TP-LG-Management Styles 1&2 - Infobase

LEADER’S GUIDE

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e. [email protected] PO Box 303 -166, Auckland 1330

Management Styles: Paternalistic and CollaborativeTraining Point Issues in Management #1

Management Styles: Authoritarian and DelegativeTraining Point Issues in Management #2

Leader’s Guide by: Julie Farthing, M.CareerDev, FCDAA, CMACA

Produced by Training Point Commissioning Editor Sven Shepherd, B.Ed (Design Education) Executive Producer Simon Garner, B.Ed Director Mike De Robbio Leader’s Guide © Training Point DVD © Training Point

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Management Styles: Paternalistic and Collaborative / Management Styles: Authoritarian and Delegative1000+ Training Programs • www.trainingpoint.net

For Trainers:

IntroductionThe management style adopted by a leader will have an impact on: the team’s work processes and output; the way individuals interact; the issues that may be created and the long term viability of the team. While there are no ‘good’ or ‘bad’ management styles, these can be more or less effective in different situations. While individual managers will have a preferred or natural style, understanding the positive and negative impacts of this on others will be extremely useful. Developing a broader repertoire of techniques through observation and a range of activities will assist them to manage individuals and teams more effectively.

In this program we explore four distinct management styles. There are two DVDs, each of around ten minutes, each providing snapshots of two contrasting management styles. The Leader Guide is created in a way that provides the trainer with the option of using both DVDs in the one session, or as separate entities, depending on time and other constraints and needs.

In the first DVD, Management Styles: Paternalistic and Collaborative, we observe the collaborative and paternalistic management styles in team lunch settings at a restaurant. Watching Ted’s and Kev’s unique management styles and their team’s responses, we are able to discern that the way a manager relates to his or her team has a strong influence on individuals, as well as on how the team interrelates, and therefore how they will work together to achieve organisational goals.

In the second DVD, Management Styles: Authoritarian and Delegative, the action is played out in a bowling alley as two CEOs, Betty and Mary, compete for the annual trophy. Again, two distinct management styles are illustrated and contrasted: authoritative and delegative. Betty and Mary each have a PA who can find both good things and bad things to say about their CEO’s management style, and of course, like the bowling match, neither wins in the ‘ideal manager’ stakes.

While assisting participants to learn more about the art of management, it is important to reinforce that there are not just four management styles. Some managers will display distinct qualities that relate to two or more different styles, while others will exhibit a blended style which may make it less easy to categorise.

Who will benefit from the program?

Ideal trainees for these programs include managers, aspiring managers and workers. The programs are designed to assist in developing a greater understanding of the impact of different management styles on creating and maintaining a working environment, as well as on their expectations on staff.

Those already in management roles will have the opportunity to explore these styles in order to identify their preferred way of managing others, as well as examining others’ styles and enhancing their existing skills.

Aspiring managers will develop an understanding of the management role and how they can make the most of their own interaction style and preferences, as well as developing a range of skills through observation, activities and discussions.

Team members will have the opportunity to identify their own manager’s style and to consider how they prefer to be managed. They will also have the opportunities to develop techniques that will be useful in a range of situations.

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DVD TimelineManagement Styles: Paternalistic and Collaborative 00:00:00 Collaborative Style

00:03:25 Paternalistic Style

00:06:50 Conclusions

00:07:25 Credits

00:08:01 End Program

Management Styles: Authoritarian and Delegative 00:00:00 Authoritarian and Delegative Style

00:07:15 Conclusion

00:08:18 Credits

00:08:55 End Program

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Program OutlineThis leader guide is created in two parts.

Part A is designed for use with both DVDs, allowing for all four management styles to be discussed at the one time.

Part B is designed so that just one of the DVDs can be shown and used for the training.

Part A: Where both DVDs are usedThere are two programs. The first, Introduction to Management Styles, takes one hour. The second, Developing and Using Management Styles, takes three hours.

1. Introduction to Management Styles (One hour)Phase 1: Session starter – personality hunt.

Phase 2: Before viewing the program – discussion on management styles.

Phase 3: Observations of management styles 1-4 while watching the DVDs.

Phase 4: Contextualising management styles.

2. Developing and Using Management Styles (Three hours)Phase 1: Session starter – personality hunt.


Phase 3: Observations of management styles 1 and 2 while watching the first DVD.

Phase 4: Observations of management styles 3 and 4 while watching the second DVD.


Phase 6: Exercise – Identify your own management style.

Phase 7: Activity – Management styles in action.

Phase 8: Action Planning: Increase your communication range.

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Part B: Where only one DVD is usedThere are two programs. The first, Introduction to Management Styles, takes one hour. The second, Developing and Using Management Styles, takes two hours.

1. Introduction to Management Styles (One hour)Phase 1: Session starter – personality hunt.


Phase 3: Observations of two contrasting management styles while watching the DVD.


2. Developing and Using Management Styles (Two hours/three hours)Phase 1: Session starter – personality hunt.


Phase 3: Observations of contrasting management styles while watching the DVD.


Phase 5: Activity – Management styles in action.

Phase 6: Action Planning – Increase your communication range.

Phase 7: (Optional) Viewing and exploration of the other DVD.

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Background InformationManagers do a lot more than ensure that tasks get done. They can make a difference as to whether people under their control stay or leave, how happy and productive they are in their work, and the level and standard of their output. In turn, this has a real impact on the work of the organisation, its public image and how potential employees perceive it.

Good managers work effectively as part of a management team and in leading their employees. They understand the organisation’s priorities and can make these meaningful to others. They offer appropriate incentives and rewards, and will tend to have more stable teams. They can tailor their management style to cater for individual personalities and work styles, and adapt to the learning and development needs of new and experienced team members.

Effective managers also work well with individuals who are not like them. Managers who have a say as to who comes into their team will usually select people they feel they can work with – that is, people who complement their management style. For example, managers who are authoritarian will tend to employ people who like to be given firm instructions on how to do things. Delegative managers will be drawn to people who enjoy taking on new duties without too much direction.

However, often it is not up to the manager as to who is in their team. For example, they might have taken over control of an existing team, or a team member might have been rotated into their area. Or, they may have needed to hire a team member based on his or her skills rather than team ‘fit’.

As with all groups, work teams are generally made up of people with diverse personalities and management needs which can also change over time and situationally. Establishing and maintaining an environment in which everyone can work happily and productively is essential. Managers and team members all have a responsibility to ensure that this happens. Managers can learn to adapt their style to suit individual and team needs, and team members can develop skills to respond to a management style that might not be their preferred one.

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Part A: Where both DVDs are used 1. Introduction to Management Styles (one hour session)

Phase 1: Session starter – personality huntWrite or type on sets of cards (in twos, threes or fours depending on the size of the group), words that describe different emotions. Participants must keep these secret while they move around the room and ‘find’ the other/s who share their emotion card, without talking but simply by ‘wearing’ their emotion on their face and in their body language. You will end up with the pairs or groups assembled around the room. Once everyone feels they have located their pair or group instruct them to confirm these by showing each other their cards. If time allows you might like to extend this session by asking participants to reflect on how they felt about being in their particular group, and whether there were other groups they would have rather been a part of and why. This becomes a useful introduction into preferences and comfort levels with different management styles.

Words to write may include:

1. Miserable

2. Angry

3. Ecstatic

4. Depressed

5. Worried

6. Anxious

7. Terrified

8. Suspicious

9. Calm

10. Smug

Phase 2: Before viewing the program - discussion on management styles1. Using their own language, lead participants in a discussion about different management

styles as observed in the work environment, comparing and contrasting the styles that are attractive to different participants.

2. Ask participants how important they believe it is to have a manager who is compatible with their style of working. What happens when they do/don’t have a manager whose style they can work with easily.

3. Introduce the terms: collaborative, paternalistic, authoritarian and delegative.

4. Continue the discussion, defining what each of these terms mean to participants – list key points on white board or flip chart.

Phase 3: Observations of management styles 1- 4 while

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watching the DVDs(Note: for the one hour session the DVDs should be watched together, without a break)

Ask participants to note characteristics of each style (collaborative, paternalistic, authoritarian and delegative) and points of difference between them. Encourage them to observe verbals and non-verbals and to not simply write down the summary points. Facilitate a discussion to draw out the key differences.

Suggested participant responses while viewing the program:

1. Collaborative:• Manager talks a lot to team members and encourages them to give him feedback.

• Team members have trouble agreeing or disagreeing, some seem to ‘go along’ with the majority rule.

• Democratic process - greater interaction between manager and staff.

• Good for gathering options.

• Take a long time to reach consensus and make decisions.

• Employees help make decisions, but the resulting decision may not suit the majority.

• Once decisions are made the team seems happy to ‘get on with it’.

• May not work in the best interests of organisation.

2. Paternalistic:• Makes decisions in best interests of staff, not always the best ones.

• Workplace is fun – a great ‘good time’ boss.

• Focus on individual happiness, but may not generate a good ‘team spirit’ (at the table, each person is doing their own thing and one has left).

• Manager not always in touch with his/her staff, despite best intentions.

• Staff might become over-dependent on manager, not be able to make decisions.

• Dictatorial, a decision might come back to bite the manager (lemon, lime and bitters) as team members ‘blame’ the boss when things go wrong.

3. Authoritarian:• Dictatorial, manager makes decisions.

• Staff follow orders without question.

• Manager seems to know best what the people under them need, and this is not based on individual needs but in the best interests of the manager.

• Good for a consistent approach to tasks and work output.

• Good style to ensure deadlines are met, staff fully informed about processes and expectations.

• Constant supervision of staff involved, can be time consuming, doesn’t help those underneath become good decision makers or be creative.

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4. Delegative:• Peripheral role.

• Staff have greater autonomy and can do things their way, even make suggestions to the manager (ie. managing up).

• Manager takes overall responsibility but trusts staff to do the work, but if something goes wrong he/she might be blamed by them for not giving proper support.

• Good for building decision-making skills in others.

• Works best with experienced/skilled staff.

• Staff may lack focus, sense of direction.

Phase 4: After viewing the program: Contextualising management styles(One or more of these activities can be chosen, depending on time availability and the make-up of the group).

1. Discuss general contexts and situations when particular styles would work best.

2. Ask two participants to role play a situation in which a manager deals with a performance or lateness issue using one of the pairs of styles (collaborative/paternalistic or authoritarian/delegative). If time allows ask another two participants to role play the remaining pair of styles in another scenario. Ask the group to identify differences between the styles, in terms of verbal and non-verbal communication.

3. Discuss how different workers might use effective communication skills in order to work with opposing management styles, for example a person who likes to decide how to carry out his or her own duties with an authoritarian manager.

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Part A: Where both DVDs are used 2. Developing and Using Management Styles (three hour session)

Phase 1: Session starter – personality huntWrite or type on sets of cards (in twos, threes or fours depending in the size of the group), words that describe different emotions. Participants must keep these secret while they move around the room and ‘find’ the other/s who share their emotion card, without talking but simply by ‘wearing’ their emotion on their face and in their body language. You will end up with the pairs or groups assembled around the room. Once everyone feels they have located their pair or group instruct them to confirm these by showing each other their cards. If time allows you might like to extend this session by asking participants to reflect on how they felt about being in their particular group, and whether there were other groups they would have rather been a part of and why. This becomes a useful introduction into preferences and comfort levels with different management styles.


1. Miserable

2. Angry

3. Ecstatic

4. Depressed

5. Worried

6. Anxious

7. Terrified

8. Suspicious

9. Calm

10. Smug



2. Ask participants how important they believe it is to have a manager who is compatible with their style of working. What happens when they do/don’t have a manager whose style they can work with easily.

3. Introduce the terms: collaborative, paternalistic, authoritarian and delegative.


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Phase 3: Observations of management styles 1 and 2 while watching the first DVDAsk participants to note their key observations on Ted’s and Kev’s management styles and how the team members respond to these. Ask them to particularly watch the different team members’ reactions. Do they all respond in the same way? If not, why might this be so? Facilitate a discussion to draw out the key differences.

• Collaborative:

• Paternalistic:

Suggested participant responses while viewing the program















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Phase 4: Observations of management styles 3 and 4 while watching the second DVD Repeat the process from Phase 3, again writing down key observations on Betty’s and Mary’s management styles, and how the PAs respond to these. Discuss as a group.

• Authoritarian:

• Delegative:













• Staff may lack a focus, sense of direction.

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Phase 5: After viewing the program: Contextualising management styles (The exact format of this phase will depend on the make-up of the participants).


2. Introduce these three aspects of effective management, and split the group into four smaller groups or pairs to decide the positive and negative aspects of each management style in each area. (This will ideally be followed up with presentations from each group to the whole group - butcher’s paper, role plays or overheads will facilitate this).

a) Imparting the organisations priorities and making them meaningful to others.

b) Offering appropriate incentives and rewards.

c) Adapting to the learning and development needs of new and more experienced team members*.

3. In simulations, present a situation in which a manager deals with a performance or lateness issue twice in pairs, using the ‘pairs’ of styles: collaborative/paternalistic, and authoritarian/delegative. If time allows, ask the participants to role play these styles in pairs or triads.

4. Discuss how different workers might use effective communication skills in order to work with opposing management styles, for example a person who likes to do things their own way with an authoritarian manager.

*Suggested responses to Phase 5, point 2:

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Collaborative Paternalistic Authoritarian Delegative

Aspect A

(priorities)

Positive: creating new/possible directions, getting a range of input.

Negative: team may decide to ignore organisational direction/go off on tangent.

Positive: ensuring team members feel comfortable and secure.

Negative: may be too focused on individual needs and temporarily forget organisational priorities.

Positive: will provide information for employees to get the job done to their satisfaction.

Negative: manager’s priorities may not mirror organisational priorities, may lead to confusion of loyalties.

Positive: does not feel he/she has ownership of priorities, will not consciously keep information to self.

Negative: may provide information about what is to be done without sufficient context of priorities.

Aspect B

(incentives

and rewards)

Positive: encourages conversations, makes staff feel their contributions are wanted.

Negative: personal at expense of organisation.

Positive: provides incentives and rewards on a daily basis.

Negative: staff might be rewarded without having done much or made any real contribution.

Positive: personally gives rewards when he/she decides they are due.

Negative: rewards may not be ones that are sought after by staff member e.g. their ‘reward’ is helping the organisation achieve its goals.

Positive: egalitarian team in which all share equally in the work done and in rewards received.

Negative: rewards may be hard won, and individuals may not feel deserving eg. if they made a significant error during the process.

Aspect C

(adapting to L&D

needs)

Positive: good for deciding whole team needs, organise group training and teambuilding exercises.

Negative: may place less emphasis on individual requirements.

Positive: looks after material and emotional comforts, providing recreational outlets.

Negative: may lose focus on teamwork aspects, may not see the need to create development opportunities that build real work skills.

Positive: will drive team members hard to consistently achieve, have expert advice on tap.

Negative: like things to be done their way, may not wish to hand team members over to others to train, will tend to provide the training they think is needed themself.

Positive: will provide plenty of opportunities for staff to learn and develop through practical experience, don’t mind if all does not go well.

Negative: staff may not get the expert guidance needed, may fail without knowing why.

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Phase 6: Exercise - Identify your own management styleParticipants will identify their own characteristics and slot themselves into one of the four management styles they have observed. You can conduct this via one or more of these methods:

1) A personal inventory based on the information gathered in Phase 5. Even if they can’t identify an exact match, it is important to encourage them to make a decision for the purpose of the workshop.

2) Asking participants to interview each other in pairs or in a triad situation in which each takes a role as a manager, team member and observer; the observer in each triad identifies the closest type match of the manager.

3) An investigation of situations in which they feel they perform their best or in which they are most comfortable. Current managers will be able to use real life scenarios, and people who haven’t had management experience can ‘observe’ their behaviours in work, social or other settings.

Phase 7: Activity - Management styles in actionParticipants will discuss a range of work situations to demonstrate how their ‘style’ plays out, such as:

a) Meeting a deadline.

b) Organising an awards presentation evening.

c) Working through a major problem (such as technology failure).

d) Other situations that are meaningful for the group (you might lead a brainstorming activity first to come up with a range of scenarios).

In groups, participants will then write a short script that highlights how a particular style might play out. Selecting one of the group members as manager and the rest as the team, they will then role play the script for the other three groups, using appropriate intonations and non verbals.

The observers will make observations as to the group’s interaction based on tone of voice, gestures, facial expressions, body movements, proximity of the team members to each other and to the manager, observed comfort levels, etc.

Phase 8: Action Planning - increase your communication rangeLead the participants in the development of strategies to develop new skills to broaden their ability to communication more effectively and to get the best out of others. Start by getting them to identify which aspects of each of the management styles they have been investigating, that they feel comfortable with, and which they should work on developing. From this they can develop an action plan: this might include formal training and development, projects they might undertake and strategies for improving current situations.

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Part B: Where only one DVD is used 1. Introduction to Management Styles (one hour session)

Phase 1: Session starter – personality huntWrite or type on sets of cards (in twos, threes or fours depending on the size of the group), words that describe different emotions. Participants must keep these secret while they move around the room and ‘find’ the other/s who share their emotion card, without talking but simply by ‘wearing’ their emotion on their face and in their body language. You will end up with the pairs or groups assembled around the room. Once everyone feels they have located their pair or group instruct them to confirm these by showing each other their cards. If time allows you might like to extend this session by asking participants to reflect on how they felt about being in their particular group, and whether there were other groups they would have rather been a part of and why. This becomes a useful introduction into preferences and comfort levels with different management styles.


1. Miserable

2. Angry

3. Ecstatic

4. Depressed

5. Worried

6. Anxious

7. Terrified

8. Suspicious

9. Calm

10. Smug



2. Ask participants how important they believe it is to have a manager who is compatible with their style of working. What happens when they do/don’t have a manager whose style they can work with easily?

3. Introduce the terms: collaborative and paternalistic, or authoritarian and delegative depending on the DVD to be shown.


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Phase 3: Observations of two contrasting management styles while watching the DVDFacilitate a discussion and write down key observations on the two management styles and how the team members respond to these.






















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• Staff may lack focus, sense of direction.

Phase 4: After viewing the program: Contextualising management styles(One or more of these activities can be chosen, depending on time availability and the make-up of the group).

1. Beginning with a discussion about observations on each of the management styles as displayed in the DVD, identify a range of contexts and situations when particular styles might work best.

2. Ask two participants to role play a situation in which a manager deals with a performance or lateness issue using the pair of styles you have been investigating (collaborative/paternalistic or authoritarian/delegative). Ask the group to identify differences between the styles, in terms of verbal and non-verbal communication.


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Part B: Where only one DVD is used 2. Developing and Using Management Styles (Two hours)

Phase 1: Session starter – personality huntWrite or type on sets of cards (in twos, threes or fours depending in the size of the group), words that describe different emotions. Participants must keep these secret while they move around the room and ‘find’ the other/s who share their emotion card, without talking but simply by ‘wearing’ their emotion on their face and in their body language. You will end up with the pairs or groups assembled around the room. Once everyone feels they have located their pair or group instruct them to confirm these by showing each other their cards. If time allows you might like to extend this session by asking participants to reflect on how they felt about being in their particular group, and whether there were other groups they would have rather been a part of and why. This becomes a useful introduction into preferences and comfort levels with different management styles.


1. Miserable

2. Angry

3. Ecstatic

4. Depressed

5. Worried

6. Anxious

7. Terrified

8. Suspicious

9. Calm

10. Smug



2. Ask participants how important they believe it is to have a manager who is compatible with their style of working. What happens when they do/don’t have a manager whose style they can work with easily?

3. Introduce the terms: collaborative and paternalistic, or authoritarian and delegative depending on the DVD to be shown.


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Phase 3: Observations of contrasting management styles while watching the DVDAsk participants to note their key observations on the two management styles while watching the DVD. Discourage them from simply rewriting the summary points. Facilitate a discussion to draw out the key points.

• Collaborative:

• Paternalistic:
















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• Authoritarian:

• Delegative:













• Staff may lack a focus, sense of direction.

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Phase 4: After viewing the program - Contextualising management styles (The exact format of this phase will depend on the make-up of the participants) .


2. Introduce these three aspects of effective management, and lead a discussion on the positive and negative aspects of each management style in each area.

a) Imparting the organisations priorities and making them meaningful to others.

b) Offering appropriate incentives and rewards.

c) Adapting to the learning and development needs of new and more experienced team members*.

3. In a simulation, present a situation in which a manager deals with a performance or lateness issue twice in pairs, using the ‘pairs’ of styles: collaborative/paternalistic, or authoritarian/delegative.


*Suggested responses to Phase 4, point 2:

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Collaborative Paternalistic Authoritarian Delegative

Aspect A

(priorities)

Positive: creating new/possible directions, getting a range of input.

Negative: team may decide to ignore organisational direction/go off on tangent.

Positive: ensuring team members feel comfortable and secure.

Negative: may be too focused on individual needs and temporarily forget organisational priorities.

Positive: will provide information for employees to get the job done to their satisfaction.

Negative: manager’s priorities may not mirror organisational priorities, may lead to confusion of loyalties.

Positive: does not feel he/she has ownership of priorities, will not consciously keep information to self.

Negative: may provide information about what is to be done without sufficient context of priorities.

Aspect B

(incentives

and rewards)

Positive: encourages conversations, makes staff feel their contributions are wanted.

Negative: personal at expense of organisation.

Positive: provides incentives and rewards on a daily basis.

Negative: staff might be rewarded without having done much or made any real contribution.

Positive: personally gives rewards when he/she decides they are due.

Negative: rewards may not be ones that are sought after by staff member e.g. their ‘reward’ is helping the organisation achieve its goals.

Positive: egalitarian team in which all share equally in the work done and in rewards received.

Negative: rewards may be hard won, and individuals may not feel deserving e.g. if they made a significant error during the process.

Aspect C

(adapting to L&D

needs)

Positive: good for deciding whole team needs, organise group training and teambuilding exercises.

Negative: may place less emphasis on individual requirements.

Positive: looks after material and emotional comforts, providing recreational outlets.

Negative: may lose focus on teamwork aspects, may not see the need to create development opportunities that build real work skills.

Positive: will drive team members hard to consistently achieve, have expert advice on tap.

Negative: like things to be done their way, may not wish to hand team members over to others to train, will tend to provide the training they think is needed themself.

Positive: will provide plenty of opportunities for staff to learn and develop through practical experience, don’t mind if all does not go well.

Negative: staff may not get the expert guidance needed, may fail without knowing why.

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Phase 5: Activity: Management styles in actionIn groups of between 3-5 participants, half of the groups working on one of the management styles and half on the other, and using one of the scenarios outlined in Phase 5, ask participants to write a short script that highlights how a particular style might play out. Selecting one of the group members as manager and the rest as the team, they will then role play the script for the other groups, using appropriate intonations and non verbals.

The observers will make observations as to the group’s interaction based on tone of voice, gestures, facial expressions, body movements, proximity of the team members to each other and to the manager, observed comfort levels, etc.

Phase 6: Action Planning - increase your communication rangeLead the participants in the development of strategies to develop new skills to broaden their ability to communication more effectively, and to get the best out of others. Start by getting them to identify which aspects of each of the management styles they have been investigating, that they feel comfortable with, and which they should work on developing. From this they can develop an action plan: this might include formal training and development, projects they might undertake and strategies for improving current situations.

Phase 7: Viewing and exploration of the ‘other’ DVD (one hour)The previous phases have involved the use of one of the DVDs only. Notes have been provided for all four styles so that the trainer can decide which DVD is most appropriate for their purposes.

If time permits, this phase provides activities for a one hour session that focuses on the ‘other’ DVD, perhaps a week or two later.

1. Revisit and recap important information from the previous session in terms of:

• The impact of a manager’s style on his/her interactions with individuals and teams.

• A summary of the positives and negatives of the two styles already observed and discussed.

2. Watch the second DVD and note distinct aspects of each management style (refer to Phase 3).

3. Lead a discussion on the two management styles.

4. Set up pairs or triads and role play each of the management styles in relation to one or more specific work issues (eg. a performance management issue, crisis, deadline, new staff member etc.).

5. Discuss in a whole group setting the positive and negative aspects of each.

6. Ask participants to identify which of the four styles best approximates their style (and perhaps that of their manager), and two action steps to enhance their interactions with staff and/or manager, depending on their current role.

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ResourcesBarker, Carolyn and Coy, R, 2003. The 7 Heavenly Virtues of Leadership, McGraw Hill, Australia.

Goffee, Rob and Jones, G, 2006. Why Should Anyone Be Led by YOU: What It Takes to Be an Authentic Leader, Harvard Business School Press, Boston, Mass.

London, Manuel, 2002. Leadership Development: Paths to Self-Insight and Professional Growth, Lawrence Erlbaum Associates, Mahwah, New Jersey.

Onsman, Harry, 2003. The Uncertain Art of Management (Management Today), McGraw-Hill Australia.

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TP-LG-Management Styles 1&2 - Infobase