewards,
e.g. a sense of challenge and
e.g. salary, security, achievement, receiving
promotion, conditions of appreciation.
work.
Content and Process Theories
of Motivation

Content Theories Process Theories

• Maslow • Porter and Lawler
• Alderfer • Adams
• Herzberg • Locke
• McClelland • Vroom
Some constants in motivation

• Targets – not just staff:

– Boss, colleagues, customers – see
influencing
• Employers seek to motivate staff within an
unequal power relationship
• Staff interpret management actions within a
social context
Content Theories

What needs do people seek to satisfy at work?

• Maslow and Alderfer
– Maslow identified a hierarchy of needs
• As one level becomes partially satisfied, the
next becomes stronger
– Alderfer tested Maslow’s theory empirically
• Combined into three, and no evidence of a
hierarchy – strength varies between people
Maslow and Alderfer

Comparison of the Maslow and Alderfer categories of needs

Herzberg’s Contribution

• Linked ideas on motivation to practical issues

of work design
• Extrinsic factors (hygiene) have less effect on
motivation than intrinsic (motivators)
• Dealing with extrinsic factors may reduce
dissatisfaction, but have no effect on
satisfaction
Process Theories

• Expectancy
• Equity
• Goal-setting
Cross-Cultural Challenges

• Motivational programs are most applicable in cultures where

individualism and quality of life are cultural characteristics
– Uncertainty avoidance of some cultures inverts Maslow’s
needs hierarchy.
– The need for achievement (nAch) is lacking in other
cultures.
– Collectivist cultures view rewards as “entitlements” to be
distributed based on individual needs, not individual
performance.
• Cross-Cultural Consistencies
– Interesting work is widely desired, as is growth,
achievement, and responsibility.
Reference: Robbins & Coulter 2007
Motivating Unique Group of Workers

• Motivating a diverse workforce through

flexibility:
– Men desire more autonomy than do
women.
– Women desire learning opportunities,
flexible work schedules, and good
interpersonal relations.

Robbins & Coulter 2007

Flexible Work / Job Schedules

• Compressed work week

– Longer daily hours, but fewer days
• Flexible work hours (flextime)
– Specific weekly hours with varying arrival, departure, lunch and
break times around certain core hours during which all
employees must be present.
• Job Sharing
– Two or more people split a full-time job.
• Telecommuting
– Employees work from home using computer links.

Reference: Robbins & Coulter 2007

Motivating Professionals

• Characteristics of professionals
– Strong and long-term commitment to their field of
expertise.
– Loyalty is to their profession, not to the employer.
– Have the need to regularly update their knowledge.
– Don’t define their workweek as 8:00 am to 5:00 pm.
• Motivators for professionals
– Job challenge
– Organizational support of their work
Reference: Robbins & Coulter 2007
Motivating Contingent and Low-Skilled
Workers

• Motivating Contingent Workers

– Opportunity to become a permanent employee
– Opportunity for training
– Equity in compensation and benefits
• Motivating Low-Skilled, Minimum-Wage
Employees
– Employee recognition programs
– Provision of sincere praise
Reference: Robbins & Coulter 2007
Designing Appropriate Rewards Programs

• Open-book management
– Involving employees in workplace decisions by opening up the
financial statements of the employer.
• Employee recognition programs
– Giving personal attention and expressing interest, approval,
and appreciation for a job well done.
• Pay-for-performance
– Variable compensation plans that reward employees on the
basis of their performance:
• Piece rates, wage incentives, profit-sharing, and lump-sum bonuses

Reference: Robbins & Coulter 2007

Designing Appropriate Rewards Programs
Current Issues in Motivation (cont’d)
(Continued)

• Stock option programs

– Using financial instruments (in lieu of
monetary compensation) that give employees
the right to purchase shares of company stock
at a set (option) price.
– Options have value if the stock price rises
above the option price; they become worthless
if the stock price falls below the option price.

Reference: Robbins & Coulter 2007

From Theory to Practice:
Guidelines for Motivating Employees

• Use goals • Check the system

• Ensure that goals for equity
are perceived as • Use recognition
attainable • Show care and
• Individualize concern for
rewards employees
• Link rewards to • Don’t ignore money
performance
References

• Boddy, D. (2005) Management, an introduction, 3rd Ed:

Pearson.
• Daft,R.L. ( 2008) New Era of Management, 2nd Edition.
Thompson/South Western.
• Greenberg, J. and Baron, R.A. (2008) Behavior in
Organizations, 9th Ed, Pearson
• Hannagan, T. (2005) Management, Concepts and Practice,
4th Ed, Prentice Hall
• Mullins, L. J. (2007) Management and Organisational
Behaviour, 8th Ed, Prentice Hall
• Robbins, S.P. & Coulter, C. (2007) Management, 9th
Edition. Pearson/Prentice Hall.
Leadership Perspective
Miscellaneous
Power Perspectives

Influence depends on person’s power

• French and Raven (1959) on five
sources
– Legitimate
– Resource
– Coercive
– Referent
– Expertise
Managing Power

– Legitimate Power – Expert Power

The power a leader has as The influence a leader
a result of his or her can exert as a result of
position. his or her expertise,
– Coercive Power skills, or knowledge.
The power a leader has to – Referent Power
punish or control. The power of a leader
– Reward Power that arise because of a
The power to give positive person’s desirable
benefits or rewards. resources or admired
personal traits.

Reference: Robbins & Coulter

2007
Develop Credibility and Trust

Credibility (of a Leader)

– The assessment of a leader’s honesty, competence, and
ability to inspire by his or her followers
Trust
– Is the belief of followers and others in the integrity,
character, and ability of a leader.
• Dimensions of trust: integrity, competence,
consistency, loyalty, and openness.
– Is related to increases in job performance, organizational
citizenship behaviors, job satisfaction, and organization
commitment.

Robbins & Coulter 2007

Providing Ethical Leadership

•Ethics are part of leadership when leaders attempt to:

• Foster moral virtue through changes in attitudes
and behaviors.
• Use their charisma in socially constructive ways.
• Promote ethical behavior by exhibiting their
personal traits of honesty and integrity.
• Moral Leadership
• Involves addressing the means that a leader uses to
achieve goals as well as the moral content of those
goals.
Empowerment
• Involves increasing the decision-making discretion of
workers such that teams can make key operating
decisions in develop budgets, scheduling workloads,
controlling inventories, and solving quality problems.
• Why empower employees?
– Quicker responses problems and faster decisions.
– Addresses the problem of increased spans of control in
relieving managers to work on other problems.

Reference: Robbins & Coulter

2007
Cross-Cultural Leadership

• Universal Elements of Effective Leadership

– Vision
– Foresight
– Providing encouragement
– Trustworthiness
– Dynamism
– Positive-ness
– Proactive-ness
Reference: Robbins & Coulter
2007
Gender Differences and Leadership

Research Findings
Males and females use different styles:
• Women tend to adopt a more democratic
or participative style unless in a male-
dominated job.
• Women tend to use transformational
leadership.
• Men tend to use transactional leadership.

Reference: Robbins & Coulter

2007
Where Female Managers Do Better:
A Scorecard

Source: R. Sharpe, “As Leaders, Women Rule,” BusinessWeek, November 20. 2000, p. 75.

Robbins & Coulter 2007

Basics of Leadership
A Demise of Celebrity Leadership

• Give people a reason to come to work.

• Be loyal to the organization’s people.
• Spend time with people who do the real work of the
organization.
• Be more open and more candid about what business
practices are acceptable and proper and how the
unacceptable ones should be fixed.

Robbins & Coulter 2007

Leadership Can be Irrelevant!

Substitutes for Leadership

– Follower characteristics
• Experience, training, professional orientation,
or the need for independence
– Job characteristics
• Routine, unambiguous, and satisfying jobs
– Organization characteristics
• Explicit formalized goals, rigid rules and
procedures, or cohesive work groups
Leadership &
Emotional Intelligence
REFERENCE:
What Makes a Leader?
by
Daniel Goleman
5 Components of
Emotional Intelligence

• Self-Awareness
• Self-Regulation
• Motivation
• Empathy
• Social Skills
EI in Effective Leaders

Effective leaders are alike in one

crucial way:

They all have a high degree of

Emotional Intelligence.
5 Components of
Emotional Intelligence
Ethical Leadership
Ethics and Leadership
Ethical Leadership

• Leading with Values

• Values are based on a
clear and fairly easy
model or framework.
• Actionable
• Leading by example
• Lead to Sphere of
Influence not Sphere of
Control
Effective Leadership
How to be an Effective Leader?
Servant Leadership
A new Leadership Concept
Servant Leadership

• The highest type of ruler is one of

whose existence the people are
barely aware.
• Next comes one whom they love and
praise.
• Next comes one whom they fear.
• Next comes one whom they despise
and defy.
Robert Greenleaf
Paraphrasing Lao-Tzu author of Tao Te Ching