These conflicts begin as business, but quickly develop into emotional. They are rather destructive, because the “opponent-opponent” system itself is being eliminated (the leader in the vast majority of cases is “always right”), in addition, many current managers do not have sufficient experience and skills in working with personnel, trade unions and legislation poorly protect the rights of the employee.
From the point of view of the problem under discussion, it is important that some leaders believe that there is a certain universal style suitable for any situation, or constantly adhere to only one, even the most progressive style. This inevitably leads to vertical conflicts.. An effective leader must skillfully apply different styles, but they must always be adequate to the situation and the state of the team he manages. Where it is necessary to act quickly and firmly, for example, in extreme managerial situations, meetings should not be held in order to “lean on the team”. In situations that are well controlled and predictable, you can even transfer part of your management functions, this will be perceived as confidence.
Psychological studies have shown that long-term use of only one leadership style leads to professional deformation of the leader's personality, the development of negative character traits, stereotypes of perception and activity, which adversely affect performance and moral and psychological climate.
A special case that leads to strong emotional intractable conflicts is a leadership style called pseudo-authority. Unfortunately, pseudo-authority is very common and very tenacious. Its psychological essence is peculiar. Every leader has a natural desire to create some social distance with a managed team, which is a consequence of the existing advantages, strong qualities, which determine the effectiveness of the activity. This distance simplifies management, stabilizes relations - the staff does not question the decisions made by the head, strives to quickly and accurately implement them, respects the head, is influenced by his authority. If this distance decreases or disappears, it becomes much more difficult to lead., since the staff forms a different attitude towards the manager (“he is like everyone else, therefore ...”). Therefore, leaders seek to create such a distance. But how? Basically, there are two ways.
1. The first one is due to advanced personal and professional growth. In this case, authority is formed.
2. The second, when the leader himself "does not grow", - due to pressure, barriers and restrictions on the personal and professional growth of the team (literally - "keep and don't let go"). This is pseudo-authority.
The complexity of the problem also lies in the fact that quite a few of these leaders really had serious merits in the past, but then they stopped in their growth, and they decided to maintain the social distance that suited them at all costs.
· reasoning, demagogy- bright phraseology creates the appearance of the significance and scale of the activity;
· skepticism- it is often perceived as a manifestation of high intelligence, "the ability to see what is inaccessible to others";
· focusing on the little things- such leaders, even from the slightest mistake of their subordinates, are able to create an image of the catastrophe that they prevented;
· onslaught- "quick response" without serious preparation, is presented as the ability to anticipate the situation, "keep abreast";
· roughness and harshness- are presented as severity;
· creating an atmosphere of fear- "the boss must be afraid, otherwise there will be no discipline."
The most effective leadership styles depend on the "maturity" of the performers.
P. Hairsey and C. Blanchard in the framework of their "Theory life cycle» defined such a concept as the maturity of the working group:
“Maturity should not be defined in terms of age. The maturity of individuals and groups implies the ability to take responsibility for their behavior, the desire to achieve the set goal, as well as education and experience in relation to the specific task to be performed.
What is "maturity"
The concept of maturity is not a permanent quality of a person or group, but rather a characteristic of a particular situation. Depending on the task being performed, individuals and groups exhibit different levels of maturity. The assessment of this maturity is possible through the desire for achievement, the ability to take responsibility for behavior, as well as the level of education and experience of past work on assigned tasks.
After the completion of the formation processes, the group proceeds to a constructive solution of the tasks assigned to it. Its effectiveness is determined by the degree of maturity of the working group, which is the ratio between the need of the group as a whole for help and the need for psychological support.
"Help" here is understood as the provision of specific instructions, plans, resources, control in achieving the goal.
Four levels of group maturity
Elementary. At this level of maturity, the group experiences a high need for help and less need for psychological support. Members of such a group do not have sufficient abilities and capabilities to perform the task, but are motivated to complete it. Conventionally, this style of leadership can be called "Giving instructions."
Short. At the second level of maturity, the group retains a high need for help, but also acquires a high need for psychological support.
The group members already have some abilities, but do not yet have the full knowledge and skills to complete the task. In addition, they require some additional motivation to gain and maintain self-confidence.
Middle. The average level of maturity of the group suggests a decrease in the need for real help and a high need for psychological support. By this time, the group members had acquired the necessary abilities, knowledge and skills to solve the problem. They need proper motivational support and strengthening of self-confidence.
Tall. A high degree of maturity characterizes a group that has an equally low need for both outside help and separate psychological support in order to achieve goals. Members of the group at this stage can and want to be responsible for the actions of the group, they have all the abilities and capabilities to achieve the goals and are confident in the ability of the group to achieve these goals.
Setting new tasks, changing the numerical or personal composition of the group, structural changes in the organization, mastering new technological processes leads to an inevitable decrease in the degree of maturity of the working group - at least one level.
The larger the change, the steeper the decline can be.
Leader Behavior
At each level of maturity of the working group, it is advisable to use appropriate leadership styles and channels of influence on group processes. The manager, knowing the degree of maturity of his working group, has the opportunity to effectively use his own managerial potential.
The most effective leadership style depends on the maturity of the performer..
The behavior of a leader in the Hersey/Blanchard model is seen as a ratio of relationship orientation and task orientation.
Task orientation implies the extent to which the manager is involved in defining the work roles in the group. He completely determines the actions of his subordinates: what, how, when and where should be done. The manager sets goals, organizes procedures, determines deadlines, manages the process and controls.
Relationship orientation implies the degree to which the leader participates in communication: listening, providing social and emotional support. The leader facilitates, communicates, helps in organizing interaction, actively listens and gives feedback.
Directive style ("Give directions")
This is guidance through specific directions - you set goals hard, give specific tasks and track how they are carried out. This implies a high task orientation and a low people orientation.
When relevant: directive style is most appropriate when low maturity working group.
Peculiarities: This style is maximally task-oriented and minimally relationship-oriented. In this case, the leader makes decisions individually and independently. Provides his subordinates with precise instructions and carefully supervises their execution. He tells what and how to do, leads to the goal, manages processes, establishes rules and norms. Conventionally, this style of leadership can be called "Giving instructions."
Mentoring style ("Selling")
This is leadership through "selling ideas". It implies a high focus on both the task and people. You, as a leader, continue to give instructions, monitor the completion of tasks, but here an element of justification is added: you explain the decisions made to the employee and invite him to express his ideas.
When relevant: at the initial degree of maturity, the leader is most effective if he focuses equally on both the task and the relationship.
Peculiarities: in this style, the decision is made by the manager and discussed or explained to the subordinate. That is, the manager communicates his decisions, but gives employees the opportunity to clarify them. He convinces of the need for certain actions, explains the meaning and principles of work, clarifies relationships and persuades if there is tension in the relationship. This style can be called "Sell".
Supportive style ("Participate")
This guide through participation in the organization of the workflow. This style is characterized by high people orientation and low task orientation. This means that the leader only supports subordinates, he participates in decision-making and helps, but to a greater extent, decisions are made by the employees themselves.
When relevant: when the group reaches medium maturity, that is, she has already mastered the skills of work and methods of making tactical decisions, it is advisable for the leader to switch to a supportive style.
Features: e This style implies a greater focus on relationships and less attention to the implementation of functions and tasks known to employees. In this situation, the leader makes decisions jointly with subordinates or supports them in making independent decisions. The role of the leader here is closer to the actual leadership. He shares ideas, inspires people to their fullest potential, helps manage relationships, and participates in group activities. This is the most collaborative leadership style. The name of the style is "Participate".
Delegating Style ("Delegate")
You lead by delegation, with a little focus on people and tasks, that is, you transfer the right to make decisions and responsibility for the performance of work to employees.
When relevant: a high degree of maturity of the working group allows you to manage its activities with the help of a delegating leadership style.
Peculiarities: in this case, the leader does not need to constantly make efforts to create relationships or achieve a task. Decision making is delegated to subordinates, the manager also transfers responsibility for the implementation to them. decisions taken. He observes the activities of the group, fixes the most successful results, if necessary, can give advice on alternative way problem solving. The name of the leadership style is "Delegate".
Like other situational models, the approach of P. Hairsey and C. Blanchard recommends that the leader determine his prevailing leadership style and work on mastering other styles. It is the flexibility and adaptability of the leadership style that is the essence of the situational approach.
.Only the leader who manages to turn the phenomenon of power into a means of business communication can become an effective leader.
Ken Blanchard is known as the author of many works, a prominent speaker and a sought-after expert in management. Ken Blanchard has authored or co-authored nearly forty books. Among them are no less than 30 bestsellers translated into many languages, including the bestseller "The Manager in One Minute", which has sold 13 million copies.
Ken Blanchard is also known for the situational leadership theory, or life cycle theory, which he developed with Paul Hersey. They described it in 1960 in the book Management of Organizational Behavior. Blanchard and Hersey found that not everything depends only on the employee or manager. This is an active reciprocal work: the employee needs to grow professionally, psychologically and motivationally, and the leader needs to apply the right leadership style: give instructions, instructions and support in time, and also provide freedom of action at the right time. The most effective leadership is possible only in the case of "maturity" of leaders.
Maturity in this case means the ability to take responsibility for one's behavior, the desire to achieve the set goal, as well as education and experience in relation to the specific task that needs to be completed. According to Hersey and Blanchard, the concept of maturity is not a permanent quality of an individual or group, but rather a characteristic of a particular situation. That is, depending on the task at hand. individuals and groups show different levels of "maturity".
The theory implies that there are a total of four leadership styles that correspond to a particular level of maturity, and four levels of subordinate development. The first style is directive. It is guidance through specific directions, setting firm goals, and controlling how they are met. This style is appropriate for subordinates with a low level of maturity who are either unwilling or unable to take charge of a particular task and require appropriate instruction, guidance, and strict supervision. It implies a high task orientation and a low relationship orientation of the leader.
The second style is mentoring. This is leadership through "selling ideas". It implies that the leader will continue to give specific instructions to subordinates, to monitor their implementation. But the manager also invites employees to express their ideas, supports their desire and enthusiasm to carry out the task under their own responsibility. In this situation, subordinates want to take responsibility, but they cannot, as they have an average level of maturity. Thus, this leadership style is equally and highly task and relationship oriented.
The third style is supportive. To a greater extent, the style is based on the participation of subordinates in decision-making, because they know what and how to do, and they do not need specific instructions. However, it is necessary that subordinates want and realize their involvement in the implementation of this task. Therefore, the style is characterized by a moderately high degree of leader maturity. This means that the leader only supports subordinates, increases their motivation and involvement, provides them with assistance, without imposing any instructions. In essence, the leader and subordinates make decisions together, and this contributes to their greater participation and ownership. This style is characterized by a high orientation to human relations and a low orientation to the task.
The fourth style is delegating. The style is characterized by a high degree of maturity, since in this situation the subordinates know what and how to do, are aware of the high degree of their involvement in the task, and want to be responsible for its implementation.
Therefore, this style is appropriate in a situation with a mature leader. It allows subordinates to act on their own: they do not need any support or instructions.
Management occurs through delegation, the leader's behavior combines a low degree of focus on both the task and human relations.
Blanchard's model is loved for its flexible, adaptive leadership style, hands-on approach, and simplicity.
Choosing a leadership style for each level of development of an employee in relation to the task, the model as a result gives:
- the optimal solution to the work problem,
- freeing up manager's time
- psychologically comfortable working interaction,
- professional development and employee growth,
- maintenance of the managerial form of the leader.
The universal rule of Blanchard's theory is that leadership is a partnership in which both parties, the leader and the follower, are responsible for the result. “Don't think you can do everything on your own. When you create a project, you start to need others to bring your idea to life.
You should not consider yourself the smartest, and others - only technical labor force. Let people use their brains, not just their hands. Let them be part of your dream and make your dream their dream. People are needed in order to reach the top, and then to stay on it, ”that is what Blanchard professes.
Prepared by Natalia Yakovleva
AND the right employee, an impossible problem. At what stage can you trust a subordinate, involve him in the process of forming goals and objectives, delegate authority? How to save face and remain a leader?
"If you want people to follow you, follow them."
Confucius
Many people know about the existence of four levels of working maturity of an employee. Let's draw an analogy with S. Covey's time management matrix and plot the psychological attitude along the abscissa axis, and professionalism along the ordinate axis. As a result, we get four squares.
In the first square, as a rule, there are beginners. They are full of enthusiasm, determination, want to learn a lot, or quickly master new skills. But, as specialists, they have a basic baggage of skills and abilities. The formula looks like this: motivated, but not professional.
In the second square, there are employees who have acquired certain skills and experience, but their motivation periodically dissipates, under the influence of the first difficult tasks, due to inconsistency with the requirements voiced at the interview and real work. Formula: not motivated and not professional.
In the third square, the employee becomes a master of his craft, his knowledge, skills and abilities are at a high level. However, unlike the second square, the psychological mood is unstable, minor failures in the performance of tasks can knock out, so the level of motivation fluctuates. Formula: not motivated, but professional.
And finally, in the fourth quadrant, the employee hones his professional skills to a master level, becomes self-confident and is ready to pass on the experience to the younger generation. Formula: motivated and professional.
It is important to assess the level of maturity of each specialist with a clear periodicity and change the style of influence in a timely manner. Let me remind you that for the first square, simple directions, clear instructions and maximum control are enough. In the second square, task setting continues, but an element of justification is needed, this will allow the employee to believe in himself and master necessary knowledge. In the third square, the employee needs support, he expresses his ideas, his thoughts, strives for independence, a positive response from the management is required here. In the fourth quadrant, the employee is an experienced, highly professional, motivated leader who is able to make decisions and take responsibility. And on how much you see a person, in the future your authority, motivation of staff, the face of the company and, most importantly, the implementation of the tasks set will depend. After all, if a person is competent, but not configured to complete the task, the result will be low or negative. And vice versa, if an employee is eager to work, but is not competent, the result will also be low.
Before a meeting or setting plans, you need to determine the level of skills and abilities of the employee for each issue that you are going to cover. In this case, you can use the following formula: "What did the employee successfully cope with within a specific task, working in this organization, over the last period." Deciphering each part of this phrase will tell the leader in which direction to move.
“What the employee successfully coped with” - this part of the phrase tells us general information about the employee’s competence, his knowledge, experience and skills on this issue.
“Within a specific task” - here, the circle shrinks and we are transferred to the area of specific concepts. Not enough in this area general information need clear and concise indicators.
"Working in this organization" - the specifics of work in different companies may vary. If a person successfully coped with a similar task at a previous job, this does not mean that everything will go smoothly for you. You need personal control of the task, and not shaky recommendations from the old place of work.
“For the last period” - if your subordinate successfully coped with marketing research six months ago, it’s not a fact that everything will turn out right for him now. Everything is changing very quickly, new technologies, methodologies, business processes. As they say, everything flows, everything changes.
Conventionally, approximately 0-5 successful tasks can be placed in the first square, if the goal was successfully achieved 10-15 times, then this is the second square. At successful work six months, when all the nuances and subtleties are known - this is the third square of maturity, everything above is the fourth square.
We figured out the definition of professionalism, but what about the psychological component? Here you can also distinguish 4 degrees of psychological attitude:
1 degree - the employee expresses fear, distrust, aggression, negative emotions (not motivated);
Grade 2 - the employee is in a positive emotional state(weakly motivated);
3rd degree - the employee expresses affection for the company with all his appearance, such words as “our clients”, “our company”, “our common goal” (motivated) are often heard in his speech;
4 degree - the employee radiates contagious calm confidence (highly motivated).
Finally, the most important and interesting. At the beginning of the meeting, it is enough to check the professional state of the employee according to the above formula and for a specific task, and directly at the meeting, observe the psychological state. Having assessed the situation, we select the lowest parameter and determine which style of influence should be applied.
For example: "It is necessary to hold a presentation of a new product (vacuum cleaner)."
We use the prepared formula. The employee knows how to make presentations, knows how to do it, but presented software products. He performed this task at the previous place, six months ago. In personal contact expresses positive emotions, good mood. We get the big picture: the psychological attitude of the employee corresponds to the second degree, we can say that he is poorly motivated and incompetent. Expressed by the formula: not motivated and not professional, therefore, falls into the second square. The person definitely has some knowledge and skills. He just needs to make a couple of presentations with a new product and study it in detail. This will give him more freedom and self-confidence. It would be reasonable to apply a mentoring style of influence.
If your goal is a strong, growing team of professionals, simple leadership is not enough. Situational leadership implies a point effect, an individual approach to each employee, as well as the mutual movement of the boss and subordinate towards each other. The more closely you work with a person, the more specific the results will be.
Characteristics of the concept of "team"
· Indicators of the level of maturity of the team
Functions and structure of the team
The moral psychological climate team
Social strata of the team
Business conversation- this is, first of all, communication between employees within the same team of a company, enterprise, organization. Both the process of communication and its results largely depend on those human relations, the moral and psychological climate that is established in the team. These relationships can be influenced, optimized, forming an atmosphere in the team that is most favorable for achieving successful results. But for this it is necessary, first of all, to know what a team is, what is its structure, functions and patterns of relationships that develop between employees, as well as between a leader and subordinates.
A team is a group of people united by common goals and similar motives. joint activities that are in line with public interests (for example, in the field of production, business, education, etc.).
Each team, regardless of the nature of its activities, performs the following features:
- the implementation of a certain type of labor - productive, entrepreneurial, educational, etc. (production function);
- the inclusion of the individual through work in the life of society (social function);
Formation in the personality of the qualities necessary for this type of activity and for society as a whole (educational function).
Team - this is the highest stage of group development. Its distinguishing features are:
the presence of a common and socially significant goal of joint activities;
personal significance of a common goal for all members of the group;
· the presence of a special structure of relations between members of the group, which is mediated by the content of joint activities, its values, principles, goals and objectives.
Team maturity level is defined as the ability of a group to set relevant and realistic common goals that correspond to the individual goals of each member of the team, to build and, if necessary, change the structure of relationships and interactions to achieve the set goals with maximum efficiency.
The following are most often called the main indicators of the level of maturity of the team:
· team cohesion(coincidence of assessments and attitudes of group members in relation to the essential aspects of joint purposeful activities);
· team organization(the ability to create and maintain a stable structure in situations of uncertainty, combining a variety of opinions and forms of initiative behavior with the unity of actions of its participants);
· team focus(social significance of the set goals, motives of activity, value orientations and norms);
· emotional identity(the ability of a group to empathize with any of its members);
· team harmony(maximum possible productivity of joint activities with minimal emotional and energy costs for interaction, accompanied by high subjective satisfaction);
· intellectual communication(the ability to create optimal ways of mutual information in determining common positions, judgments, making group decisions).
According to modern scientific concepts, the structure of relations in any team is multilevel.
First level These are formal, regulated relationships. The nature of relationships at this level is determined by
a) the division of labor between members of the group, their official duties and rights;
b) features of the production process;
c) administrative and legal regulation, fixed in official regulations, instructions, orders and other normative acts.
Second level - it is the attitude of the team members to the realized production goal, their motivation labor activity, its social and personal meaning for each employee.
Third level- these are interpersonal relations mediated by the content of the production process, its goals, objectives, principles adopted in the team and value orientations, "unwritten" moral requirements and traditions.
Fourth level- these are interpersonal relationships that are not related to the content of joint activities, based on personal sympathy or antipathy, respect or disrespect, etc.
It is important to pay due attention to the development and strengthening of all levels of relations. But at the same time, it should be remembered that the first three levels have a potential centripetal force and their strengthening helps to unite the team and increase the efficiency of its activities. And the fourth level of relations carries a centrifugal charge, and if the emphasis is on its development (for example, through corporate parties, informal communication, etc.), this can lead to a weakening, modification, and sometimes a break in relations on the first three levels. And then violations labor discipline, negligent attitude to the performance of their duties, mutual responsibility, etc. become the norm labor collective(after all, “we are all our own people”), but the business suffers.
In other words, it can be argued that the first three levels characterize formal the (official) structure of the group, and the fourth -- informal (unofficial).
Formal group structure reflects the official distribution among team members service roles. This distribution is determined by the production technology or official position workers. A clear definition of the service functions of employees increases their personal responsibility, thereby ensuring the success of the entire enterprise as a whole.
At the same time, in addition to the roles defined staffing, there are also roles associated with the production process itself, its needs for various types activities. Workers who take on these roles are conditionally classified as follows:
· "idea generators" having non-standard, creative thinking;
· performers, having a reproductive mindset and being conscientious executors of other people's ideas and ideas;
· experts, able to predict and calculate how the proposed idea will "work" - its pros and cons, possible consequences;
· critics, people with a special, critical mindset, often incapable of productive activity, but on the other hand, they reveal those negative moments and "bottlenecks" in the production process that other workers do not notice;
· "pea jesters"(relatively joking name) - some leaders recognize the need to have people in the team who are light, inoffensive, contactable, able to cheer up or defuse the conflict situation in the team.
The head reveals what type this or that employee belongs to and, accordingly, determines his place in the team. It is unproductive and unprofitable, for example, to use an "idea generator" in performing work and vice versa, it is useless to reproach a "critic" - they say, it is always easier to criticize, but you try it, do it yourself, etc.
Service and public functions employees (formal structure) is the basis on which the informal group structure.
The informal structure is a set of psychological connections and relationships that develop between people who are in direct contact with each other in the process of fulfilling them. production functions. These relationships are less stable than official ones, since they arise on the basis of personal, subjective perception of each other by people. However, for the people themselves, the members of the collective, they are of great importance and have a strong influence on them. psychological impact The fact is that, depending on the nature of informal relations in the team, one or another moral and psychological climate(or microclimate).
Moral and psychological climate of the team determines the attitude of people to the work performed, as well as their attitude to each other. This is the emotional coloring of the psychological ties of the members of the team, arising on the basis of their relationships, likes or dislikes, differences in characters, inclinations and interests. Psychologists say that everyone contributes his own to the atmosphere of the team, and everyone inhales the common air. Indeed, the nature and state of the psychological climate of the entire team largely depends on each employee.
The psychological climate of the group can be different: benevolent and malevolent, stable and less stable, positive and negative, healthy and unhealthy.
A positive, stable, healthy and friendly microclimate in the team creates a feeling of "psychological comfort", well-being, contributes to the preservation of life optimism, gives rise to a sense of satisfaction from their work.
The moral and psychological climate exists on two levels- at the level of the entire institution or enterprise and at the level of a small group of people who are in direct and constant contact in the process of work. Both levels are important, but each in its own way. For example, the trouble that exists in a “big” team can be compensated to a certain extent by a good, friendly climate in a micro team. But it is unlikely that in this case people will be particularly active at the level of the entire team - at production meetings, at community service, in cultural events.
The moral and psychological climate of any team is determined by several parameters, among which the following play a special role:
1.leadership style, which is determined by the ratio of democracy and authoritarianism;
2. group relationship style which ranges from the most personal saturated to the most impersonal, formal, dry, bureaucratic. Measure is also important here, because. work cannot be built on smiles and personal connections alone. Too much in this case begins to depend on personal likes and dislikes, the general level of organization and discipline decreases, the importance of the formal moments necessary in any business decreases;
3. degree of personal independence, i.e. the breadth of the sphere within which the employee has the opportunity to act and make decisions independently;
4. help and kindness in relationships;
5. with degree of tolerance, tolerance for different points of view and opinions on issues of an official, and even more so non-productive nature;
6. actually applied scale of rewards and punishments, its flexibility and fairness, positive impact on the motivational sphere of team members. For a person, it is very important not only how much he did and how much he received, but also the consciousness of the fairness of the assessment of his contribution to the common cause in comparison with the contribution and "reward" of colleagues at work.
The moral and psychological commonality of the team just ensures that coherence and cohesion that characterize a workable and creative team. They appear on three levels:
- as unity of purpose;
- as a community of values;
- as an emotional community based on personal likes and dislikes.
The informal structure of a group can be viewed in several ways.
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