Effective Leadership for Supervisors and Managers

Training aims
 To provide the organisation with supervisors and managers capable of leading
the team to meet desired goals and objectives.

 To enhance and grow the supervisor by providing skills, knowledge and

attitudes required to better lead teams to the benefit of all stakeholders.

 To ensure supervisors are able to articulate the vision, mission and values of
the organisation to team members so as to better provide direction and job
definition.

 To ensure the delivery of extraordinary service providing a unique guest

experience through correct application of leadership skills.

Training objectives
Upon successful completion of this program, participants should be able to:

 Demonstrate knowledge of the roles, responsibilities and functions of

supervisors and managers.

 Utilise time management techniques in their area of specialisation.

 Analyse key components of activities in their departments and organise staff

and resources according to priorities while determining contingency planning.

 Critically analyse their leadership style and apply variations where situations
may require it.

 Display techniques that enhance team commitment and ensure team members
feel their efforts are appreciated.

 Apply positive reinforcement techniques to enhance (reward) good performance

from team members.

 Understand the role of motivation in team member performance and apply

methods according to situations and team member characteristics.
 Apply appropriate leadership skills to a variety of situations including
communicating with team members, giving instructions and delegation.

 Demonstrate skills in counselling employees for performance deficiencies.

Goals and Objectives

A goal is a broad statement of what, overall, the aim is. This could be to be the
best, to win, to be seen as the most reliable, to be the cheapest, etc.

An objective states how a goal will be achieved. It is a specific, measurable

target, such as selling 20 units per month, making 100 units in two hours, or
cleaning one room in 20 minutes.

A goal states what you want; an objective states the target you need to reach to
know that the goal has been achieved.

Understanding Goals and Objectives

From the list below indicate which would be considered as a goal (G) and which
would be an objective (O).

1. The telephone is to be answered within three rings. ( )

2. We will provide efficient service to our guests ( )

3. A guest will not be kept waiting at the front desk longer than two minutes
before being acknowledged ( )

4. To be known as the provider of the finest quality linen products ( )

5. To be the best at what we do ( )

6. To have increased occupancy rates by 15% by July 2008 ( )

7. To have the highest occupancy rates of any hotel in the area ( )

In the space below:

1. Write a goal suitable for your department or section.

2. Write an objective suitable for your department or section.

Leadership

Leadership is “the human factor which binds a group together and energises and
motivates it towards the achievement of group goals” or “a set of interpersonal
behaviours designed to influence employees to co-operate in the achievement of
objectives”.

A good leader is someone who:

 people want to follow, but do not have to follow.

 can extract high levels of effort willingly from team members. They do this by
providing a vision, clear objectives, advice, guidance, encouragement, direction
and control.

 creates a positive work environment that motivates people to want to achieve.

Managers vs Leaders
Managers: appointed and have formal authority

Leaders: have managerial authority and can influence others

Functions of managers:

Planning: if you fail to plan, you plan to fail.

Organizing: if you can not organize yourself, you can not organize others.

Leading: involves the greatest part of a supervisor’s time. Having people

exert higher levels of effort than minimum compliance.

Controlling: quality, quantity, time, people, safety, and inventory.

Paper Plane Exercise

Instructions for participants

Your group is the complete workforce for the Paper Plane Manufacturing Corp, and
you are the manager. Your company is a leader in the manufacture of paper planes,
but recently you have some competition. The Government has issued a contract to
a number of companies for the manufacture of its latest plane, so you will be
competing against other teams for the final contract.

 Your task is to make as many acceptable planes within a three minute time
period.

 First you must make a bid for how many planes you think your group can make
in three minutes.

The scoring is set out below

 The Government will pay $20,000 per plane that is acceptable.

 A penalty of $25,000 per plane will be subtracted for failure to meet your
quoted bid.

 Labour costs and overheads will be computed at $250,000.

 Cost of materials is $3,000 per plane that you bid – If you bid ten (10) but only
make eight (8), you must pay the cost of materials for those that you failed to
make or that did not pass inspection.

 You will have time to practice and plan and organize.

 Use the assembly instructions on the following pages.

Calculations:
Bid: [ ] Aircraft x $20,000 per aircraft = ________________

Result:
Income: [ ] Aircraft x $20,000 per aircraft = ________________
Less $250,000 overheads: ________________
[ ] x 3,000 cost of raw materials: ________________
[ ] x 25,000 penalty: ________________
Profit: ________________
Question sheet: paper plane activity

1. In the space below, write a statement that sets out the goal of your group.

2. In the space below write a statement that sets out your objective.

3. Who will be responsible if this target or objective is not met?

4. List an important decision that has to be made in relation to this project.

5. Who is responsible for making this decision?

Instructions
Step 1
Fold an 8 1/2 x 11 inch sheet of paper down the middle of the
long dimension. Don't panic. Just look at the pictures. On the
left I'll show you what you're starting with, and I'll mark (in blue)
where you're going to fold. On the right you'll see what you
should end up with after each step.
Step 2
Next fold the two upper corners in at a 45-degree angle. Be
careful here to line these up, and do not let the flaps cross the
middle of the paper. Use the middle fold as a guide.

Step 3
Fold the upper point over and crease.

Step 4
Next fold the new upper corners in at a 45-degree angle. Be
careful here to line these up, and do not let the flaps cross the
middle of the paper. Use the middle fold as a guide.

Step 5
Undo step 4 (We need the creases for the next step)

Step 6
Using those creases as a guide, fold the corners as shown.
What we are doing is building up an airfoil at the leading edge
of the wing.

Step 7
Using the edge of paper as a guide; fold the corners again, as
shown.
Step 8
Make the final fold for the wing leading edges.

Step 9
Fold the tip over. Look closely at the drawing, don't fold too
much, we just want to take the sharp edge off the nose.

Step 10
Fold the plane in half.
The angled lines below the picture show what the plane would
look like from the back.

Step 11
Fold the wing over to form the fuselage. Make the body nice
and even. (You can see that it's even if the trailing edge of the
wings makes a nice straight line)

Step 12
Flip the plane over, and fold the other wing.

Step 13
Lay the plane out flat.

Step 14
Fold the winglets as shown. Make them about 3/4 of an inch
(About 20 mm).
Step 15
Flip it over, and shape the wings as shown. Now take it
outside!
Leaders and power

Power is the ability to influence decisions or the actions of others.

This is usually achieved through one or more of the following:

 Coercive power: fear-based; the ability to punish, sanction, force

 Connection power: networks, connections, who knows whom

 Expert power: acknowledged expertise, skills. Must be credible, trustworthy,

relevant

 Information power: access to information, gatekeeper.

 Legitimate power: the power of the position you hold.

 Referent power: personal traits, charisma, the “halo” effect.

 Reward power: perceived ability to provide valued rewards.

Formal versus informal leaders

Informal leaders are those not in direct positions of leadership but are recognized
as leaders nevertheless. Accordingly, they must rely on “authentic leading” rather
than “power-wielding” tactics available to formal leaders

 Position power

 Personal power

 Technical/skills power

 Social leader

Leadership styles
Leaders’ concern for team members and production

The ‘Managerial Grid’ is a two dimensional portrayal of leadership based on the

leader’s concern for people and concern for production.

 Concern for team members: emphasizes interpersonal relations, takes a

personal interest in the needs of subordinates and accepted individual
differences.
 Concern for production: emphasizes the technical or task aspects of job,
concerned with accomplishing tasks.

There are nine possible positions along each axis into which a leader’s style may
fall.

 The grid does not show results, but rather the dominating factors in a leader’s
thinking in regards to getting results.

 There are five key positions on this grid. By completing a questionnaire (which
can be found online), leaders can determine where they are placed in relation to
their concern for production and concern for people. These key positions are:

 Impoverished - The leader exerts a minimum of effort to accomplish the

work.

 Authority (Task) - Leader concentrates on task efficiency but shows little

concern for the development and morale of subordinates.

 Country Club - Leader focuses on being supportive and considerate of

subordinates to the exclusion of concern for task efficiency.

 Middle of the Road - Adequate task efficiency and satisfactory morale are
the goals of this style.

 Team - The leader facilitates task efficiency and high morale by coordinating
and integrating wok-related activities.

(1,9) Country (9,9) Team

Club Management
Management
(5,5) Middle of
the Road
Management
(1,1) (9,1) Task
Impoverished Management
Management

1 2 3 4 5 6 7 8 9
Concern for production

It is important to apply different leadership styles for different team members

because of differences in ability and willingness.
 Willingness: level of motivation, enthusiasm, cooperation.

Ability: level of technical expertise, knowledge, experience.

Hersey and Blanchard’s situational theory

Depending on the situation, the leader will behave in one of the following ways:
telling, selling, participating or delegating.

The leader should evaluate subordinates and adopt the appropriate leadership style,
based on the following diagram.
High ability Lower ability
Lower willingness High willingness

Participate Sell

Delegate Tell

High ability Low ability

High willingness Low willingness

Transactional leaders and transformational leaders

Transactional leaders: A transaction or exchange process between leaders and

followers, whereby the leader appeals to the follower’s self-interest. Leaders who
guide or motivate their followers in the direction of established goals by clarifying
role and task requirements.

Transformational leaders: Leaders who provide individualized consideration and

intellectual stimulation, and possess charisma.
 Applying the situational leadership model

Low

Willingness

Motivation

Enthusiasm

Co-operation

High
High Low
Ability, Skill level, Knowledge, Experience, Quality

Instructions

Rate your team members on their ability and their willingness. Draw lines and
determine where they intersect. This should give you the quadrant and highlight
the appropriate leadership style you should adopt for that team member.
Case Study

CiCi is returning from her weekly management meeting. As Manager of the Hotel’s
Housekeeping Department she is concerned. Her GM has just explained that due to
budget cuts, the hours of some casuals will have to be cut across all Departments
of the hotel.

When she put it to the GM that her staff were stretched as it was, he had simply
replied; “CiCi I’m asking you managers to get behind me in this. I know we can
trade out of this trouble, and in the end we will be a better organisation for it. The
eyes of other hotels in our chain are on us and it will be beneficial to all of us if we
can get this right. Now I don’t want a drop in standards. CiCi, now more than ever I
need you to use your leadership skills in ensuring those standards are maintained
in your section.”

CiCi knows that she is going to have to find a way of reducing the clean time for
each room. But she is nervous about imposing new schedules and methods on her
workers. “What if they disagree with my plan?” she thinks, “Maybe they might even
refuse and work slowly. My boss would think I was not running my department
properly.”

Back in her office, the phone rings. It is Front Office asking her to prepare rooms on
the fifth floor even though Front Office knows that these are not scheduled until
12.00 noon. “Look, sorry about this CiCi, but as the GM says we all have to pull
together”, says Andy on the desk.”

CiCi decides that she had better handle this in such a way that she will be able to
both get the job done and keep her staff onside and motivated.

She quickly reviews which of her staff could be used to start on the fifth floor and
decides that both Alice and Candy would be available. Both staff members however,
would have to take some short cuts in what they are presently doing to get onto
the fifth floor in time.

Alice has been with the department for many years and is a knowledgeable and
enthusiastic worker. Alice can be trusted to get work done.

Candy has been with the organisation for the same amount of time as Alice but was
moved into housekeeping because of her inability to get on with customers. Her
knowledge is not strong and she likes to take many breaks. She is not really
capable of taking responsibility.
Questions

In terms of the leadership continuum, what style of leadership is the GM

demonstrating?

Why would he be using this style and not any other?

To use this style of leadership effectively what characteristics or background do you

think is important for the leader to have?

Explain a leadership style CiCi might use in implementing new work schedules and
practices other than the style used by her GM. List its advantages.

In terms of the Hersey Blanchard model, explain how you would get Alice to the
fifth floor job.

In terms of the Hersey Blanchard model, explain how you would get Candy onto the
fifth floor.
 Beliefs about people and work
Check the following statements and indicate whether you agree or disagree with the
statements:

Agree Disagree
1 Most people dislike work and will avoid it if they can.

2 People work only for pay.

3 Most people are happy not to take responsibility for things.

4 To get things done, people have to be coerced, controlled

and even threatened sometimes so they will put effort into
their jobs.

5 Most workers will slow their work rate down if they know
that their supervisor is not around.

6 Most people learn not only to accept but to seek

responsibility.

7 Most people prefer to be directed so they can just do as

they are told without having to worry about the
consequences.

8 Most people enjoy a challenge that is within their scope of

abilities.

9 Most people will exercise self control in the service of

objectives to which they are committed.

10 If given the choice most people would prefer not to do

anything that was either mentally or physically strenuous.

11 Most people have more to give to their jobs than just their
time and skills. They also have creativity, innovation,
problem solving ability etc which they want to use in their
jobs.

12 For most people work is as natural as play and sleep.

Your trainer will discuss the results with you.

Effective delegation skills
Delegation is the assignment of authority and responsibility to another person to
carry out specific activities.

 Define what

 Define who

 Decide limits

 Use clear and concise language

 Inform others

 Monitor progress but don’t interfere

 Be respectful

Focus on the “outcome” unless the process is a critical element.

Ensure review and feedback are focused on “improvement” and the future
capabilities of the staff.

Developing
effective
delegation
Clarify
the
skills
Allow
the
assignm subordi
Specify Inform
ent nate to
the others
particip
range of of
ate
discreti Establis delegati
on h on
feedbac
k
controls
Delegate as a strategic use of resources, and as a strategic learning and
development process.

1. If you can possibly delegate, do so, to the person most appropriate in terms of
skills, abilities, responsibilities and developmental needs.

2. Delegate the authority and the responsibility, as well as the resources

3. Delegate in progress steps so that evaluation and review can occur.

4. Focus on the “outcome” unless the process is a critical element.

5. Ensure review and feedback are focused on “improvement” and the future
capabilities of the staff.

6. Delegate as a strategic use of resources.

Power, Leadership and Authority

The following depicts the last interactions between a Captain (CAPT) of an Airbus
and his First Officer (F/O), as recorded by the voice recorder retrieved from the
wreckage.

After reading the recording, discuss the questions and then report your answers
back to your class.

Explanation of terms

Go Around Mode/Lever: By flicking a switch the pilot can abort the landing so the
plane will automatically “go around” for another attempt.

Glidescope/path: A beam that guides the plane to the right angles for landing.

Stall: When the nose of the plane lifts too far, lift across the wings is lost and the
plane falls to the ground.

GPWS: Automatically warns the pilot when the plane is too close to the ground and
is not landing.
As they completed the Approach Checklist, Captain Wang, discussing the actual night
landing, encouraged First Officer Chuang to handle the aircraft himself at his own
discretion. “Do it by yourself,” he told the first officer. “Don’t ask me – you make the
decisions”.

The approach controller cleared the aircraft for the approach to Runway 34, and
instructed them to contact Nagoya Tower (TWR). The No. 1 autopilot was then
engaged in addition to the No. 2, and the approach continued.

8:07:37 pm Cpt Good evening – runway 34 approach.

8:07:43 pm TWR Good evening, report Outer Marker, Runway 34.

8:07:50 pm (First Officer exclaims as Airbus encounters turbulence)

9:08:26 pm F/O It seems aircraft often pick up another’s wake turbulence

here, doesn’t it? Is it because of the terrain? Today it
seems we are in wake turbulence from beginning to end.

With the first officer expressing his concern about wake turbulence, the captain gave
him advice on how to deal with it, then adjusted his own seat in preparation for the
approach.

8:08:35 pm CAPT Step further on the rudders…it will not sway so hard.

8:08:41 pm CAPT OK – localiser is alive…runway heading (is the) inbound

course.

8:08:55pm CAPT …that one in front – you’d better kill the speed a little bit.

8:08:59 pm F/O Sir – isn’t it a 747?

8:09:00 pm CAPT I can’t tell…but you’d better kill the speed a little more. Kill
it to 170…or, if we follow too closely, we’ll be turned over!

Over the next two min or so, as they continued their final approach in the dark, the
captain gave the first officer general advice on low altitude aircraft handling at night.

8:11:20pm F/O We are in it (the turbulence) on glidescope!

8:11:24pm CAPT We can do nothing about it – there are too many aircraft.

8:11.34pm F/O Then I’ll disengage it (the autopilot).

8:11:35pm CAPT OK – fly manually.

First Officer disengages both autopilots.

8:11:45pm CAPT Glidescope alive!

8:11:45pm F/O Yes sir – go around altitude 3000ft.

The go around altitude was then set in the glareshield ALT SEL (Altitude Selector)
window, shortly before the aircraft passed the Outer Marker, gradually dec speed.

8:12:23pm CAPT Nagoya Tower, Outer Marker!

8:12:26pm TWR Continue approach – No 1 touchdown.

8:12:41pm F/O Flaps 20! (sound of slat/flap lever).

8:12:56pm F/O Gear down! (sound of undercarriage extending).

8:13:13pm CAPT Gear down – three greens!

8:13:14pm F/O Flaps 30/40, speed V approach 140 – landing checklist pl

At this, cpt made a further selection of the slat/flap lever from 15°/20° to 30°/40°.

8:13:21pm CAPT (Calling landing checklist) landing gear down, three greens,
anti-skid normal, slat/flaps 30/40, spoilers armed, landing
lights on – landing checklist completed!

8:13:39pm TWR Cleared to land Runway 34, wind 290° at 6kt.

8:13:49pm CAPT There is a small crosswind from the left – all lights are on!

(to F/O)
Ten seconds later, as the aircraft was descending through 1070ft on QNH, the engine
thrust suddenly began to increase, the Landing Capability Change warning sounded
as the Flight Mode Annunciator display changed to GO AROUND, the aircraft tended
noseup, and the Airbus began to deviate about the glide path.

The first officer immediately countered the noseup tendency by pushing forward on
the control column, but succeeded only in levelling the aircraft off at about 1040ft.

8:14:10pm CAPT (Surprised exclamation)! You’ve – you’ve triggered the GO

level!

8:14:11pm F/O Yes, yes – I touched it.

8:14:12pm CAPT Disengage it!...you what…you watch..watch

outside…outside!

The first officer continued to push forward hard on the control column, deflecting the
elevators about 3.5° nosedown. But as he attempted to trim the aircraft nosedown to
reduce this force on the control column with his pitch trim switch, but autopilots
became engaged in the Command mode almost simultaneously. The first officer’s
action thus has no effect on the adjustable tailplane, because the pitch trim switch on
either control column is inhibited when one or both autopilots are engaged.

Furthermore, because the Flight Director was now in Go Around mode, the autopilots
also became engaged in the Go Around mode, and the adjustable tailplane began
moving noseup form minus 5.3° - directly opposite to the trimming effect the first
officer was attempting to apply.

8:14:23pm CAPT Push down! Push it down! Retard those throttles!

8:14:29pm F/O Uh…too high.

At this stage the captain saw that the Flight Mode Annunciator was still displaying GO
AROUND.

8:14:30pm CAPT You’re…you’re (still) using the Go Around Mode…it’s

OK…disengage again slowly…with your hand on.

The first officer evidently took action to change from Go Around, but for some reason
this was not achieved. The pitch trim switch was activated several times, apparently
in the nosedown direction but, as before, it has no effect. Instead, the adjustable
tailplane progressively moved to a setting of minus 12.3° (noseup).

8:14:41pm CAPT Push more! Push more!...Push more!

F/O Yes!

8:14:43pm CAPT Push down more!...it’s (still) in the Go Around mode!

Although the first officer apparently took some further action, again no change from
Go Around mode actually took place. With the aircraft’s pitch angle and AoA still
increasing and its speed decreasing, the first officer now increased the thrust slightly.

8:14:49pm Snd of AP Sir – autopilot disengaged!

dis F/O

Whether this action was taken at the first officer’s discretion or at the captain’s
instructions remained unclear, because the CVR record was masked by another ATC
transmission just beforehand.

8:14:51pm F/O Sir – I still can’t push it down!

8:14:58pm CAPT I…well…Land mode?

The aircraft’s pitch angle and its AoA were still increasing, while its speed was
continuing to decrease. When the AoA reached 11.5°, as the Airbus was continuing
to descend through about 570ft, the Alpha Floor function automatically activated,
suddenly increasing the engine thrust and airspeed. As a result, the Airbus’s descent
was checked and it began to level out.

8:15:02pm F/O (Urgently) Sir – throttle latched again!

8:15:03pm CAPT (Firmly) OK – I’ve got it, I’ve got it…I have got it!

Taking the controls, the Captain pushed his control column to its forward limit, and
retarded the thrust levers, but the aircraft continued to climb.

8:15:04pm F/O (becoming unnerved) Disengage. Disengage!

8:15:08pm CAPT (concerned and puzzled that the powerful noseup tendency
was persisting) What’s the matter with this?

8:15:09pm F/O (Still apparently urging the captain to disengage the auto-
throttle) Disengage! Dis…

Nonplussed that the pitch angle was continuing to increase, the captain reapplied
thrust, at the same time using the pitch trim switch to trim the tailplane nosedown.

8:15:11pm CAPT Go Level!...damn it, how come like this? (Snd of pitch trim).

But the aircraft’s climb steepened further, and its airspeed, which had increased,
began to decrease again.

8:15:14pm F/O (Urgently) Nagoya Tower, going around!

8:15:17pm (GPWS, as glidepath tolerances exceeded) Glideslope!

8:15:18pm TWR Roger – standby for further instructions.

(Sound of slat/flap lever selections).

In a normal go around, the slat/flap lever would be reselected back from the 30°/40°
position to 15°/20°. But from the number of times the lever’s sound was recorded, it
could have been moved back to 15°/0° position. Seconds later, at 8.15:27, the
sound of the lever’s downward movement was again recorded on CVR, and the DFDR
shows it was reset at the 15°/15° position.

At 8.15:20, both thrust levers was retarded almost simultaneously, No1 to idle
position but No 2 only slightly.

8:15:21pm CAPT (Shouting desperately) If this goes on it’ll stall!

8:15:23 (Sound of master caution – probably caused by tripping of

yaw damper).

8:15:26pm F/O Quick-push the nose down! (Sound of slat/flap lever – and
both thrust levers are pushed to their full thrust positions
again).
8:15:28pm (Sound of master caution probably caused by tripping of
pitch trim).

8:15:31pm (Sound of master caution probably caused by tripping of

autothrottle).

F/O (Seeing CAUTION message on ECAM display – probably

pitch trim – resets it) Set, set…push the nose down!

8:15:34pm CAPT It’s OK…It’s OK! Don’t hurry, don’t hurry!

F/O (Loudly and fearfully) Power!!

8:15:35pm Captain, still applying nosedown elevator, pulls control

column back in response to stall and steep descent.

8:15:37pm GPWS Terrain! Terrain!

CAPT Ahhhhhhhh!

F/O Power! Power! Power!

8:15:40pm (Continuous sound of Stall Warning).

CAPT Ahhhhhhhh!

F/O Power!

CAPT We’re finished!!

F/O Power!

CAPT Ahhh!

F/O Power! Power!

8:15:45pm END OF RECORDING (Moment of impact).

Communication Styles
Delegation

You are a supervisor with a particular task that you have decided to delegate.
Below are three typical reactions to your attempts to assign the task. For each of
them check the response you feel would be the best for you to make:

1. “Why me, can’t you find anyone else to do your difficult jobs?”
a) “No. I’m asking you to do it.”
b) “Yes, but you are the best person for the job.”
c) “Why do you feel this is a difficult task?”
d) “No. Its easy once you get into it and it’s important.”

2. “Gee, I’m not sure I can do that.”

a) “Well OK, I’ll find someone else.”
b) “Sure you can do it. Give it a try. You’ll find it easy.”
c) “Why do you feel that you could not do it?”
d) “Well, I think you can. That is why I chose you.”

3. “But don’t you want me to finish in room 309 first?”

a) “No. This is more important. Do this and then 309.”
b) “Can’t you do both at once?”
c) “Which do you feel is more important?”
d) “Can we find some way to get 309 done and this started in parallel?”