- A PPT with around 1000 words.
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AssignmentSubmissionFormAS1MN7028SRAug24.docx
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TransferringtheToyotaleanculturalparadigmintoIndia_implicationsforhumanresourcemanagement.pdf
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Topic1.2OrganisationalDesign-MechanisticorOrganic.pptx
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Topic1.1-MN7028ManagementandLeadershipIntro-Tagged.pptx
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Topic4.1Negotiations.pptx
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Topic1.3-LeadershipTheoriesthatHarnessMotivation.pptx
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Topic4.2-DiversityandInclusiveLeadership.pptx
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Topic3.2InterpersonalCommunications.pptx
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Topic3.3IntroductiontoCoachingandTGROW.pptx
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Topic4.3-InternationalperspectivesonNegotiationandEthicalDilemmas.pptx
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Topic2.3MBALeadershipacrosscultures.pptx
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Topic3.1LeadingChange.pptx
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Topic2.2OrganisationalPerformance.pptx
Feedback/Feedforward Coversheet
MN7028SR Breakthrough Leadership Skills |
Academic Year 2024/25 Assessment #1 Group presentation (30%) Ppt slides with maximum 1,000 +/- 10% words |
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First Marker: |
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Second Marker: |
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Title of presentation: Group Presentation on Case Study (Transferring the Toyota lean cultural paradigm into India: implications for human resource management) |
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Assessment criteria |
Tasks |
1st Marker |
2nd Marker |
Critically evaluate approaches to leadership within business organisations 1. The management practice favoured by Toyota and how it undertakes international expansion. Impact on employee and human resources. 2. Relevant theories of management and leadership and their application to the case study. 3. How Toyota undertook the expansion into India; theories of diffusion and cross border leadership. 4. Cultural aspects of cross border organisation culture and leadership. 5. Differences in organisational and employee culture between India and Japan. 6. The challenges faced by Toyota, the outcome and the changes made. (50 marks) |
Write a brief introduction background of the “given” case (5 marks) 1. Explain the involved “international, human resources” management practices (10 marks) 2. Explain the involved “management and leadership” theories (10 marks) 3, 4, 5. Explained the theories of diffusion and cross border leadership in term of cultural aspects, differences between India and Japan (20 marks) 6. Outlines the challenges, outcomes, changes made by Toyota (5 marks) |
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Quality of empirical evidence 1. Where are theories and facts sourced from 2. Have you considered the most relevant theories (20 marks) |
Provide evidences to support the 1. Sources of your theories (with references) (10 marks) 2. Relevancy of the used and quoted theories (10 marks) |
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Clarity and quality of presentation skills 1. The professional nature of the slides and supporting notes 2. The video delivery of the presentation. (30 marks)
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Demonstrate by showing the 1. Quality of the presentation 2. Quality of the ppt slides’ contents 3. Evidence of team work (30 marks) |
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Total Marks (100 marks) |
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From First Marker |
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Knowledge and understanding |
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Analysis and evaluation |
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From Second Marker |
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Knowledge and understanding |
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Analysis and evaluation |
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First Marker’s marks/date: Second Marker’s marks/date:
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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/262580846
Transferring the Toyota lean cultural paradigm into India:
implications for human resource management
Article in The International Journal of Human Resource Management · August 2014
DOI: 10.1080/09585192.2013.862290
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Transferring the Toyota lean cultural paradigm into India: implications for human resource management Reynold Jamesa & Robert Jonesa
a Faculty of Business and Enterprise, Swinburne University, Melbourne, Australia Published online: 09 Dec 2013.
To cite this article: Reynold James & Robert Jones (2014) Transferring the Toyota lean cultural paradigm into India: implications for human resource management, The International Journal of Human Resource Management, 25:15, 2174-2191, DOI: 10.1080/09585192.2013.862290
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Transferring the Toyota lean cultural paradigm into India: implications for human resource management
Reynold James and Robert Jones*
Faculty of Business and Enterprise, Swinburne University, Melbourne, Australia
This paper argues that the successful international transference of Japanese lean manufacturing practices in general, and the ToyotaWay and Toyota Production System (TPS) in particular, is in varying degrees contingent upon the sociocultural, historical and environmental context of the host nations into which such transfer occurs. This has significant implications for human resource management policies and practices. The paper contends that lean manufacturing is not simply a set of concepts, techniques and methods that can be implemented by command and control. In the course of transferring lean practices from Japan into overseas affiliates, either an absence of due consideration or disregard for a host nation’s unique sociocultural and environmental factors could lead to unproductive organisational outcomes for the parent company. This viewpoint is examined through a case study analysis of the Indian affiliate of the Japanese automobile industry giant Toyota Motor Corporation, namely Toyota Kirloskar Motors, located at Bidadi, near Bangalore, India.
Keywords: India; lean manufacturing; motor assembly industry; Toyota Production System (TPS); Toyota Way
Introduction
This paper analyses the attempt by the Toyota Motor Corporation (TMC) to transfer
its cultural managerial paradigm into a different sociocultural context, namely its
international affiliate Toyota Kirloskar Motors (TKM) located near Bangalore in India.
This transference has had significant implications for the human resource management
adaptations necessary to effect a successful transition into India. TMC came into existence
in Japan prior to the Second World War and has since grown into a multinational motor
vehicle manufacturer enjoying unprecedented success since its formation. Outside Japan,
the company has a total of 51 overseas manufacturing companies in 26 countries. In 2006,
its production crossed the 8 million vehicles mark, with a global workforce comprising
350,000 people. In 2009, it overtook General Motors to become the world’s largest motor
vehicle producer (TMC 2010).
TMC promulgates its own unique way of doing business through the concept of the
Toyota Way – a set of beliefs and values that underlies its managerial approach and
production system. The Toyota Way is supported by two main pillars – continuous
improvement and respect for people (TMC 2001). The Toyota Way is perceived by the
company as a universal, a-cultural, prescriptive, one-best-way approach to doing business:
‘the concepts that make up the Toyota Way transcend language and nationality, finding
application in every land and society’ (TMC 2001, p. 3). Based on this ethnocentric
disposition, TMC insists that its subsidiaries in various parts of the world adopt the Toyota
Way in totality, together with its associated unique form of production called the Toyota
Production System (TPS). Consistent with this belief, TMC has established affiliate
q 2013 Taylor & Francis
*Corresponding author. Email: [email protected]
The International Journal of Human Resource Management, 2014
Vol. 25, No. 15, 2174–2191, http://dx.doi.org/10.1080/09585192.2013.862290
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companies located across the industrialised and industrialising nations, with major
affiliates located in the USA, Canada, Europe, Australia, Asia-Pacific, India and China
(TMC 2011). Further emphasising TMC’s ethnocentric disposition is the fact that the
company’s Japanese leaders ’never relinquished the iron grip they exercised over the
company’s worldwide operations . . . instead of globalizing, Toyota colonized’ (Quality
Advisory Panel 2011, p. 23).
There exists a considerable literature on TMC. Its success has been intensively
researched and painstakingly documented in various works, for example Kamata (1983),
Liker (2004), Mehri (2005), Liker and Meier (2007), Magee (2007), Liker and Hoseus
(2008), Osono, Shimizu and Takeuchi (2008), Sato (2008), Rother (2010), Gronning
(1997), Taylor (2006), Towill (2006) and Kageyama (2004). Further, the literature is rich
with case studies and analyses of the transference of Toyota values and practices into other
countries and cultures. Examples include: the USA (Wilms, Hardcastle and Zell 1994;
Besser 1996; Mishina 1998; Shook 1998; Vasilash 1998); the UK (Winfield 1994; Pardi
2005); China (Liu andBrookfield 2006); Thailand (Petison and Johri 2006); and Turkey and
the Czech Republic (Kumon 2007). However, the literature dealing with the transference of
the Toyota Way into India is fragmented and analytically thin. Mathew and Jones (2012)
provide an analysis of employee relations at TKM from the viewpoint of satyagraha (non-
violent protest), but, in general, the literature is largely unhelpful in providing in-depth
academic analysis of TKM and its operations since its establishment in 1999. With the
exception of a few descriptive case studies (Majumdar 2006; Mikkilineni 2006; Ray and
Roy 2006) and some book chapters (Mooij 2005;Das andGeorge 2006), there is a need for a
more comprehensive analysis of TKM’s operations and the dynamics surrounding the
human resource management implications of the transference process. This is a critical
omission given the significant role that TKM now plays in Toyota’s strategic global plans.
This paper is important in being conducted at this time in order to aid theorists and
practitioners to understand the forces inherent within such international transfer situations,
leading to smoother introduction of human resource management policies and practices
across national boundaries, especially motor vehicle manufacturers in industrialising
countries. However, several authoritative sources have indicated that very few of these
overseas affiliates have been successful in implementing the pure form of lean
manufacturing and TPS despite the best efforts of large numbers of Japanese trainers and
executives located within the facilities (Florida and Kenney 1991; Abo 1994; Liker, Fruin,
and Adler 1999). Invariably some form of hybrid system has been implemented which
amounts to a considerable compromising of the overall system. Recently, TMC has taken
steps to reduce the prevalence of these compromised systems within its overseas affiliates
and has commenced the process of creating a stronger pure and standardised version of
TPS across all its international affiliates. This is planned to be achieved through the
implementation of the Floor Management Development System to ensure a standardised
interpretation of continuous improvement systems through more emphasis on
‘visualisation’ methodology and implementation as close as possible to the source of
the action on the assembly floor (Liker and Franz 2011).
Toyota’s emphasis on universalistic application of its paradigm across international
and cultural boundaries stands in contradiction to the thrust of the literature on this topic.
A review of the international transference and diffusion literature reveals a number of
important concepts, most notably the application-adaptation dilemma model (Abo 1994);
strategic, social or political design perspectives (Westney 1999); imposition versus
borrowing (Ward 1999); actors pulling in and goodness of fit (de Jong, Lalenis and
Mamadouh 2002); and context-free or context-bound viewpoints (Elger and Smith 1994).
The International Journal of Human Resource Management 2175
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Thus, Abo (1994) noted that transplanted organisations face a dilemma – on the one hand
they attempt to introduce superior elements of their system(s) to the maximum extent
possible (application), but on the other hand, they must modify those same systems in an
effort to adapt to local environmental conditions (adaptation). This is called the
application-adaptation dilemma model. Westney (1999) sees transplanted organisations as
representing any of three different design perspectives: strategic, social or political.
The strategic design sees organisations primarily as systems consciously constructed for
the efficient accomplishment of certain tasks; the social design sees organisations
primarily as ideational constructs defined by shared interpretations, meaning and value;
and the political design sees organisations as arenas for, and tools, of power and interests.
Ward (1999) stresses the two forces of imposition and borrowing – the former refers to the
parent nation as being the driving force, whilst the latter refers to the host nation as
being the driving force. De Jong et al. (2002) analyse the relative forces of ‘actors pulling
in’ (the amount of room for manoeuvrability possessed by local actors) and ‘goodness
of fit’ (the amount of neglect for the local situation). Finally, Elger and Smith (1994) stress
the balance between context-free and context-bound policies in the transplantation agenda
and call for more detailed examination of the historical and temporal dynamics of
diffusion and how elements of the corporate repertoire are selectively received, adapted
and deployed. The authors stress the need for more nuanced studies on the dynamics of
transference situations paying attention to the role of propagandists and mediators in the
process. It is against the background of this issue that the research question of this study
has been posed, namely ‘how has Toyota managed the process of transferring its cultural
paradigm into the different sociocultural context of India?’
Lean production and the Toyota cultural paradigm
TMC is widely regarded as the originator of the lean production system which is now
imitated across the globe by all other leading motor vehicle producers. The term ‘lean
production’ first appeared in the book The Machine that Changed the World according to
which:
Lean production is lean because it uses less of everything compared with mass production – half the human effort in the factory, half the manufacturing space, half the investment in tools, half the engineering hours, to develop a new product in half the time. Also, it requires keeping far less than half the needed inventory on site, results in many fewer defects, and produces a greater and ever-growing variety of products. (Womack, Jones and Roos 1990, p. 13)
Lean production centres around the relentless pursuit of the elimination of all non-value-
adding aspects within an organisation. Proponents of this philosophy refer to lean as being
synonymouswith dramatic improvements in the performance of the system in areas including
productivity, quality and flexibility. The lean concept lends itself to two interpretations in the
literature. First, that lean production is an efficient, humanistic machine and that lean
(rational) organisations are ethical, with distributive justice flowing out of them. This
viewpoint is popular amongstmanagerialists, engineers, consultants and popular writers in an
apologist vein (for example Hummels and Leede 2000; Liker andHoseus 2008). Second, that
lean production is a very sophisticated prison, and that lean manufacturing equals mean
manufacturing – a viewpoint popular amongst critical theorists (Kamata 1983; Parker and
Slaughter 1988; Parker and Slaughter 1994), who allude to it as a dehumanising system that
sacrifices human dignity and safety for productivity and commercial gains.
TPS was developed by the Vice-President of TMC, Taiichi Ohno, during the 1950s.
According to Ohno (1988), waste is attributable to seven sources, namely: over-
R. James and R. Jones2176
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production, inventory, waiting, processing, motion, conveyancing and correcting. Waste
reduction is facilitated through the combined use of a wide range of tools and techniques.
He founded TPS on concepts designed to maximise flow, eliminate waste of all kinds and
ensure respect for people. The basis of the concept rests on efficient use of resources to
produce materials within a repetitive, reliable system. Non-value-adding physical activity
is eliminated from the system through the use of continuous improvement (kaizen),
automation and a multi-functional labour force. Also central to TPS and its successful
implementation is the role of teams, cooperative labour–management relations, careful
selection and training of workers, fewer hierarchical levels and providing workers with
authority to ensure safety and quality are not compromised. It was under Ohno’s guidance
and the effort of many others, particularly the company’s founder, Eiji Toyoda, that this
unique production system has become deeply rooted within TMC during the past half-
century. Various versions of the TPS training programme have been developed during
different stages, but the following have remained as the essential elements of TPS: just-in-
time production, jidoka, standardised work and kaizen (Moden 1983, 1998; Graham 1988;
Shigeo and Dillon 1989; Womack et al. 1990; Zaman 1993; Womack and Jones 1996).
According to Preece and Jones (2010) and several like-minded researchers (for
example Forrester 1995; Macduffie and Pil 1997; Delbridge 2003; Genaidy and
Karwowski 2003; Worley and Doolen 2006), a successful transition towards a lean system
involves a substantial change in direction, as compared with more traditional work
systems. HR-related developments under lean production include integration of conception
and execution of tasks within flexible cell-based production areas; devolved
responsibilities and empowerment to multifunctional team-based direct workers on the
workshop floor who take on many of the responsibilities that are the prerogative of
specialist support functions in traditional mass production (maintenance, simple repairs,
quality, indirect services); autonomation (automation with a human touch – stopping the
machines when there is a defect); all workers multi-skilled and multitasked; job rotation;
reduction in job classifications; fewer functional specialists; investment in the development
of people; continuous improvement and learning processes through quality circles and
suggestion schemes; group-based problem identification, resolution and implementation;
more lateral communication across functional boundaries; multi-directional information
systems; high trust; high commitment and a sense of obligation to the company.
The sociocultural context of lean manufacturing
The centrality of the role of Japanese cultural institutions to the growth and deployment of
lean systems is well documented in the literature (Sugimore, Kusunoki, Cho and
Uchikawa 1977; Womack and Jones 1996; Liu and Jones 2005; Jones, Betta and Latham
2009). These authors emphasise the role of the social context within which lean systems
operate and argue that the efficacy of the latter is dependent on the former. Recht and
Windorom (1998) contribute to this line of thinking by arguing that it is the Japanese
sociocultural environment that supports efficacious deployment of lean work practices
through factors such as constrained natural resources; a homogeneous culture; a single
language and religious background (which facilitates close familiarity between Japanese
people); family unity that extends itself into the larger community and workplace; and a
command-and-control culture involving obedience by subordinates of superiors’ orders
and directions. It would thus be a mistake to regard lean manufacturing as simply a set of
concepts, techniques and methods that can be implemented by management dictate. Spear
and Bowen (1999) found that TPS and the scientific methods that underpin it were not
The International Journal of Human Resource Management 2177
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imposed on the workforce. The system grew naturally out of the workings of the company
over five decades, so that the thinking and behaviour of Toyota employees have been
moulded continuously by the developing norms of the company.
The interplay between the ideal lean environment and trade unionism is clarified by
Jones, Betta and Latham (2009) who claim that unitarist considerations are central to lean
systems. Such organisations see themselves as families characterised by high levels of
trust, commitment, involvement and concern for the company’s success, as a consequence
of pulling together in the same direction. As such, working groups with a differing agenda,
including external trade unions, are inconsistent with the environment of a lean system.
Trade unionism introduces an unnecessary form of pluralism and antagonism into the
system.Within a lean system, trade unions invariably take the form of an internal company
union (sometimes called sweetheart unions), although isolated exceptions are sometimes
observed in Toyota affiliates (most notably in India, Australia and at the former NUMMI
joint venture in the USA).
Methodology and data collection
Qualitative data were collected for this case study by the authors during three separate field
trips to India during the period 2008–2011. In addition, data were also collected during a
field trip to Bangkok during 2009. Bangkok is the location of the Toyota Asia-Pacific
headquarters as well as hosting three large manufacturing plants in and around the city.
During these trips, a total of 31 personal interviews were conducted with a wide range of
respondents including the vice chairman of the joint venture company; three senior Indian
managers; two middle managers; the principal of the training institute; three union shop
stewards; two external trade union officials (both interviewed twice); a former senior
company executive; a long-term employee from the shop floor; eight business journalists
from local newspapers; two senior managers from a supplier company; an India-based
German senior executive in a rival company in the automobile industry; a senior Indian
academic; a senior trainer with Toyota Asia-Pacific, Bangkok; a senior manager with
Toyota Asia-Pacific, Bangkok; and a standardised work manager with Toyota Asia-
Pacific, Bangkok. All interviews were tape-recorded and transcribed and lasted between
30 minutes and two hours in length.
In addition, the authors visited the company’s corporate head offices and the marketing
division, as well as touring the production facilities and the training institute. During these
visits, personal observations were made and written up as field notes immediately
afterwards, thus adding to the database of qualitative information. Finally, the authors
conducted an Internet search using the keywords ‘Toyota Kirloskar Motors’. This revealed
a large amount of information that was downloaded and arranged into chronological order,
thus providing a longitudinal account of major developments at the company.
The data were analysed by carefully reading the transcribed interviews, field notes and
Internet documentation, and organising the data according to major themes as they
emerged from the analysis (Saldana 2009). This form of analysis is known as conceptual
ordering and defined as ‘the organization of data into discrete categories . . . and then
using description to elucidate those categories’ (Strauss and Corbin 1998, p. 19). As shown
below, three main themes emerged from our data analysis: industrial relations; decision-
making; and work ethics and motivation. These themes emerged through the technique of
open coding (Strauss and Corbin 1998) which involves fracturing the data into coded
concepts and ideas. Initially, the researchers identified over 200 codes. Some examples
included ‘political trade unions’, ‘protective labour laws’, ‘telling lies’, ‘suppression of
R. James and R. Jones2178
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Indian managers’, ‘family relationships’ and ‘time laxity’. By grouping similar codes
together into sub-categories and constantly comparing all sub-categories with one another,
it was possible to merge them into progressively smaller categories for the purpose of
descriptive elucidation. Thus, by way of illustration, the category of industrial relations
contained ‘political trade unions’ and ‘protective labour laws’, amongst others; the
category of decision-making contained ‘telling lies’ and ‘suppression of Indian managers’,
amongst others; and the category of work ethics and motivation contained ‘family
relationships’ and ‘time laxity’, amongst others.
As with all qualitative analysis, such categorisations represent the end result of an
interpretative process between the data itself and the unique attributes of the research
analysts. For this reason, Guba and Lincoln (1981) recommend that researchers give an
account of themselves and their backgrounds so that readers can understand the nature of
any potential researcher bias. The first author is of Indian cultural heritage, born and
educated in India, but now a global citizen resident in Australia. The second author is of
English heritage, born and educated in England, but now a resident in Australia and a
specialist in qualitative methodology. Between them, they performed all the interpretation
and analysis in this research study, working separately much of the time, but coming
together at frequent intervals to find overall consensus. The different backgrounds,
experience and skills of the two researchers provided contrasting lenses through which the
data could be analysed and interpreted.
The researchers spent a prolonged time in the field, spread over three years, and
involving three separate trips to India and one to Bangkok. The concept of theoretical
sampling (Strauss and Corbin 1998) was employed whereby data were analysed on an
ongoing basis and emergent themes were used as the basis for further interviews. Thus,
during the first trip to India, very broad questions were presented to participants such as
‘tell me about the issues involved in transferring the Toyota process into India’. As themes
emerged from the analysis, these were checked against data from subsequent interviewees,
who also provided additional richer data which, in turn, provided further themes which
were checked and expanded upon by subsequent interviewees. In effect, this approach
allowed the researchers to conduct continuous member checking whereby participants
were able to verify (or not) emerging themes whilst constantly adding to the richness and
depth of the data. At the end of the study, we were invited to the home of a long-serving
Indian manager at the plant who had recently moved to another company. We spent
several hours with him during which we shared our analysis and conclusions and were
gratified to find that he concurred with our findings. It is noticeable that as the interviews
progressed, the questions we asked became increasingly narrower and more focused as we
sought out denser data from the participants. For instance, we asked for illustrations of
particular examples of significant themes, such as ‘can you give us specific examples of
how Indian managers were suppressed in the decision-making process?’ and ‘how did
Japanese managers react to the political demands of the external trade union?’.
Lincoln and Guba (1985, p. 290) ask ‘how can an inquirer persuade his or her audience
(including self) that the findings of an inquiry are worth paying attention to, worth taking
account of?’ With specific reference to case study analysis, Stake (1995, p. 107) asks
researchers to ponder questions such as ‘do we have it right?’, ‘are we generating a
comprehensive and accurate description?’ and ‘are we developing the interpretations we
want?’ In this respect, concepts of reliability and validity are critical. Reliability refers to
concepts such as dependability, stability, consistency and predictability (Lincoln and
Guba 1985, p. 290). Yin (1994, p. 36) states that ‘if a later investigator followed exactly
the same procedures as described by an earlier investigator and conducted the same case
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study all over again, the later investigator should arrive at the same findings and
conclusions’. Thus, the general way of approaching the reliability problem in a case study
analysis is to carefully document the procedures and operational steps so that the case
study can be repeated. Lincoln and Guba (1985, p. 317) refer to this as an ‘inquiry audit’
relating to both the process and product of the analysis. Validity refers to ‘judgements
about whether you are measuring or explaining what you claim to be measuring or
explaining’ (Mason 1996, p. 146). In the words of Lincoln and Guba (1985, p. 301) it is
important for researchers to utilise activities ‘that make it more likely that credible
findings and interpretations will be produced’. Such activities include prolonged
engagement, peer debriefing, participant checking and triangulation of multiple data
sources.
In this case study. we have attempted to ensure reliability by carefully explaining the
procedures and operational steps we undertook in the form of conceptual ordering, open
coding, theoretical sampling and types of questioning, in order to lay out a clear inquiry
audit. We have also attempted to ensure validity by detailing our prolonged engagement in
the field (three years and four separate trips), our process of peer debriefing between the
two researchers in order to encourage reflexivity and debate, the ongoing process of
participant checking of findings and interpretations through theoretical sampling and a
final member check, and triangulation between three different sources of data (interviews,
documentation and personal observations).
Findings: from Toyota Production System to Toyota Indian Production System
A significant finding of this paper is that the transference of the Toyota Way and TPS into
India has been beset by problems. This has necessitated considerable adaptation by TKM
involving significant human resource management changes. These problems emanate
from incongruence between the vagaries of the Indian context and the particular
requirements of the Toyota Way and TPS. The extent of this incongruence was not
anticipated by TKM at the commencement of operations in India, and the company was
slow to learn from the difficulties it experienced during the early days.
TMC commenced production in India in 1999 through the vehicle of a joint venture
company called TKM. High aspirations were held of capturing 10% of the market by 2010
(Bhatnagar 2006). This failed to materialise. Strikes, lockouts and industrial unrest have
punctuated most of its decade-long experience. Market share in 2006 was only 2.5%, with
no signs of the target being met. A statement from the managing director at the end of 2006
that the company ‘was in the process of studying how to grow in the Indian market’
(Tribune 2006) seemed to indicate the company’s lack of certainty about its knowledge of
Indian conditions. In 2008, the most senior Indian executive at TKM abruptly parted ways
with the company after many years with the company. Soon after, a new Japanese
Managing Director, Hiroshi Nakagawa, was appointed, who immediately announced that
the objective of achieving a 10% market share had been put back from 2010 to 2015,
admitting that ‘we did not have much experience in the past ten years; now is the time for
us to jumpstart’ (Business Line 2008). Other TKM executives soon started to adopt the
same rhetoric, so that the new slogan of a jumpstart decade for the company quickly
became ubiquitous (Financial Express 2008).
In the face of such problems, the company was forced to rethink its entire process of
doing business in India. Commencing as from 2007–2008, and with its market share still
hovering stubbornly around the 2–3% level, the company has undertaken a progressive
series of measures that have seriously compromised its pure TPS philosophy. In an attempt
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to reconcile its approach with those of Indian cultural and societal norms, the system of
TPS has now (unofficially) been transformed to Toyota Indian Production System (TIPS).
As earlier discussed, the system of TPS was developed within the unique culture and
context of Japan. This ideal environment, however, is not experienced within India and the
argument can be advanced that several crucial aspects of Indian social and cultural mores
appear to clash dramatically with the requirements for TPS. India is an extremely
heterogeneous country. It represents a multi-cultural, multi-ethnic, multi-religious, and
multi-linguistic federation of many different states, which collectively impact upon the
complexity of social and cultural values, work practices and human resource management
to be found in India (Jain 1987; Sinha and Sinha 1990; Tripathi 1990; Schwartz 1999;
Budhwar 2003; Becker-Ritterspach 2005; Chatterjee 2007; Gupta 2008). By analysing the
data obtained from respondent interviews, field notes and documentation at TKM, three
major themes emerged which demarcated the difference between the Japanese and Indian
work context: industrial relations; decision-making; and work ethics and motivation.
These themes are discussed below.
Industrial relations: Whilst Japanese companies stress enterprise-level (company)
unions that operate in an atmosphere of cooperation with management within a unitarist
culture, Indian companies stress external unions, often affiliated to political parties, which
operate in an atmosphere of confrontation with management within a pluralist culture.
Managing union–management relations in India, especially for overseas-headquartered
companies, can often be a trying experience. The structure of unions, and their tendency to
affiliate with larger political organisations, allows for plant-level people issues, if
mismanaged, to escalate into national issues, at times even necessitating federal
government intervention.
In addition, TPS is associated with the concept of demand-driven flexible production
and flexible labour organisation enabling workers to be hired and fired to facilitate
levelling of production. This flexibility caters to the need to eliminate all forms of waste
and explains the large numbers of temporary or contract workers usually employed in lean
systems. However, this requirement is inconsistent with the existence of inflexible labour
laws that have traditionally dominated the Indian industrial relations scene under which
workers are assured of long-term, permanent employment. Indian labour laws have
traditionally been highly protective of labour, and labour markets have been relatively
inflexible. Multinational companies such as TKM have sought labour market flexibility
which has invariably translated into precarious working conditions in such companies.
Attempts to dismantle labour laws relating to retrenchment, closure, contract workers and
collective labour activities have met with severe opposition from organised labour.
With respect to TKM, industrial relations problems dogged the company almost as
soon as it commenced operations in Bangalore. The company refused to recognise an
external trade union, underestimated the power and influence wielded by trade unions in
India and failed to understand their structure, dynamics, political and community linkages,
and constitutional and legal standing. The fast pace of work within the factory, lack of job
security and disagreements over the operation of the performance appraisal system led to
immediate demands from workers for the company to recognise an external trade union.
TKM resisted these demands and attempted to establish an internal company union as a
substitute. Attempts to suppress pluralist tendencies organic to the Indian workforce
through an anti-union stance and attempts to achieve flexible production outcomes in the
absence of cooperative labour–management relations led to a progressive deterioration in
the overall industrial relations climate. Strikes occurred in 2001, 2002 and 2004. Workers
were dismissed or suspended, with union agitators in particular targeted for disciplinary
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action. This situation eventually resulted in a strike and lockout during 2006 in association
with a bitter community campaign against TKM in Bangalore. Workers occupied the
factory and threatened to commit suicide after they had entered the LPG area and warned
that they would ignite the gas cylinders. Other workers were arrested after they
demonstrated outside the factory and in the streets of the city.
Decision-making: The concepts of education, communication, consultation,
participation, involvement, empowerment, facilitation and support are all evident within
the Japanese (Ringi) system of group-oriented, consensus-seeking decision-making,
designed to integrate worker and company interests. Group work and cohesion are
stressed. Responsibility is delegated to groups to perform and design tasks, identify
problems, make improvements and monitor quality. Exploring and learning together
between managers, supervisors and employees is a critical objective. On the other hand,
one of the more pervasive attributes of Indian workers is that they are socialised to be
servile to their superiors whilst displaying an arrogant attitude towards subordinates
(Bhadury 1991). This context has a strong impact on the nature of decision-making. Indian
companies prefer centralised decision-making, emphasising bureaucratic and hierarchical
relationships between different groups. There tends to be limited delegation and tight
controls. Decisions are made by authority figures, often surrounded by strict secrecy (Jain
1987). The common style of leadership is paternalism, invariably exhibited by superiors
who are older, more experienced and ‘wiser’, and is concerned with guidance, protection,
nurturance and care towards the subordinate. In return, the subordinate offers deference,
loyalty and respect to the superior. Excessive use of bureaucracy exists within Indian
industrial organisations.
With respect to TKM, management failure to recognise the nature of decision-making
led to a series of misunderstandings. Non-hierarchical, consensus decision-making in the
form of concepts such as quality circles and continuous improvement (kaizen) did not
come easily or naturally to Indian workers who expected their superiors to be responsible
for making such decisions. There is a strong tendency for Indian workers to always want to
please their boss, and this often results in such workers reporting that they have no
problems or that their work is on track when in actuality they may be suffering severe
problems in understanding or application. This Indian cultural habit was often
misinterpreted by Japanese managers and trainers who regarded such behaviour as
dishonesty or telling lies. The paternalistic nature of traditional Indian workplaces resulted
in management painstakingly explaining to workers what was to be done and how it was to
be completed, following which workers were expected to comply with these instructions.
The TKM approach, however, stressed adherence to the Toyota Way and TPS, and this
one-best-way approach was inculcated into the Indian workforce. However, a senior
Indian manager in the plant observed that the ubiquitous use of the term ‘The Toyota Way’
during training sessions and team leader briefings was construed as ‘a convenient cover-up
for a lack of knowledge on various matters and an inability to explain finer details as and
when required’:
So when somebody comes along and says ‘no’ I expect you to work like this and like that then he does not appreciate that, but if you tell him that there are reasons why I expect you to do it, and as a result what will happen to you, you will get this benefit and that benefit, then you can start connecting with that individual, so it is a learning process for the Japanese.’ (Interview with senior manager).
This was compounded by the fact that the concept of ‘one-best-way’ is not well understood
or practiced in Indian society. Because of the shortage of resources, Indians have become
adept at ‘making do’ by a variety of means. There are many ways to solve a problem and as
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long as the solution works, that is considered acceptable. This approach is known as
‘jugaad’ – quick, alternative ways to approach a difficult situation. Such an approach is
anathema to the Japanese concept of standardised work.
An endemic feature of TKM human resource management practices was the refusal of
Japanese managers to give any credence to Indian managers in the plant. There is evidence
that only lip service was paid to any expertise that such managers may have possessed.
One senior Indian executive in particular had stayed with TKM from its early days in 1999
but eventually left the company after 10 years, disgruntled by the treatment he had
received from Japanese managers. A senior industrial journalist commented that this was
an open secret amongst people associated with the plant:
He told me, and these are only allegations, that the Japanese did not trust senior managers from India, there was this basic mistrust, how they tried to impose certain things on the people of Indian origin, he had all these kind of issues, and he left in a huff. (Interview with senior industrial journalist)
Work ethics and motivation: The concepts of loyalty and identification with the company
are stressed in Japanese systems, accompanied by devotion to one’s work. However, in
Indian culture, loyalty to one’s family is the main priority. Employees are oriented more
towards personalised relationships than productivity (Gupta 2008). Motivational tools in
Indian companies are less oriented to increases in productivity, cost reductions or quality
improvements; rather they emphasise social, interpersonal and even spiritual relationships
with one’s colleagues. Respondents referred to such factors as the importance of the
family and respect for age and hierarchy. Indians were described as informal, emotional,
sensitive and with a lack of discipline in relation to the necessities of industrial life, such as
the requirements to be punctual, precise, measured and systematic. One Indian manager
commented: ‘there is no discipline built into the Indian psyche – we are more emotionally
involved with people rather than having a very business-like approach’. All of these
factors ran counter to the needs of an environment conducive to the successful
implementation of TPS.
With respect to TKM, it took many years before company management was able to
come to grips with the unique nature of Indian work ethics and motivation. Whereas
Japanese workers are extremely time conscious, the concept of timeliness is less well
understood or appreciated within the Indian context. One respondent noted: ‘if you take a
bus in Japan then 8.45 means 8.45, it does not mean 8.44 or 8.46, but when we Indians say
8.45 it could mean 8.40 or 8.50, we are pretty lax’ (interview with senior Indian TKM
manager). The unpreparedness and lack of planning of many workers in India were also
remarked on by the same manager by using an analogy of an Indian plumber attending
your home to fix a leaky tap:
You ask for the plumber to come, and he gives you a time but he won’t show up, or maybe he will show up two hours later, but then he will not come with all the tools of his trade, and then he will ask you for sandpaper, it’s not that he comes and you let him in and show him the tap leaking and he does his job and goes away – it does not work like that in India. Now our friends from Japan come here and they expect things to be different and it’s a source of frustration for the Japanese and I can understand that. And they say ‘what kind of a country is this’ and I have to stop them and tell them that ‘we know what kind of country it is, but you don’t……if it was like Japan then we don’t need you to come here and set up a car plant’. (Interview with senior Indian TKM manager)
The hard, disciplined and relentless pace of industrial work within TKM was a cultural
shock that the young and inexperienced workforce found difficult to adapt to. Union
sources described TKM as ‘a nazi camp’ (interview with external union organiser).
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The usual practice in traditional Indian workplaces was for workers to complete assigned
tasks in their own time, whilst attending to other social needs during work hours.
To compensate, they would often volunteer to work overtime with no extra pay. TKM
management, however, failed to understand this need of Indian workers to simultaneously
address work and social needs. Work hours were fixed, with little time to escape from the
line, except during stipulated breaks. Accordingly, Indian workers were viewed as slack
and undisciplined. This attitude often resulted in frustration when Japanese managers and
trainers would abuse and shout at workers. In one incident, a trainer snatched a cap from a
worker’s head and threw it to the floor whilst shouting ‘you Indians!’ Strained relations
were also caused when Indian workers refused to clean their work areas or mop the floor.
Such attention to detail and cleanliness is a vital part of TPS. However, such menial work
is regarded as degrading for Indian men to perform. Such work is deemed to be women’s
work or else to be performed by lower caste workers (dalits).
The evidence presented above suggests that the magnitude of TKM’s failure to
understand and appreciate the subtleties, nuances and major sociocultural and
environmental factors in India led to considerable dissonance between Indian workers
and TKM management. TKM was at a loss to understand people issues within the plant
and the sociocultural issues in the region. The company never expected to encounter the
number of pitfalls it did, or the extent of learning (and unlearning) it would need to
undergo in India. A senior Indian manager stated that despite making an excellent product,
TKMmanagement ‘displayed poor people skills’ within the Indian context – ‘they have to
get used to how we do things here and it takes time for them to do that’. The new rhetoric
of a ‘jumpstart decade’ was only adopted from 2008 with the appointment of a new
Japanese managing director. The miscalculation made by TKM of the time needed to
adapt to Indian conditions was emphasised by a senior manager: ‘I think a decade was not
in their mind . . . with industrial relations I think they realised that India needs more time’.
When TKM commenced operations in Bangalore in 1999, its workforce was primarily
composed of young men drawn from the surrounding villages. Such workers were
inexperienced in industrial work, being more familiar with the kinship nature of
agricultural work. In such socially determined work organisations, the nature of family
roles largely prescribes work structures. Because work organisation is closely tied up with
the social setting, such organisations tend to suffer from low levels of efficiency,
effectiveness and innovative capacity. They also tend to be extremely stable, thus making
the transition to industrial and production-determined work organisations very difficult
(Udy 1970). Such a transition would involve disengagement from the social setting. Udy
(1970) suggests that such a process would encompass an initial move to contractually
based work, reinforced by a subsequent three-stage process involving employer-specific
contracts, job-specific contracts and occupationally based contracts. External conditions
can play a critical role in this process and in particular the timing of such external
interventions. Premature arrival may turn what otherwise may have been positive external
influences into negative ones.
In the case of TKM, it could be argued that the entry of the company in 1999
constituted a premature arrival with initial negative ramifications. The (socially
determined) workforce was not in a state of readiness, and significant human resource
management adaptations would have to be undertaken to facilitate the transition to a
(production-determined) workforce. After many years of industrial unrest, a flashpoint
was reached in 2006 involving a strike, violence, community agitation and a subsequent
lockout initiated by TKM management. This event turned out to be epiphanous within
TKM’s history, following which the company recognised the trade union and commenced
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negotiations with it in an attempt to secure industrial harmony. A senior industrial
journalist commented that ‘they realised after a period of time that they needed an
emotional touch for the labour’. This was confirmed by a senior Indian executive in 2011
who stated that many issues were now being developed in TKM, working with, and not
against, the Indian mind: ‘they are working as per our requirements by understanding
Indian minds, Indian ways of working, so some of us are very closely involved in that
programme’. As part of this reconciliation, changes were effected to the standard TPS
approach in order to make it more compatible with the Indian context. According to a
union shop steward at the plant, ‘TPS has been transformed into TIPS’. The main features
of this remodelled system are discussed below.
Recognition of the trade union: TKM recognised a trade union with external links and
agreed to take back workers who had been suspended over the years for agitating for a
trade union. These workers were subsequently elected to senior union positions within the
plant. A policy was instituted of negotiating wages, working conditions and production
issues with the union. In 2011, 10 permanent and full-time union officials operated in the
plant with no duties other than union issues and paid by the company. TKM management
accepted that union officials could consult outside the plant with the Centre of Indian
Trade Unions during working hours on full pay. However, outside officials are not allowed
inside the plant, nor can they take part directly in negotiations with TKM management.
Substantial wage increases: TKM workers secured substantial increases in their pay,
elevating them to the second highest-paying manufacturing organisation in Bangalore.
This was achieved despite a 30% reduction in TKM production during 2009.
Foregrounding Indian managers and backgrounding Japanese managers at senior
levels: A shift in policy was adopted in order to move Indian managers into higher level
senior roles previously occupied only by Japanese personnel. Simultaneously, Japanese
trainers and managers were moved into the background to occupy only advisory and
coordination positions.
Steeper organisational hierarchy: Additional levels were added to the managerial
organisational chart to satisfy the Indian managers’ desire for enhanced status through job
titles in the hierarchy.
Appointment of a new managing director: A new managing director was appointed in
2008 who was generally perceived to be more union and worker empathetic (through
strong grass-roots experience) than his two former colleagues at this level, both of whom
were perceived to lack credibility and were linked with mishandling previous events
within the company.
Acceptance of a fixed ratio between the takt (production cycle) time and the number of
workers on the line and per each individual station: This means that increases in takt time
would have a corresponding increase in the number of workers on the line. This is a
significant departure from Toyota global practices, signifying acceptance of the Indian
social norm that work does not lie at the centre of daily living. Social, relationship and
family needs should be accorded a similar consideration as production-related needs.
Elsewhere in Toyota’s operations, increased production has invariably implied increased
takt times with an unchanged number of line workers, resulting in intensification of work
and greater worker stress.
Discussion and conclusion
Based upon significant studies from the transplantation literature reviewed earlier in the
paper, several key summary points can be advanced.
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. Institutional diffusion can be either imposed or borrowed. The relative strengths of
donor and host nations must be assessed. Innovations are often hybrid, in the sense
that they borrow aspects from both the donor and host environments (Ward 1999).
. Successful transplantation adjustments should take cognisance of two aspects:
leaving room for local actors to manoeuvre (actors pulling in) and making careful
choices with the characteristics of the host country in mind (goodness of fit) (de
Jong et al. 2002).
. Production and management systems cannot be transferred across national
boundaries without considerable difficulty. The importance of place has an enduring
quality. Friction and strained relationships create dynamism between the integration
logic of parent companies and the localisation logic of subsidiaries, forcing systems
to undergo some degree of revision. This can be referred to as the application-
adaptation dilemma (Abo 1994).
. Greater insight can be obtained into the processes of hybridisation by regarding an
organisation as the simultaneous embodiment of a strategic design, a social
construct and a political entity (Westney 1999).
. The dichotomy between the concepts of context-free and context-based is
needlessly dualistic. The relative forces of shaping, and being shaped by, are critical
in this dynamic. However, merely stating that each transfer is a unique creative and
adaptive process does not take us very far. We need to go beyond this by analysing
more clearly those mediating practices of agents who select, interpret, codify and
manage the innovating diffusion. Studies should concentrate on case studies in
developing and developed nations paying attention to enterprise, sectoral, regional
and temporal contingencies (Elger and Smith 1994).
This paper has analysed the difficulties experienced by the TMC in attempting to transfer
its lean cultural paradigm into its Indian affiliate company, TKM, over the period since 1999.
Qualitative data have been collected froma number of sources, including personal interviews,
field visits and documentation, and analysed by means of conceptual ordering through
thematic categorisation. Three themes emerged from the data: industrial relations; decision-
making; and work ethics and motivation. The paper finds that these three themes
problematised the transfer of the Toyota paradigm into India. TKM misread the Indian
cultural and social environment, and mishandled its people management portfolio, despite
bringing new technology and a superior product into the country. This lack of adaptation
causedmanyyears of industrial unrest. Eventually,TKMwas forced to compromise and adapt
its beliefs and practices to become more accommodating of the local context.
At TKM, an authoritarian imposition (Ward 1999) was attempted from the outset.
Employing Abo’s (1994) concept of ‘application’, we hypothesise that this approach was
adopted because of the issue of hubris of success, in the sense that at the time of entry into
India in 1999 TMC was riding the wave of international success in terms of market share
and managerial confidence in its corporate paradigm. Combined with its own inherent
ethnocentric disposition, this comprised a compelling mixture of factors. Any attempts at
accommodating or compromising on differences were only observed when the company
was forced into a corner by contextual pressures. These pressures arose from sociocultural
differences relating to industrial relations, decision-making, and work ethics and
motivation. Key propagandists (Elger and Smith 1994) in this pressure were the organised
labour movement and community opposition. In other words, the authoritarian imposition
was subsequently modified to a ‘contested’ imposition, and eventually into a ‘negotiated’
imposition as TKM responded to organisational resistance by means of a negotiated
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compromise process involving the movement from TPS to TIPS. Key mediators (Elger
and Smith 1994) in this process were the new Japanese managing director, newly
appointed senior Indian managers and the newly elected union shop stewards. In addition,
Westney’s (1999) concepts of strategic, social and political designs emphasise the
importance of transplant agents adopting a multi-framed approach. It is argued that TKM’s
attempt to seamlessly transplant a system from one context to another ran the risk of only
Processual movement from authoritarian to negotiated imposition
Stage 2: Contested imposition (resistance)
Reasons:Cross-cultural differences regarding: industrial relations, decision making, and work ethics and motivation
Stage 1: Toyota Way + Toyota Production System
Authoritarian imposition (Ward, 1999)
Application (Abo, 1994)
Strategic design (Westney, 1999)
Context-free (Elger and Smith, 1994)
Reasons: Japanese ethnocentrism + hubris of success
Stage 3: Toyota Indian Production System
Negotiated imposition (Ward, 1999)
Adaptation (Abo, 1994)
Social and political design (Westney, 1999)
Context-bound (Elger and Smith, 1994)
Comprising: New HRM policies more accommodative of social, cultural, and political factors
Propagandist agents
Organised labour; community opposition
Mediating agents
New Japanese MD; newly-elected shop stewards; newly-appointed senior Indian managers
Figure 1. Processual movement from authoritarian to negotiated imposition.
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viewing the world through the lens of strategic design, thus ignoring the veracity of both
the social and political frames. In the Indian context, we have seen that social, cultural and
political factors cannot be divorced from workplace realities. It is the incorporation of
these issues into the essence of the negotiated compromise of TIPS that has ensured a more
cooperative climate within TKM since 2007. This dynamic process involving a movement
from authoritarian imposition, through contested imposition, to negotiated imposition is
summarised in Figure 1.
Three important implications flow from the findings of the paper. First, we have
extended the work of Udy (1970) by suggesting the types of human resource management
adaptations that could be undertaken when an external intervention (in this case the entry
of a lean Japanese organisation into India) intrudes prematurely into the transition from
socially determined to production-determined work organisations. Second, any attempt to
regard the lean system as a set of practices and technical objects, devoid of context, that
can be divorced from cultural and historical issues, should be resisted. Third, this
argument implies that the paradigm is not easily amenable to transference anywhere in the
world. When transferred overseas, the efficacy of the paradigm is contingent upon
the unique cultural, social, historical and environmental factors peculiar to the host
country. Environments with unitarist leanings, characterised by union-free culturally
homogeneous settings, are most conducive to successful implementation of lean cultural
systems. Conversely, countries with strong pluralistic inclinations and with strong
traditions of unionism, such as India, are not naturally amenable to adaptation of the
system. In such situations, trust and commitment are usually replaced by suspicion and
resistance unless specific actions are taken by management to alleviate such tendencies.
One of the lessons learned by TKM was that any successful implementation of the system
in India would depend upon a compromise of the pure system espoused by the ToyotaWay
and TPS, and this was eventually achieved through the negotiated introduction of the TIPS
and a new jumpstart decade after many years of industrial relations turmoil. In the absence
of such negotiated compromises, the transference of lean systems into other sociocultural
environments will probably encounter problematic outcomes.
One of the limitations of this research study is that it analyses a single case study of one
lean Japanese company in a specific industry at a single site in India. Several possibilities
exist for other researchers to extend these boundaries. For example, other lean companies
could be studied in India, either in the automobile industry or in other industries. One
suggestion would be an analysis of the Suzuki joint venture with the Indian company
Maruti, situated at Manesar near Delhi, which during 2012 has also suffered similar labour
difficulties to Toyota and would provide a comparative exercise for extending the findings
of the present study.
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- Abstract
- Introduction
- Lean production and the Toyota cultural paradigm
- The sociocultural context of lean manufacturing
- Methodology and data collection
- Findings: from Toyota Production System to Toyota Indian Production System
- Discussion and conclusion
- References
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Breakthrough Leadership Skills MN7028
Topic 2: Organisational Design
1
1
Learning Outcomes
To contrast “Classical” models with human relation models of management
To trace some of the corresponding changes from traditional to contemporary models of organisational design
Explore the emergence of autonomous work teams (drivers?)
2
Some alternative schools of management and some advocates
Classical: Taylor, Fayol, Weber
Human Relations: Mayo, (later McGregor, 1960s)
(Communication) Systems: Barnard
Learning Organisation (Senge, 1990)
3
Job design in the context of personnel as a ‘cost’ to the business
Taylorism and Fordism
management studying the work methods for each job
establishing the most efficient methods
Scientific management: time and motion studies
Fordism; increased division of labour
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Fayol (1949)
Refocused attention away from the shop-floor toward management itself
‘General and Industrial Management’ pamphlet (1949) presented the functions of management as:
Planning: (including forecasting, setting goals, determining actions)
Organising: (designing a suitable organisational structure to effectively harness the HR and non-hr elements required)
Co-ordinating: uniting activities and providing required resources
Commanding (and directing): Including leadership and motivation towards goals
Controlling: ensuring they stick to the plan
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Fayol (continued)
Fayol’s 14 Principles of management (1949) implied :
a rigorous hierarchy (Unity of Command/Unity of Direction/line of command)
But also encouraged the nurturing of initiative in their workers by managers
Esprit de corps (Teamwork).
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Max Weber
Bureaucracy Theory (1947) emphasised:
‘order’
‘focus on authority’.
It can be seen as limited in the context of organisations viewed as social systems
It can also be seen as limited in the context of societal embeddedness
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Job design begins to recognise needs and broader contribution of the worker
Early industrial revolution: personnel had a welfare role
Consider origins Cadbury, Rowntree.
Rise of trade unionism: industrial relations role
The Hawthorne studies
‘soft’ HR tracks through to Mayo (1933), who founded the Human Relations school and McGregor (1960) who recognised that the needs of both the organisation and the individual need to be recognised
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Brings us to a consideration of Organisational Design (OD)
OD is the ‘process of assigning responsibilities and structuring work to support enterprise goals, objectives and strategies’ (Bloisi, 2007)
It is reflected in the title of Chandler’s iconic book: ‘Strategy and Structure: Chapters in the history of Industrial Enterprise’ (1962)’,
Two contrasting perspectives about the design of the organisation emerged in the 60s largely influenced by the works of Burns and Stalker (1966) and Lawrence and Lorsch (1969)
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Mechanistic structure
Hierarchical structure
Well-defined roles and responsibilities
Highly specified tasks
This form lends itself to organisations operating in stable marketplaces with little external change and low levels of uncertainty. Work efficiencies can be achieved through the structure but the design does not offer much versatility or flexibility.
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Organic structure
Knowledge is valued at all levels of the firm
Tasks are continuously being redefined in processes of collaboration
Knowledge may be found anywhere in the organisation and equates to power
Communications in the organic organisation serve to build knowledge rather than give orders
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Four basic organisational structures spanning 50 years
Since the 1960s organisations have been structured according to the following criteria:
Function
Geography
Product
Customer
Each of these designs ‘produces different behaviours and different outcomes’ (Bloisi, 2007) and also requires different trade-offs.
Whitbread
https://www.youtube.com/watch?v=6h3ngHtoMO0
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Contemporary organisation beyond the team level (work system design)
By Function
By Product
By Customer
Matrix Structure
Lattice structure
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Greater emphasis on the HRM orientation is further stimulated by:
The Great Depression (1929-1939)
‘Loss of faith’ in traditional mass-production techniques (Henderson, 2017)
The eclipse of US management practices by those used in Japan in the 80s.
E.g. Pascale, Managing on the Edge (1990)
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The Autonomous Work Group (AWG)
Tavistock Work Organization Model (e.g. Trist and Bamfoth 1951; Emery, 1963)
Work should be organized in teams.
Individual jobs should provide:
Variety;
A meaningful task;
An optimum work cycle;
Worker’s control over work standards;
Feedback of results;
A perceived contribution to end product.
The AWG concept is not dependent on any specific technology so it applicable in virtually all work situations.
(Henderson, 2017)
15
Maslow and self-actualisation
‘Maslow’s influence is clearly stamped across the work design theories and practices of the latter half of the twentieth century.’
(Buchanan, 1994)
Theory of Motivation’ (1954) was the study of ‘ultimate human goals’.
Maslow’s work:
Emphasised primacy of individual needs
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General principles derived from ‘motivation theory’ (Maslow, 1954)
Importance of ‘self-actualisation’ of workers at an individual level
Set goals.
Involve the employees concerned in designing and agreeing the goals.
‘Stretch’ goals lead to significant increases in employee performance.
Link rewards to performance when possible.
Increase employees’ sense of ‘self-efficacy’ (confidence that they can perform the job or task well).
17
General principles derived from motivation theory (cont’d)
Let employees know the expected level of performance and give them accurate and timely feedback.
Giving positive rewards for good performance is more effective in motivating people then punishing them for poor performance.
Perceived fairness or equity is vital to the motivation.
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McGregor (1961)
Influenced by Maslow’s theme of self-actualisation. Douglas McGregor wrote The Human Side of the Enterprise’ (1961). McGregor’s perspective embraced the themes of ‘participation, openness, trust, exchange and a resolution of the conflict between personal and organisational goals’ (ibid, foreword by G.Bennis).
McGregor developed the concepts of Theory X and Theory Y
Theory x: ‘people are a cost that must be monitored and controlled’
Theory Y: ‘people are an asset that should be valued and developed’
Also made the following observation: ‘The capacity to exercise a relatively high degree of imagination, ingenuity and creativity in the solution of organizational problems is widely, not narrowly distributed in the population.’ (ibid)
19
Job Design
‘Job design specifies the contents of jobs in order to satisfy work requirements and meet the personal needs of the job holder, thus increasing levels of employee engagement.’
Armstrong (2014, p. 145)
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Work Design
‘Work design is the creation of systems of work and a working environment that enhance organizational effectiveness and productivity, ensure the organization becomes a “great place in which to work” and are conducive to the health, safety and wellbeing of employees’.
Armstrong (2014, p. 136),
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Intrinsic Motivating through job design
Lawler (1969) identifies three elements to job design which are necessary to make a job ‘intrinsically’ motivating:
Feedback relating to performance: this should be meaningful (Armstrong, 2010). Armstrong also states that this means they be able to see more of the picture, i.e. how their role fits into the whole process.
Abilities: the jobholders must feel that they are making use of those abilities which they values.
Self-control (autonomy): the jobholders must feel they have discretion
Increased focus on ‘job characteristics’ in job design (Hackman and Oldham, 1976)
Hackman and Oldham, 1976, propose a ‘job characteristics model’ (ibid), comprising five key elements:
Skill variety (the range of skills and talents required)
Task identity (the breadth within the task)
Task significance (in relation to the “bigger picture”)
Degree of autonomy (discretion, e.g. in methods)
Feedback (clarity on performance)
If jobs are designed in a way that maximises these dimensions then three psychological states can occur:
Experience of meaningfulness at work
Experience of responsibility for work outcomes
Knowledge of results of work
Managing the intrinsic element through job design contd.
Robertson and Smith (2005) propose five similar aspects of the job design which can influence intrinsic motivation:
Skill variety
Pooling tasks together
Task significance
Degree of autonomy
Feedback (delivered through ‘good relationships and opening feedback channels’) (Armstrong, 2010)
Armstrong advocates adopting these approaches when setting up new work-systems or jobs, but he also stresses that ‘the greatest impact on the design of work systems or jobs is made by line managers on a day-to-day basis’
Job Design: The Job Characteristics Model (JCM) and how it relates to EE
Job Characteristics Model (Hackman and Oldham, 1976)
Skill variety: the extent to which a jobholder is required to use a range of different skills.
Identity: the extent to which a job involves the completion of a ‘whole’ piece of work with end-to-end responsibility.
Significance: the amount of impact that a job has, and the contribution that the job makes.
Autonomy: the amount of discretion that the jobholder has in making decisions about what to do and how to do it.
Feedback: direct information about the performance requirements of the job.
25
Toyota Production System (TPS)
Features of both AWG and Taylorism?
Just–in-Time (JIT) production processes.
Teamwork
Jidoka quality principle (error-free processes)
Standardized work and kaizen (continuous improvement )
26
Sparrow on Lean management
‘building people, then building products’
Toyota build teams of ‘skilful systems thinkers’ and build a culture of ‘challenge the status quo’ or continuous improvement (or Kaizen)
27
Some mechanisms (largely driven by HR) which can help deliver lean management
‘genchi genbutsu’ (trans.: going to the real place of work)
‘Out-learning’ (matrix teams, action learning)
‘Yokoten’ (Communities of practice)
Finding the root cause of problems (facilitated by cultures of empowerment, collaboration, and challenging the status quo)
Retrospectives (frequent events to analyse and design activities) Maximising “pull” and minimising “push” activities (by a rigourous focus on quality and ‘perfection’ (Sparrow)
28
Learning Organisation (Senge, 1990)
Personal Mastery
Mental Models
Shared Vision
Team Learning
… and the Fifth Discipline:
Systems thinking
29
McDonaldization (Ritzer, 1993)
Efficiency
Calculability
Predictability
Control
30
Smart working (CIPD, 2008)
Self-management
Virtual teams
Outcome-based performance criteria
High performance working
Flexibility in both hours and locations
Use of more advanced technology
Hot-desking and working from home
Trust
Alignment to business objectives
31
Flexibility
Employers pursue flexibility to:
minimize human resource costs in both the short and long run.
protect the core from short term, fluctuations in market demand.
respond to the demands of an increasingly diverse workforce in terms of (i) legal compliance and (ii) discretionary entitlement to attract/retain Core employees.
32
Types of flexibility (Henderson, 2017)
Functional flexibility
employees can be redeployed quickly to new tasks and activities (e.g. multi-skilled craftsmen and team-workers).
Numerical flexibility
enabling the organisation quickly to increase and decrease the numbers employed in response to market demand.
Financial flexibility
pay systems that reinforce the requirement for flexibility (e.g. performance-related pay, pay-for-skills).
33
Some alternatives to full-time permanent employment
Temporary working
Part-time working
Job-sharing
Home-working
34
New forms of employment (Henderson, 2017)
Employee sharing, where an individual worker is jointly hired by a group of employers.
Interim management, in which highly skilled experts are hired temporarily for a specific project or to solve a specific problem
Casual work, where an employer is not obliged to provide work regularly to the employee but has the flexibility of calling them on demand.
Voucher-based work where the employment relationship is based on payment for services with a voucher purchased form an authorised organisation that covers both pay and social security contributions.
Portfolio work where a self-employed individual works for a large number of clients
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New forms of employment (Cont’d)
New forms of employment which utilize Information and Communications Technology (ICT), such as ‘crowd working’ (Henderson, 2017)
36
Contemporary ideas about Organisational Structure and Work Design
Greater emphasis on organisations as a social system, especially in contexts where “soft” HR practices are suitable.
Progression from control to enablement
Learning Organisation
Greater emphasis on organisations as a part of set of social relations outside the immediate organisation, e.g. Granovetter (2002), e.g. Teece’s concept of the business eco-system (e.g. 2007) in dynamic capability theory
37
Selected References
BLOISI, W., COOK, C. W., & HUNSAKER, P. L. (2006). Management and organisational behaviour. Maidenhead, McGraw-Hill Education.
BUCHANAN, D. A., & HUCZYNSKI, A. (2019). Organizational behaviour. Part 4
CLEGG, S., KORNBERGER, M., PITSIS, T., & MOUNT, M. (2019). Managing and organizations: an introduction to theory and practice.
SENGE, P. M. (2010). Fifth Discipline: the Art & Practice of The Learning Organization. New York, Random House US.
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Topic 1: Introduction to Leadership
Breakthrough Leadership Skills
MN7028
1
Learning outcomes for the session
Explore some theories of management
Identify some of the components/styles of management
Compare the terms “management” and “leadership”
Explore some theories of leadership
Conclusions: developing theories on leadership?
Introduction to module assessments (and team allocation)
2
Discuss in pairs (10 mins)
What do managers do?
What are their key activities/functions?
3
Fayol’s (1949) five activities of managers
•
Forecasting & Planning – examine the future and decide on what needs to be achieved and develop a plan of action
Organising – providing material or resources & build a structure to carry out the activities Command – getting the best out of the staff
Co-ordination – harmonising activities Control – ensures everything goes according to the plans, instructions
•
•
•
•
3
Drucker on management (1954, 1974, 2005)
•
•
•
3
•
•
•
•
•
•
•
•
•
They have three tasks (all important but essentially different):
Achieve the mission of the organisation Ensure performant, contented workers
Manage social impacts/responsibilities Five basic operations of the manager:
Sets objectives
Organises Motivates Communicates Measures
These require combination of: analytical ability
Integrity
human perception and insight social skills
Theories X and Y (McGregor, 1961)
6
The style of management is a function of the managers attitudes towards people and assumptions about people
Theory X: workers dislike working, need to be watched; motivated by physiological and security needs
Theory Y: given responsibility workers have potential to add creativity and value; motivated by esteem and self- actualisation
Theory Z (Ouchi, 1985): focus on long term well being of the employee; consensus decision making and strong company culture
The different roles of a manager: Mintzberg (1973)
Interpersonal
Informational
Decisional
Figurehead Leader
Handler
Liaison
Monitor Disseminator
Entrepreneur Disturbance
Spokesperson
Resource allocator Negotiator
7
Mullins (2013) philosophy for the successful management of people
10
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•
•
•
•
•
•
consideration, trust and respect recognition and credit involvement & availability
fair and equitable treatment
positive action on an individual basis – not blanket treatment
emphasis on end results
staff and customer satisfaction
What are the measures of effectiveness?
•
Mullins believes that managers are judged on the performance of their staff, which therefore makes these aspects critical:
–
–
–
strength of motivation and morale of staff success of training and development
creation of positive culture but these are hard to measure
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These can be measured as follows:
–
–
–
–
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staff turnover absenteeism sickness time keeping
accidents at work
•
And in some workplaces can be measured as follows:
–
–
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meeting deadlines accuracy or recorded errors
level of complaints from clients, other departments, suppliers etc
keeping within budget productivity
–
–
10
Some observers perceive differences between managing in the public and private sectors (Mullins, 2013)
•
•
aims concerned with providing a service for and for the well being of the community rather than just commercial nature
scale, variety and complexity of operations (arguably)
high media profile (scrutiny)
political make up (elected members and permanent officers) Higher level of unions involvement
difficulty in measuring standards of performance compared with profitability
demand for uniformity of treatment
more rigid personnel policies and specific limitations on authority
10
… but they still face same general problems of management (Mullins, 2013)
•
•
•
•
•
efficiency and effectiveness of their operations
clarification of aims and objectives
design of suitable structures and carrying out essential admin functions
basic principles of management apply in any organisation
10
Key management skills may be contingent on the stage and context of the organisations
Different skills are required to manage (lead?) start-up organisations, maturing organisations, failing organisations.
10 minute discussion in small groups:
What do you think those different skills are?
Would you use a former Marketing Director to conduct a turnaround or a former FD to create a start-up?
10
Managers of the future? (Heller, 1997)
10
Heller identified ten key strategies for Europe’s new breed of managers including:
develop leadership
drive radical change
reshape culture
divide to rule
ensure the competitive edge
manage the motivators
ensure team working
achieve TQM
Small Group Discussion (15 mins)
10
•
•
•
•
Who do you consider to be a great leader?
Why have you chosen the person(s) you have identified?
What traits, abilities or skills do they possess?
As a class consider if the people you have identified/share any common traits, abilities or skills
Kotter on Leadership v Management
15
Kotter’s (1990) Distinction Between Managers and Leaders
Planning and budgeting (deductively producing orderly results)
Motivating people (creating Involvement, emphasising values, building informal networks of relationships)
Controlling and problem solving (comparing behavior with plan, taking action to correct deviations)
Aligning people to the vision (emphasising communication, credibility, and Empowerment)
Setting a direction (inductively creating a vision and strategies to provide focus for planning)
Organising and staffing (structuring jobs and reporting relationships to efficiently implement plans)
Managers
Coping with complexity
Leaders
Coping with change
3 Basic Tasks
Deciding what needs to be done
Creating networks and relationships
Ensuring people do the job
15
Managers versus Leaders
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•
•
•
Managers have formal power and authority to be in charge. Leaders influence others to follow and have personal power
“Managers do things right while leaders do the right thing” (Bennis & Nanus, 1985)
The leader establishes vision & direction, influences others to sign up to that vision, inspires them to overcome obstacles, and produces positive, radical change. The manager establishes plans & budgets, designs & staffs the organisation structure, monitors & controls performance and delivers order & predictability (Kotter, 1990)
The leader is prophet, catalyst, mover-shaker, focused on strategy. The manager is operator, technician and problem solver, concerned with the “here and now of goal attainment” (Bryman, 1986)
Some Theoretical Approaches to Leadership
•
•
The traits/qualities approach
Behavioural approach (focus on leader as key actor)
Situational (focus on follower as key variable)
Contingency approach
•
•
17
Traits approach: distinguishes leaders from non-leaders by their traits
•
•
•
•
•
•
•
Self-confidence
Drive for achievement Honesty & integrity
Ability to motivate people towards a common goal
Intelligence
Creativity Ability to adapt
Clegg et al (2005) in Watson and Reissner (2016)
17
Behavioural approach to leadership (Likert, 1961)
•
Relationship orientated leaders (managers)
Task orientated leaders (managers)
•
Emphasise the technical or task aspects of the job: people are means to an end
Emphasise interpersonal relations and accept individual differences
Production Oriented
Employee Oriented
Behavioral Theories:
University of Michigan Studies and Ohio State University studies
Developed two dimensions of leadership behavior:
22
Where X axis measures ‘concern for production’ and y axis measures ‘concern for people’
•
•
•
Impoverished management
Produce or perish (Authority/compliance) management Country club management
Middle of the road Team management
Blake & Mouton Management and Leadership Grid (1964)
Distinguishing between leadership for stability and leadership for change (Burns, 1978)
Transactional Leader:
•
•
Determines what subordinates need to do in order to achieve both their own and organisational objectives.
Helps subordinates reach their objectives. Focussed on exchanges between leader and follower
Transformational Leader:
Uses his/her personal vision and energy to inspire people to exceed their own expectations
Raises motivation and stresses the value of team member contributions to the organisation.
23
Transactional Leadership
•
Uses reward and coercive powers to encourage high performance
Problem-solving and implementing If subordinates do what is required by leader then given rewards
Tend to support and maintain a ‘status quo’ and promote stability within organisations
•
•
•
23
Transformational Leadership (Burns, 1978)
•
•
Leading for change
Broadens and elevates the interests of their employees – more visionary Work through social and emotional
behaviours in order to create awareness and commitment
Stirs employees to look beyond their own self-interest for the good of the group/organisation
Have ability to energize others to follow a particular direction – influences using charisma and personal power
•
•
•
23
Components of Transformational Leadership Style (Burns 1978, Bass 1985, Bass and Ovolio 1994)
Individualised consideration
Leader treats each follower on his/her own merits, seeks to develop followers through delegation and coaching/mentoring
•
•
Intellectual stimulation
Encourages free thinking and emphasises reasoning before taking any actions Inspirational motivation
Creates an optimistic, clear and attainable vision of the future, encourages others to raise their expectations
Idealised influence
Makes personal sacrifices, takes responsibility for actions, shares credit and shows determination
23
Situational theory of leadership (Fiedler, 1971 in Watson and Reissner, 2016)
The leader’s effectiveness will depend on these variables:
Relationships structure (how much workers trust and like the leader)
Task structure (how clear workers are about the task)
The power of the leader to influence the workers (whether legitimate power, coercive power, or reward)
The leader can influence these variables by
•
•
Presenting clearly defined job outcomes Rewarding in line with motivators of the worker (i.e. bundling outcomes with rewards)
Removing obstacles to effective performance
Showing confidence in the worker
23
In Situational Leadership Theory
Leaders are diagnosticians and are capable of changing their style.
The “right” style leadership style will depend on the degree of the workers’ readiness and commitment, or levels of competence to do the task.
The leader should assess workers’ needs and adapt his/her style to those needs.
Hersey et al (2001) propose four different styles according to the circumstances: Telling, Selling, Participating and Delegating.
Kreitner (2001) suggests that deploying these different approaches might be especially relevant in cross-cultural management contexts
28
Hersey & Blanchard’s Situational
Leadership Theory (1988):
•
Belief: Right leadership style must depend on the level of the followers’ readiness or maturity.
Premise: The leader should assess follower needs and adapt the style to those needs.
Assumption: Leaders are diagnosticians and are capable of changing their style.
•
•
Situational Leadership Model
A leader is expected to use the appropriate style based on the subordinate’s readiness & willingness to be led by others.
Four leadership styles or roles
•
•
•
•
Delegating (S4) Participating (S3) Selling (S2) Telling (S1)
To be used according to follower readiness
Willing & able (R4): Delegating style
Unwilling & able (R3): Participating style
Willing & unable (R2): Selling style
Unwilling & unable (R1): Telling style
Contingency Approaches (after Fiedler, 1971)
•
Examines the impact of the leader’s style and the situation on desired outcomes.
All contingency theories define:
–
–
–
Leader’s behaviour or style The situation (context) Outcome(s) that are desired
•
•
•
There must be a match between the leader’s style and the demands of the situation for the leader to be effective.
Snowden and Boone (2007) offers a framework for decision-making.
Snowden (2007): ‘A leader’s framework for Decision-making’
Contingency approach continued:
“Contingency theory of leadership (is) a perspective which argues that leaders must adjust their style in a manner consistent with aspects of the context” (Huczynski & Buchanan, 2007 p. 695)
Aspects include
•
•
the relations structure (how much workers like the leader)
The task structure (how clear workers are about the task)
The power of the leader to influence the actors
(Watson and Reissner, 2016)
Fiedler’s contingency model can be applied to this approach where:
Job outcomes are clearly defined
Rewards are correlated to performance
Obstacles to performance are removed
Leader-confidence in employees’ abilities is evident
Moorcroft (2000) – ‘new principles’ for ‘managing in the 21st Century’
33
•
•
•
•
•
•
•
•
•
•
Manage information through people Change is constant, and must be managed Technology is the future
Relationships matter
Investment in Training and Development is important
Measure only against the best The market is global
Unity of Direction is important
Equity is expected Initiative is important
The Most Frequently Cited Skills of Effective Managers/Leaders (Carlopio and Andrewartha, 2011)
33
•
Verbal communication (including listening)
Managing time and stress
Managing individual decisions
Recognizing, defining, and solving problems Motivating and
influencing others
Delegating Setting Goals and
articulating a vision
Self-awareness Team building Managing conflict
•
•
•
•
•
•
•
•
•
Any conclusions about the emerging perspective on the concept of leader?
Change (whereas management is about stability)
Process (not personality)
Interactive
Goals
‘Leadership is a process whereby an individual influences a group of individuals to achieve a common goal’ (Northouse, 2019)
33
Talking through the assessments
33
Useful Resources
33
•
•
•
•
•
•
•
Hamel G. Moon Shots for Management. Harvard Business Review. 2009;87(2):91-98. Accessed November 13, 2020.
Kotter, John P. (1996). Leading Change. Harvard Business School Press
Mintzberg, H. (2013) Simply Managing. London: FT Publishing
Mullins L (2013) Management & Organisational Behaviour, 10th ed. FT Prentice Hall, Essex Northouse, P.G. (2018) Leadership: Theory and
Practice (8th ed.) Sage: London
Perkins, S. J., & Arvinen-Muondo, R.
(2013). Organizational behaviour: [people, process, work and human resource management]. London, Kogan Page. (ch.5)
Uhl-Bien, M & Arena, M 2018, ‘Leadership for organizational adaptability: A theoretical synthesis and integrative framework’, Leadership Quarterly, vol. 29, no. 1, pp. 89–104.
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Breakthrough Leadership Skills MN7028
Session 10: Negotiation: Priorities, Processes, Strategies
1
1
Learning Outcomes
Define Negotiation
Characteristics of successful negotiation
The importance of questioning, probing and listening
Needs, wants and influencing
The importance of a continued listening actively
Getting to Yes / BATNA
Explore related processes
Exercise on Interim Recruitment Negotiations
2
Definitions of negotiation
‘An extended communication created in dialogue by two sides’ (Mead 2005)
‘A process of discussion between 2 or more parties with the aim of achieving a satisfactory agreement’ (Tayeb 2003)
‘Requires parties with opposing interests to get together to make a decision’ (Elahee and Brooks 2004)
frances tomlinson
3
Negotiator skills
Research and Planning skills
Ability to think clearly under stress
Practical intelligence
Verbal ability
Product knowledge
Personal integrity
Ability to perceive and exploit power
Understand the issue
Negotiator skills
Is prepared
Recognises key issues quickly
Seeks the win-win
Has stamina
Knows when (if) to compromise
Tolerates conflict and stress
Listens well
Has sensitivity to other‘s needs
Shows patience
In the room
Confident (tone, handshake, eye contact)
First impressions count (appearance)
6
The £150 Game
“I will give a prize of £150 to each of the first two people who can persuade another MBA student to get up, run around Holloway campus, return to the class and stand behind his or her chair.”
What would you do?
You have to move quickly
What is your instinct?
7
The £150 Game
Option 1: don’t play
This is the approach of the Avoider
• Prefers not to get involved at all
• Dislike stress
• Avoids situations with “winners” and “losers”
• Can be (surprisingly) very difficult to negotiate against
8
The £150 Game
Option 2: Run and stand behind the chair of the person opposite you, trusting that she will give you a fair share of the cash
This is the approach of the Accommodator
Resolves conflict by solving the other party’s problem
If the counterpart is similar, he shares the wealth
But if the counterpart has another approach, the Accommodator may end up with nothing
9
The £150 Game
Option 3: Shout to the person sitting across from you that he should run over and get behind your chair and that you’ll share the money with him if he does
This is the approach of the Competitor
• First instinct is to see “zero sum” allocations
• Likes to “win”
• May even lie if he’s asked to get up and move, claiming he has a sprained ankle
10
The £150 Game
Option 4: If the person across from you is offering you £75 to stand behind her chair, take the deal (even if you made the same offer to her)
This is the approach of the Compromiser
• Favours deals that give something to each party
• Interested in maintaining relationships
• Tends to “split the difference”
11
The £150 Game
Option 5: Suggest to the person opposite you that you BOTH get up and stand behind each other’s chair, so you BOTH get £150
This is the approach of the Collaborator
• Tries to find a way for both parties to get the best outcome
• Willing to be creative and brainstorm
• May not be successful against a strong competitor
12
The £150 Game: Conclusions?
• There is no one “right” way to negotiate
•We must learn to be conscious of our own style
• Five basic types of negotiators
• Competing
• Accommodating
• Avoiding
• Collaborating
• Compromising
13
Negotiation styles
•Most people use a combination of these styles
•Be aware of your “default” style
• Recognising it will allow you to move away from knee-jerk responses
•Be aware of your counterpart’s style
•Be tactical about altering style as appropriate
14
Communication styles
How We Communicate Could Determine How Persuasive We Are
• Verbal (the words)
• Vocal (the tone)
• Silence
• Facial (the expressions)
• Non-verbal ( the body movements)
15
Cultural Patterns/styles
How We Perceive the word “negotiation” could dictate your approach
Japan, China: negotiations are part of relationship building process (there is no getting to yes in the room)
Spain: it’s the deal that matters
Germany: formal
Mexico/USA: informal
Netherlands/Israel: direct
May show video on cross cultural negotiation
16
BATNA
“Best Alternative To a Negotiated Agreement.”
It is defined as the most advantageous alternative that a negotiating party can take if negotiations fail and they do not secure the desired agreement
The BATNA is a party’s best alternative is if negotiations are unsuccessful.
It helps clarify alternative agreements proposed by the other party that you should reject.
It underpins the art of letting them have your way.
May show video on cross cultural negotiation
17
BATNA
So, generate possible BATNAs:
• Invent a list of actions you might take if no agreement is reached
• Improve some of the better ideas and convert them into options
• Select your Best Alternative To a Negotiated Agreement
• Then, consider what the other side’s BATNA might be…
May show video on cross cultural negotiation
18
19
Key Negotiation Strategies
Time issues and Deadline strategies
• Conceal your real deadline
• Declare an earlier deadline
• Find the other side’s deadline
Information
• Considered the heart of negotiations – shapes strategy, reality • Preparation is key – side with more info. has edge
• BATNA
Power
• Is it about power, ego, leverage • Balance between parties is a key factor
20
Key Negotiation Strategies
Getting to Yes, key elements:
Focus on interests, not positions:
• Interests = needs, desires, concerns, fears that lead to “why”
• Positions = specific demand
Separate people from positions
• People negotiate – are affected by egos, feelings, anger
• “Step into their shoes” to discover their reasoning
Focus on objective criteria
• Facts, principles, standards can be used to frame an offer Develop mutual-gains options
A settlement must be better than no agreement for both parties
• Propose options with gains for both parties
21
Interests, not positions
The basic problem in a negotiation lies not in conflicting positions, but in the conflict between each side’s needs, desires, concerns and fears. So, identify the Interests of the other side:
Ask why they take a particular position [to understand]
Isolate the other side’s choices [how do you want to affect them?]
Analyse the consequences of accepting or rejecting your request
22
Options for mutual gain
Is this distributive (win lose/zero sum) or integrative(win win) negotiation? How can you expand the pie? How can you have your cake and eat it? Invent solutions which are advantageous to both sides.
But beware of :
• Premature judgment
• Searching for a single answer
• The assumption of a fixed pie
• Believing that ‘solving their problem is their problem’
Story about cooks arguing over the orange. Do we chop it in half or does one of use want the peel.
23
Objective criteria
Frame each issue as a search for objective criteria
What objective standard might be relevant?
Be open to reasoned persuasion on their merits
Never yield to pressure, only to principle
24
True or false?
“In Business As in Life, You Don't Get What You Deserve, You Get What You Negotiate” (Chester Karrass, 1996)
25
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Breakthrough Leadership Skills MN7028
Topic 3: Transformational Leadership – Harnessing Motivation
1
1
Learning Outcomes
Situating Transformational Leadership
Organisational culture and the implications for leadership and management.
To examine the main sources of power in organisational settings and the methods by which power and resources can be enhanced to increase effectiveness in such contexts.
To analyse authority, power and politics as sources of control.
To clarify any queries related to assessments
2
‘Transforming leadership’ (Gregor Burns 1978)
View of the leader as a transformer (visionary) and as a motivator rather than simply as a transactor (day to day operations) (Burns, 1978; Peters and Waterman, 2004)
‘leadership builds on man’s need for meaning’ (Peters and Waterman, 2004, p.82)
‘leadership creates institutional purpose’ (ibid)
Has a moral component in that it transcends personal interests of leader and meets those of others
3
‘Transforming leadership’ contrasted with power
Leadership is exercised when leaders ‘arouse, engage and satisfy the motives of followers’ (Burns cited in Peters and Waterman, 2004)
‘Leadership, unlike naked power wielding, is thus inseparable from followers’ needs and goals’ (ibid)
Power bases therefore become ‘mutual support for common purpose’
Transforming people ‘from neutral, technical units into participants who have a particular stamp, sensitivity and commitment’ (Selznick, 1957)
‘reworking of human and technological materials to fashion an organism that embodies new and enduring values’ (ibid)
The ‘dynamic’ outcomes from transformational leadership (contrasted with power)
‘Transforming leadership is dynamic leadership in the sense that the leaders throw themselves into a relationship with “followers” who will feel “elevated” by it and often become more active themselves, thereby creating new cadres of leaders’ (Peters and Waterman, 2004, p.83)
5
What values?
Peters and Waterman, 2004 offer some examples from business:
‘beauty in a hamburger bun’ (Ray Kroc. McDonalds)
‘48 hours parts service anywhere in the world’ (Caterpillar)
However a more critical challenge of the leader is to ensure that the vision is enacted/lived by employees and that such values are indeed transforming the organisation.
Problems of over-simplifying definition of culture
The ‘Excellence’ school (Peters and Waterman, 1981) certainly popularised the notion of culture and Marvin Bower (also CEO of McKinsey) coined perhaps the most famous definition of culture as ‘the way we do things around here’.
Yet Schein (1992) distinguishes different depths to the concept: ‘a pattern of shared basic assumptions (that the group learned as it solved its problem of external adaptation and internal integration)’
Organisational Culture: What are your perceptions about/definitions of culture? 10 Minute discussion
Definitions: Culture as cohesive (“glue”)
Culture is ‘how things are done around here’. (Drennan, 1992:3 after Bower)
Culture…is a pattern of beliefs and expectations shared by the organization’s members. These beliefs and expectations produce norms and powerfully shape the behaviour of individuals and groups in the organization. (Schwartz and Davis, 1981:33)
By culture I mean the shared beliefs top managers have about how they should manage themselves and other employees, and how they should conduct business(es) (Lorsch, 1986: 95)
Mintzberg et al: ‘tissue’
Definitions: Culture as Constraining (“glue”!)
Culture represents an interdependent set of values and ways of behaving that are common in a community and that tend to perpetuate themselves, sometimes over long periods of time. (Kotter and Hesketh, 1992:141)
Because…
Common values and beliefs which can increase ‘the level of inertia and breed similarities in “strategic postures” (Abrahamson and Fombrum, 1994, cited in Mintzberg et al, 2005)
This Photo by Unknown Author is licensed under CC BY-NC-ND
10
Value of culture in HR terms
Alvesson talks about some other common metaphors for change:
As a “regulator”: i.e. an unwritten element of company policy, which influences and directs aspects such recruitment/rewards
As a “compass”: helping to draw attention to the values, behaviours which are “right” for the organisation
As “glue”: encourages teamwork, cohesion.
Challenges of culture in HR terms
As “glue” again: but this time inhibiting necessary change
As “blinkers” but also may blinker people to new ideas (Leonard Barton talks of ‘core rigidities’).
Culture as a mechanism for leadership
Cultural ‘schools’ of strategic management (Mintzberg et al, 2005)
Mintzberg et all (2005) describe a number of schools of strategy including the Cultural School. Within the Cultural school are two perspectives which reflect a strong human relations orientation:
The ‘Excellence’ school (Peters and Waterman, 1981)
Resource based View of the Firm (Wernerfelt 1984 and Barney (1991)
Drucker said ‘culture eats strategy for breakfast’. What do you think he meant by that?
14
Culture and Performance
The ‘excellence’ school (Peters and Waterman, 1985). Developed a blueprint for high performing organisations, which consisted of 8 ‘attributes’ shared by their ‘excellent’ organisations:
Bias for action
Close to the customer
Autonomy and entrepreneurship
Productivity through people
Hands on/value driven
Stick to the knitting
Simple form/lean staff
Loose-tight properties
Culture and Performance?
Culture may be easily “linked” to superior performance (e.g. Peters and Waterman, 2004)
But there is an issue about causality
Compare with the ‘black box’ relating to contribution of HR to performance (e.g. Purcell et al, 2003)
Compare with the challenge of “proving” value of Employee Engagement (what comes first?)
What has happened to many of the organisations studied by Peters and Waterman?
Depths of Culture
Artefacts: ‘the visible products of the group … That one sees, hears, feels’
Espoused beliefs and values: e.g. “our customers come first”, “innovation drives our business”
Basic Underlying assumptions: e.g. engineers do not deliberately design a product that is unsafe
(Schein, 2004)
17
Matching up the artefacts, the espoused values and the behaviours
Schein (1992) distinguishes in the video between the artefacts, the espoused values and the behaviours/assumptions of the members of a firm
Northern Rock ‘Mission Statement’ from 2006
‘superior value to customers .. through excellent products, efficiency and growth’ (2006 Annual Accounts)
RBS Values: https://www.rbs.com/rbs/about/our-values.html Accessed 24/10/17
‘we want to be trusted, respected and valued by our customers, shareholders and communities’
Compare with the notion of ‘due diligence light’ (2011) which was applied to the acquisition of ABN AMRO Bank
Challenges with/critiques of organisational culture
You cannot just “implement” culture or culture change. It takes time.
Paradoxically it is fragile and easy to destroy (e.g. at the whim of a new CEO)
One critique of the culture school is that it renders firms vulnerable to change and indeed many of the firms identified in Peters and Waterman’s classic text have since struggled or gone out of business.
Why?
It can discourage necessary change because the ‘common values and beliefs’ embedded in people also ‘increase their levels of inertia and breed similarities in “strategic postures” (Abrahamson and Fombrun, 1994, cited in Mintzberg et al, 2005)
It is inwardly focussed (‘inside-out’) and explains ‘too easily what already exists, rather than tacking the tough questions of what can come into being’ (Mintzberg et al, 2005). So it is valuable for HRM but is it valuable for strategic HRM?
Other notions of values
In 2016, financial and insurance services contributed £124.2 billion in gross value added (GVA) to the UK economy, 7.2% of the UK’s total GVA. London accounted for 51% of the total financial and insurance sector GVA in the UK in 2015. There are over one million jobs in the financial and insurance sector (3.1% of all UK jobs). The UK had a surplus of over £60 billion on trade in the financial and insurance sectors in 2016. In 2015-16, the banking sector alone contributed £24.4 billion to UK tax receipts in corporation tax, income tax, national insurance and through the bank levy.
Commons Briefing papers SN06193
Author: Gloria Tyler
Topics: Economic situation, Financial services
http://researchbriefings.parliament.uk/ResearchBriefing/Summary/SN06193
Accessed 24/10/17
20
Power
‘Power lies in the acceptance of your authority by others – their knowledge that if they try to resist you, they will fail and you will succeed.’ Jay, A. (1967)
‘Power is the capacity to impress the dominance of one’s goals or values on others.’ (Armstrong, 2001)
21
Sources of Power
Reward – being able to give the other what he or she wants
Coercive – forcing him or her to do it
Referent – having desirable attributes that make people wish to refer to the leader
Legitimate – as opposed to illegitimate in the eyes of the followers
Expert – having an expertise that others want to use.
French and Raven (1958)
Informational – (added in 1965)
22
Sources of Power (2)
Source of Power | Referred to as: |
Ability to apply sanctions Status and formal position Ability to give valued resources Superior knowledge & experience Personal relationships: charisma Access to inside information | Coercive Legitimate Reward Expert Relationship Connection |
23
Authority is… (1)
Definitions:
The power or right to enforce obedience (Oxford English Dictionary);
Power made legitimate by position or expertise (Weightman, 2004)
24
Authority is… (2)
Distinctions:
In authority – relies on control over resources to influence people; it confers the right to control and judge the actions of others
An authority – based on personal attributes, credibility or ability to influence people; it is the basis of credibility that you must earn and maintain for yourself
Moral authority – based upon equity, ethics and fairness
Authority to act
Authority to authorise
25
Legitimacy of power?
Not all power is legitimate
“persuasion” of the Mafia
Gotti and Machiavelli
26
Some Theories of Power relevant to HR
Culture as power: ‘it’s the way we do things around here’ (Bowers).
‘the greatest conceivable power lies in the possibility to preform somebody in such a way that, of his own accord, he does what one wants him to do, without any need for domination … or for explicit power’ (Castoriadis, 1992 in Alvesson, 2002)
Clegg (1987) states that ‘the most important kinds of power’ consist of ‘those occcasions when A’s didn’t have to get B’s to do things because B’s would do those sort of things anyway.
Power/dependence theory (Emerson, 1962)
Social Exchange theory (Blau, 1964)
27
Some Theories of Power relevant to HR contd:
Persuasion is more effective than exercise of power through coercion
Power/dependence theory (Emerson, 1962)
Social Exchange theory (Blau, 1964)
28
Gaining and Retaining Power
“Generally dominance is manifested not in significant political acts but rather in the day to day taken for granted nature of organizational life. As such the exercise of power and domination exists at routine level, further protecting certain interests and allowing the order of organizational life to go largely unquestioned by its members” (Deetz and Mumby, 1986 in Alvesson, 2004)
29
Empowerment
Empowerment is a concept whereby employees at all levels are responsible for their actions and should be given authority to make decisions about their own work.
It concerns the ownership of problem and solution
Empowerment requires training for employees and their managers – previous managers need to give up some of their power.
30
Power and Politics
Political behaviour in organisations has been described as ‘a process, that of influencing individuals and groups of people to get your own point of view, where you cannot rely on authority’ (Kakabadse, 1983)
31
Playing Politics
Power is a property of all organisations – politics reflects how power is put into action
Ethical or unethical behaviour?
Ends versus means?
The nature of competition
32
Control versus Participation
Scientific management – control
Continuum of behaviour depending on control of leader over the led
Unitarist and pluralist perspectives
Tells, sells, consults, joins
33
Selected reference list (online options in red)
Alvesson, M. (2002) Understanding Organizational Culture. London: Sage
CIPD (2014) ‘Keeping culture, purpose and values at the heart of your SME’
Collins, J. (1995) ‘Building Companies to Last’. Available at ‘https://www.jimcollins.com/article_topics/articles/building-companies.html
Emerson, R.E. (1962) ‘Power-Dependence Relations’, American Sociological Review, vol. 27, pp. 31-41.
French, J and Raven, B (1958) ‘The Bases of Social Power’ in Cartwright, D. (ed.) Studies in Social Power, Ann Arbor, Mich: University of Michigan Press.
Hofstede, G. (1990) ‘The Cultural Relativity of Organizational Practices and Theories’, in Wilson, D.C. & Rosenfield, R.H. (eds.), Managing Organizations: Text, Readings and Cases, London: McGraw-Hill.
Peters, T. and Waterman, R.H. (2004) In Search of Excellence: Lessons from America’s Best-Run Companies, Exmouth: Profile
Schein, E.H. (1985) Organizational Culture and Leadership: A Dynamic View, San Francisco, CA: Jossey-Bass
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Breakthrough Leadership Skills MN7028
Topic 11: Diversity and Inclusive Leadership
1
1
Learning Outcomes for this session
Compare/Contrast Equality agenda with Diversity agenda
Current situation
The business case
Solutions
2
Equality and diversity – background and context
Societal context – landmark legislation in UK includes: Race Relations Act, 1965; Equal Pay Act 1970; Sex Discrimination Act 1975; Disability Discrimination Act 1995; Equalities Act 2010…. Extension to organisational users/customers as well as employees.
Equal opportunities policies
Managing diversity – origins in radical social movements in USA; ‘diversity’ a multiplicity of differences beyond gender and race; concept of diversity adopted and promoted in late 20th century as a response to challenges presented by demographic change
3
Consolidation: Equal Opportunities under Equality Act 2010
Acknowledgement that some groups in society face discrimination.
Legislation by Government
The Equality Act (2010) brings together the legislation governing all forms of discrimination in the workplace and established the right of everyone ‘to be treated fairly’ and ‘in exactly the same way’ (CIPD, 2017)
Fair access, treatment and promotion (orgs)
Equal Opps. policies (orgs)
Positive actions encouraged (orgs)
Positive discrimination illegal
4
Scope of legislation:
Some areas of discrimination covered by law include
age
disability
gender reassignment
marriage and civil partnership
pregnancy and maternity
race (including ethnic origin, colour, nationality and national origin)
religion or belief (including philosophical belief)
sex
sexual orientation
5
The equal opportunities approach
Concern of social justice and equality in line with the humanistic tradition of HRM
Employers’ responsibility to ensure legal compliance and counter discrimination
‘Equality proofing’ of organisational policies and practices – e.g. in recruitment and selection
Targeted groups and positive action (e.g. Police Force).
6
Managing Diversity
‘The basic concept of managing diversity accepts that the workforce consists of a diverse population of people. The diversity consists of visible and non-visible differences which will include factors such as sex, age, background, race, disability, personality and workstyle. It is founded on the premise that harnessing these differences will create a productive environment in which everybody feels valued, where their talents are being fully utilised and in which organisational goals are met’. (Kandola & Fullerton, 1998)
7
The “Managing Diversity” approach
Link with a more strategic model of HRM
Intended to engage and interest everyone (particularly managers) in promoting organisational inclusion and equality
Focus on individual, rather than group, differences.
Encompass all the ways that people differ, not just those associated with discrimination and disadvantage
Push the centrality of the ‘business case’ – economic, rather than moral, rationale for diversity
8
Current context
References to equality or diversity may create competing discourses
Distraction of working towards a target > tokenism?
9
Processes for achieving equality/diversity
Equality agendas:
Equal chance
Equal access to (all) opportunities
Equal mechanisms to progress
The short versus the long agenda
Human Capital agendas:
As above but beyond compliance with law) they may be fragile, and influenced by commercial expedience.
10
Positive Action for achieving equality/diversity
Encourage applicants from an under-represented group to apply for roles
Encourage applicants from an under-represented group to take training and development opportunities which will increase access to roles
Build mentoring schemes inside firms.
11
Links with HRM
Social justice
Humanistic traditions of HRM
Commitment
Transcends legal compliance
Human capital
Economic expediency
Driven by business interests
Concerned with maximising efficiency
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Alignment with HR strategy
Recruitment and selection
Appraisal and reward
Training and development
Culture change
How realistic is a strategic approach to equality?
13
Key elements of the business case
Enables organisations to recruit employees from the widest pool of talent
Diversity is linked in some studies with greater creativity and innovation and superior performance
People are more engaged in organisations with a diverse set of employees
14
Enables organisations to recruit employees from the widest pool of talent …
Neurodiversity
Movement to work
Older employees
Ex convicts?
15
People are more engaged in organisations which encourage a diverse set of employees
Culture
Networks
Safe environments where people can be authentic and self-actualised
16
Stonewall, 2010
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Employee engagement
Stonewall (2010) ‘concealing sexual orientation at work reduces productivity by up to 30%’
Catalyst (2009) LGBT employees in organisations with networks, resource groups and/or mentoring programmes are 7% to 16% higher in their workplace experience scores.
18
Managing Diversity
What do you think the figures are in terms of women and ethnic minorities in the workplace?
19
Continued under-representation of women and ethnic minorities…
Gender split in the UK workplace is now around parity.
However in the board room there is still a gender imbalance (circa 33% women to 77% men) ( www.gov.uk, 2020)
Over half of FTSE 100 firms have no ethnic minorities on their boards at all and they occupy 2% of the positions overall (City AM 2017).
Male BAMEs 6% and female BAMEs 3.8% of FTSE100’s board roles (DiversityQ, 2020)
Pay discrepancy: https://www.theguardian.com/uk-news/2018/mar/10/top-paid-men-women-gender-gap
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Managing cultural diversity
Impact of globalisation, increased movement of people and internationalisation of business
Focus on ‘culture’ as a key dimension of difference
Emergence of cross-cultural management as a distinctive field of theory and practice
Key theorists include: Hofstede, Trompenaars, Hall…
21
Selected references
CIPD (2018) Diversity and Inclusion at Work. Facing up to the Business Case
Accessed 13/03/19 at CIPD website
Cockburn, C. (1989) ‘Equal opportunities – the short and long agenda’ Industrial Relations Journal 20/3 213-25
French, R. (2015) Cross-Cultural Management in Work Organisations (3rd edition) London: CIPD
Kirton, Gill, and Anne-Marie Greene. The Dynamics of Managing Diversity : A critical approach, Taylor & Francis Group, 2015. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/londonmet/detail.action?docID=2126963.
Noon, M. (2007) ‘The fatal flaws of diversity and the business case for ethnic minorities’ Work Employment and Society 21/4 773-84
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Breakthrough Leadership Skills MN7028
Topic 8: Interpersonal Communication
1
1
Learning Outcomes
To understand communications channels and barriers to effective communications.
To explore some of the particular challnges of cross cultural business communication.
To consider the importance of influence, persuasion, assertiveness and negotiating in communicating with others.
To examine the sources and nature of conflict within organisations.
To describe the importance of networking within and between organisations.
2
The Communication Process
An interpersonal process of sending and receiving symbols with messages attached to them.
The exchange of messages between people for the purpose of achieving common meanings (Guirdham, 1995)
Communication is effective when the intended meaning of the sender is identical to the interpreted meaning of the receiver.
3
The Interactive Process of Interpersonal Communication
4
4
‘Noise’: Distortions in the Communication Process
Poor written or oral expression.
Failure to recognize nonverbal signals.
Physical distractions.
Status effects.
Using the wrong “channel”
5
Typical applications for Written versus Face to Face communication
Written channels work best when:
Messages are simple and easy to convey.
Require extensive dissemination quickly.
Convey formal policy or authoritative directives.
Spoken channels work best for messages that:
Are complex or difficult to convey where immediate feedback is needed.
Attempt to create a supportive, even inspirational, climate.
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One Way and Two Way Communication
One way
Fast
Looks efficient but often inaccurate
Needs planning
Less threatening to the sender
Receiver can feel frustrated
Guirdham, 1995
Two way
Slow
Looks inefficient but often more accurate
Planning is less essential
Sender is more vulnerable
Receiver more likely to feel confident
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Richness
Channel richness is the capacity of a communication channel to carry information in an effective manner.
Low channel richness is impersonal, one-way, and fast.
High channel richness is personal, two-way, and slow.
Managers need to choose a channel with the appropriate richness for the communication.
8
8
Communication Media: Examples of Media Richness
Face-to-face dialogue *
Videoconference *
Telephone conversation *
* Voice mail
* Informal letters/memos
* Organization’s own videos
* Formal written documents
* Formal numerical documents
Single
Multiple
Fast
Slow
Speed of
Personalized Feedback
Cues and Language
* Organization’s Web site
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Some other causes of noise in communication
Hearing what we expect to hear
Perceptions about the communicator (status/non-verbal)
Influence of own reference group
Different meanings (cultural or semantic)
Emotional context
Organisational size
10
Overcoming Communications Barriers
Adjusting to the world of the receiver (put yourself in their shoes if you can)
Using feedback
Using reinforcement
Using direct, simple language
Reinforcing words with actions
Using multiple channels
Reducing problems of size
11
Vertical (one way) communication in Organisations
Common in traditional (more hierarchical) organisations.
Delivers organisational efficiencies (can be done in volume and with weight of authority)
Top down but may be too blunt a vehicle for the message and sometimes polyphasic (so slow and/or unpredictable to reach conclusion)
Impersonal
12
Other issues with Vertical (one way) communication
Interpretive perspective of communication
Employees may react differently to the same messages
Language and symbols used to create and shape peoples social realities
Communication is not a linear process – many variables affecting process
Organisational members capture complex experiences that are a combination of sense, emotion, reason and imagination using narration and story telling to impart meaning
13
Communications Media
Written systems
These include reports, magazines, newsletters, bulletins,
New technologies for communication
Informational databases, electronic mail systems, voice mail systems, cellular/smart phone systems
Text
14
Communication Technologies and Behaviour in “busy” contexts
Communication can become more impersonal
Interpersonal skills may diminish – less tactful, less graciousness
Non-verbal cues lacking
Altered social context
Information overload – email?
Email -encourages polyphasic activity
15
Communicating across cultures
“Communication is only possible between people who to some extent share the same system of meaning” (Trompenaars and Hampden-Turner, 1997)
“It is possible to know the language, and even have in one’s possession adequate translations, without grasping the meaning of what is being said and done” (Much, 1995)
16
Culture and communications
Language and communication issues are intertwined with cultural differences
Culture represents shared ways of life and understanding, thus culture is itself a process of communication
Culture is reflected in language, but language is not necessarily tied to a specific culture e.g. versions of English
Interconnections of language and culture – Japanese language ‘too polite’ and decision made to use English as language of key meetings and documents at Nissan (FT 5th May 2001)
17
Language issues
The significance of language is a relatively neglected area in the study of MNCs …
Language a barrier, resource or source of power
Important role of ‘language mediators’
Importance of language fluency for career progression
Competence may be masked behind language barrier
Different levels of language competence – ‘proportional facility’
Cognitive strain
18
Vaara et al (2005): case study of a cross-border merger between Finnish and Swedish banks
Swedish was originally chosen as the ‘senior management language’ of the new company
Interpreted by Finnish speakers as sign of Swedish dominance, placed them at linguistic disadvantage
Language training was limited to those in daily contact with Swedes
Situation further complicated by the existence of two versions of Swedish
Efforts by Swedes to learn some Finnish symbolically important and appreciated by Finns
Corporate language changed to English…
19
Model of cross-cultural communication (from Haworth and Savage, 1995)
Area of common understanding
Person from culture A
Person from culture B
20
Phenomenal
Field
Phenomenal
Field
Dynamics of cross-cultural communications
Explicit/implicit messages (sender)
Apprehended/inferred messages (receiver)
Speech pragmatics or characteristic communication patterns – including conventions and rituals (e.g. greetings), jokes, emotional expression, tolerance of silences, pace or ‘music’ of speech
21
High & low context communication
Context: information that surrounds an event
High context communication
Assumes the listener is already ‘contextualised’ ; reliance on the overall situation to interpret messages
The explicit messages can be elliptical
Low context communication
Relying more on the explicit verbal content of messages; context less important than content
Associated with more accessible, fluid, cultural environments
Hall, E. (1976)
22
Communicating between High and Low context environments
In low context environments, communicators tend to:
Avoid ambiguity
Come to the point quickly
Fill silences where possible
In high context environments, communicators tend to:
Talk indirectly (and so may be ambiguous to outsiders)
Use silence to convey a range of meaning.
23
Different principles underpinning management feedback
Down-graders, understatement, hedgers (UK?)
Upgraders (Germany?)
Directness (NL?)
Sparing with compliments (Fra?)
Confidentiality (Asia)
24
Active Listening
The process of taking action to help someone say exactly what he or she really means Understand the feeling and respond to this – patience/simple acceptance.
Focus on the content and avoid making judgements
Understand the feeling and respond to this
Paraphrase and restate the message
Don’t interrupt
Don’t question the facts
Listen to what isn’t said –note all cues, verbal and non-verbal
25
Selected references
Brannen, M.Y., Piekkari, R. and Tietze, S. (2014) ‘The multifaceted role of language in international business: Unpacking the forms, functions and features of a critical challenge to MNC theory and performance’ Journal of International Business Studies 45, 495–507
Guirdham, M. (1996) Interpersonal Skills, Hemel Hempstead: Prentice Hall.
Hall, E. (1976) Beyond Culture. New York: Doubleday
Harzing, A-W and Feely, A. (2008) ‘The language barrier and its implications for HQ-subsidiary relationships’ Cross-cultural Management 15/1 49-61
Meyer, E. (2015) The Culture Map. New York: Public Affairs
Thomas, K.W., 1974. Thomas-Kilmann conflict mode survey. Tuxedo, NY: Xicom.
Vaara, E., Tienari, J., Piekkari, R. and Santti, R. (2005) ‘Language and the circuits of power in a merging multi-national corporation’ Journal of Management Studies 42/3 595-623
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Breakthrough Leadership Skills MN7028 Topic 9: Coaching 1
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Aims & Objectives 2
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The Vision accessible through the medium of coaching “What lies behind you and what lies in front of you, pales in comparison to what lies inside of you” Ralph Waldo Emerson 3
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Definition: What is Coaching? “ Coaching could be seen as a human development process that involves structured, focused interaction and the use of appropriate strategies, tools, techniques to promote desirable and sustainable change for the benefit of coachee and potentially for other stakeholders.” (Cox E., Bachkirova .,Clutterbuck D., (2011) The Complete Handbook of Coaching, p1)
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Coaching "Coaching is unlocking a person’s potential to maximise their own performance. It is helping them learn rather than teaching them" Whitmore, J., Coaching For Performance, (2004) 3rd edition published by Nicolas Brealey Publishing ISBN: 1-85788-303-9. In quoting this he is referring to the original writing of Timothy Gallway in the Inner Game Of Tennis in which he takes what was seen by many as a ground breaking approach to improving performance i.e. the individual’s internal obstacles are often more daunting than external ones, therefore what is more important is the individual’s own learning, rather than teaching from an external source. The (Inner Game of Tennis by W.Timothy Gallwey (Paperback – 5 Sep 1986) ISBN: 978-0330295130
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Coaching Coaching is recognised as a powerful vehicle for increasing performance, achieving results and optimizing personal effectiveness (Cox E., Bachkirova.,Clutterbuck D., (2011) The Complete Handbook of Coaching, p211) 6
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Key issues when Coaching Coaching is not Counselling (you are not qualified!) Ethical practice : as it uses psychology: Role of Power and Influence Coaching relationship is key : Have clear boundaries/ parameters: Coach – not the expert Coachee is always in control and decides which topic and action to take and when Coach is facilitator- Must be objective – Removes their own opinions/ideas/limitations/ bias/prejudice from coaching session – it’s not about the coach, so avoid it becoming ego-based Clarity – be clear on what can be achieved in 1 session /X number of sessions. Usually short term. However CEO’s often have regular coaching sessions
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8 Coaching requires : Emotional Intelligence The ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions. According to John D. Mayer and Peter Salovey , two of the leading researchers on the topic, emotional intelligence (EI) Coaching People Skills Motivating others. Interacting with peers, employees, clients, superiors
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Some categories of coaching 9
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Coaching Relationship Model (5 elements of successful and effective coaching) Coachee Coach Beliefs/ experience/ background Organisation/ Environment/ Stakeholders Setting ethical standards (Cox E., Bachkirova .,Clutterbuck D., (2011) The Complete Handbook of Coaching,) RELATIONAL
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Which COACHING STYLE? 11
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CORE Coaching Skills:
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13 Coaching Checklist: Build Rapport: Are you the right ‘fit’ as a coaching team? You can only coach someone who A) Wants to be coached and B ) Gives permission to be coached so check they really want to be coached Use Listening / Questioning Create Empathy ( not sympathy) to Empower Disclosures : Legal requirements Let the Coachee lead – they are in control – ALWAYS This is about them – not you The Coachee can change goal/ end coaching relationship Ask before you Challenge – calmly, respectfully. E.g may I challenge you on that? With your permission.. Always get permission before progressing You can end coaching relationship if coaching is not being effective or you are uncomfortable
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14 (T-)GROW Model Sir John Whitmore from his classic coaching book, "Coaching for Performance."
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Considered best practice by successful coaches It was advocated by Sir John Whitmore in his classic coaching book, "Coaching for Performance.“ You will practice using this model for your coaching role play The T- GROW model presents a way of identifying an issue, working on the issue and finding a way forward. It stands for… 15 What is the (T-)Grow model?
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TOPIC The topic is actually the starting point. The client sets the topic and has full control of session. Be clear what you can and cannot ‘coach’ someone on, i.e. coaching is not counselling. The GROW model is the T-GROW model. Before you find the goal, establish the topic. This can relate to the longer term coaching goals that the client is working on. Be clear on this before moving onto the next stage. The topic will give the overall context to the coaching. 16
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The Model 17
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Reality 19
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Reality Activity – do a “Reality Check” on where you are with regard to the goal you have just identified. Where are you currently with it? Is your goal “realistic”? What evidence is there that you can achieve it? 20
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Options 21
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Options Activity – think of as many options as you can for your coaching topic – even/ especially outrageous ones! what is available for you to do? Now? In a month? – write down 10 options 22
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The Wrap-up 23
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It’s not linear 24
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Coaching Issues Coaching is not Counselling Ethical practice: as it uses psychology Have clear parameters: Role of Power and Influence Coach – not the expert Coachee is always in control and decides which topic and action to take when Coach is facilitator- Remove your own opinions/ideas/limitations/ bias/ prejudice from coaching session – it’s not about you! Can become ego-based Clarity – be clear on what can be achieved in 1 session / number of sessions. Usually short term however CEO’s often have regular coaching sessions
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Coaching Activity: 45 Mins Now, in trios you are going to do a role-play scenario Coach – Coachee – Observer (15 mins each) Use the T-GROW model to see how well you can coach your colleague Take turns to coach each other The Observer will give feedback to both – using the feedback improve your skills Write down what you learn to feedback in main group
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Coaching Reflections 27
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Relevant Reading: Carnegie, D. (2007) How to Win Friends and Influence People, Vermilion Clutterbuck, D. Megginson, D. (2009) Further Techniques for Coaching and Mentoring, Butterworth Heinemann Covey, R, S. (2004) The 7 Habits of Highly Effective People, Simon & Schuster Cox E., Bachkirova T., Clutterbuck D., (2011)The Complete Handbook of Coaching Downey, M. (2003) Effective Coaching Lessons from the Coach’s Coach, Texere Fitzgerald, C and Garvey Berger, J. (2002) Executive Coaching: Practices and Perspectives, Davies- Black Garvey, R.Stokes P and Megginson D. (2012) Coaching and Mentoring: Theory and Practice 28
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Relevant Reading (contd.): Gallwey, T. (1986)The Inner Game of Tennis, Pan Books Gallwey, T. (2000)The Inner Game of Work, Pan Books Harvard Business Essentials, (2004) Coaching and Mentoring, How to Develop Top Talent and Achieve O’Connor, J. (2004) Coaching with NLP: How to be a Master Coach, Element Stronger Performance, Harvard Business School Press Whitmore, J. (2009) Coaching for Performance, 4th Ed. Nicholas Brealey Publishing Whitworth, L. Kimsey House K. and Kimsey House, H. (2004) Co-Active Coaching, Changing business; Transforming Lives, 4th Ed. Nicholas Brealey Publishing; 29
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Introduction to the practice of coaching and the theoretical frameworks which underpin coaching and practice: T-GROW Model Coaching as part of Leadership ‘Toolkit’. It is also a Leadership approach To provide an overview of the principles and practices of business coaching To develop key coaching skills to use in the workplace Coaching in Practice: Learn to coach and be coached in an ethical and respectful manner
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Introduction to the practice of coaching and the theoretical frameworks which underpin coaching and practice: T-GROW Model Coaching as part of Leadership ‘Toolkit’. It is also a Leadership approach To provide an overview of the principles and practices of business coaching To develop key coaching skills to use in the workplace Coaching in Practice: Learn to coach and be coached in an ethical and respectful manner
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Sports coaching Life coaching Executive Leadership coaching Neuro -linguistic Programming (NLP) Coaching
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Sports coaching Life coaching Executive Leadership coaching Neuro -linguistic Programming (NLP) Coaching
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DIRECTIVE? Experienced coach NON-DIRECTIVE? More explorative
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DIRECTIVE? Experienced coach NON-DIRECTIVE? More explorative
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Behavioural Approach LISTENING 1950 – 1970 EMPATHY REFRAMING: CREATE SHIFT FROM FAILURE TO SUCCESS QUESTIONING
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LISTENING Behavioural Approach QUESTIONING 1950 – 1970 EMPATHY REFRAMING: CREATE SHIFT FROM FAILURE TO SUCCESS
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G- oal – what is the goal? R – eality What’s the reality? O- ptions What options? W-rap up the session/ Way forward.
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G- oal – what is the goal? R – eality What’s the reality? O- ptions What options? W-rap up the session/ Way forward.
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Goal Goal definition is essential – it needs specifics/ clarity / detail/ timing – can relate to SMART objectives ACTIVITY : Write a goal for yourself now e.g. presentation skills
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Goal definition is essential – it needs specifics/ clarity / detail/ timing – can relate to SMART objectives ACTIVITY : Write a goal for yourself now e.g. presentation skills Goal
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The R of the Grow model stands for REALITY. Before you can achieve your goal. You first need to know where you are. In NLP 'reality' is referred to as the 'present state’. The job of the coach is to ask clarifying questions. Don't judge, don't try to fix. Focus is on the where the coachees see themselves. The purpose is to become clear of the starting point.
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The R of the Grow model stands for REALITY. Before you can achieve your goal. You first need to know where you are. In NLP 'reality' is referred to as the 'present state’. The job of the coach is to ask clarifying questions. Don't judge, don't try to fix. Focus is on the where the coachees see themselves. The purpose is to become clear of the starting point.
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Once you know where you are – i.e. REALITY- then consider the OPTIONS. Client must be really be open to possibilities Expand ideas – V Imp often need to challenge client – respectfully EXPLORE – Find out what is available for the client to do – ALL possibilities Identify ALL key options to be actioned Client COMMITS to taking specific action on specific date – must be written
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Once you know where you are – i.e. REALITY- then consider the OPTIONS. Client must be really be open to possibilities Expand ideas – V Imp often need to challenge client – respectfully EXPLORE – Find out what is available for the client to do – ALL possibilities Identify ALL key options to be actioned Client COMMITS to taking specific action on specific date – must be written
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Finally the W of the GROW model stands for WRAP-UP . Client agrees on an option and commits to take action Way Forward ACTION- What will the client do/ Commitment is vital/ When?
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Finally the W of the GROW model stands for WRAP-UP . Client agrees on an option and commits to take action Way Forward ACTION- What will the client do/ Commitment is vital/ When?
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The GROW model is not a strictly linear process. You can move around it as you clarify things. It's quite likely that when you get to 'WRAP-UP' you will return to REALITY and/or OPTIONS to move things forward- or even review the Goal
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The GROW model is not a strictly linear process. You can move around it as you clarify things. It's quite likely that when you get to 'WRAP-UP' you will return to REALITY and/or OPTIONS to move things forward- or even review the Goal
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Reflect on your Coaching What key coaching skills have you learned – what did you find easy/ hard? How might you integrate Coaching into your future leadership?
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Reflect on your Coaching What key coaching skills have you learned – what did you find easy/ hard? How might you integrate Coaching into your future leadership?
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Coaching Catherine Heming Natalie Langley 7 2020-11-30T21:44:35Z 2023-09-27T18:38:57Z
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0 1879 Microsoft Office PowerPoint Widescreen 238 29 12 0 0 false Fonts Used 7 Theme 2 Slide Titles 29 Arial Calibri Calibri Light Lucida Sans Unicode Rockwell Times New Roman Wingdings Atlas 1_Default Design Breakthrough Leadership Skills MN7028 Aims & Objectives The Vision accessible through the medium of coaching Definition: What is Coaching? Coaching Coaching Key issues when Coaching PowerPoint Presentation Some categories of coaching PowerPoint Presentation Which COACHING STYLE? CORE Coaching Skills: PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation The Model Reality Reality Options Options The Wrap-up It’s not linear Coaching Issues Coaching Activity: 45 Mins Coaching Reflections Relevant Reading: Relevant Reading (contd.): false false false 16.0000