Leadership in Groups and Teams - Assignment Example

? Assignment Leadership Assignment Leadership Background The analysis of the scenario is premised on the assumption that in the capacity of the Section Head of the National Defense Headquarters (DNHQ), one is tasked with the need to critically evaluate the behavior of members of one sub-section that manifests organizational behavior problems and address them using theoretical frameworks of leadership discussed in the course module. Five members of the sub-section have been identified with unique and distinct characteristics and traits, as well as behavioral problems in their work setting. The analysis hereby proffers appropriate assessment of each member, in conjunction with addressing issues on groups and teams; decision-making, motivation, and leadership, as required. Groups and Teams The requirement for this heading stipulates drawing from one’s knowledge of group dynamics and performance, to provide an explanation why this sub-section may be ineffective. The course module focusing on lesson 3: groups and teams distinguish between an effective and ineffective group by indicating that “effective groups are able to grow through each stage of development, whereas ineffective groups can get stuck in the forming, norming or storming stages” (Lesson 3, 5). From the observation of members composing the sub-section, it can be clearly deduced that these members have not been formed together; meaning, their membership in the sub-section occurs at different points in time. One member, Rhea Nordheimer, the computer programmer, has been with the section for 10 years, while Jasmine Sangrina’s appointment as an RMS clerk is her first posting and relatively new. The supervisor, Pierre Dalicaster, is also an old-timer, having had 30 years experience in the service. The differences in entry point to the group has been a crucial factor in contributing to diversity in personal and professional goals that ultimately lead to missing tasks and project deadlines. As such, the problems manifested indicate inefficiencies in the performing state, apparently burdened with “distractions or dysfunctional interpersonal conflict” (Lesson 3, 5) and dysfunctional personal and professional goals. Further the performing factors: composition, size, group norms and cohesiveness define differences in crucial elements that influence the groups’ effectiveness and ability to achieve organizational goals. The composition of the members itself indicate diversity in ages (Dalicaster about to retire, Sangrina newly graduate), status, interests, and personal goals. Concurrently, there is the issue of cohesiveness where it is eminent that members do not want to stay together (as James Cockingham expressed that he would rather be back in this previous regiment) and there is a lack of interest for interaction and interpersonal relationships (Cockingham does not interact with other members of the sub-section; Nordheimer is not a warm or approachable person and openly dislikes Cookster or Cockingham; Sangrina is reluctant to ask for help; and Delicaster not trained for the position). All of these factors validate the sub-section’s ineffectiveness as a group. Decision-making To address the need to select a decision-making approach and to provide an explanation how one could use it to identify possible problems and potential solutions for this sub-section’s ineffectiveness, one proposes the military approach where both rational and behavioral approaches (Lesson 1, 7). The scenario indicates that in the capacity of a Section Head, one has been governing operations of the section in a span of only one month, therefore it would be more viable to use the military approach to use the five-model under rational decision approach, in conjunction with behavioral approach, using the information on observation noted in the scenario. The group decision making process where the sub-section supervisor, Delicaster would meet with the group to discuss group problems and to solicit feedback and participation from the members, could only be a viable alternative to decision making if the group is cohesive and if they manifest smooth interpersonal communication and relationship. Otherwise, the group decision making approach would not arrive at a most appropriate solution, given that the supervisor lacks training in supervisory and leadership role that could contribute to failure in arriving at an appropriate recommendation at the soonest possible time. Therefore using the military approach, the five-step rational decision approach would assist as follows: (1) Define the Problem. Lack of cohesiveness of group members, lack of training and group dynamics. (2) Alternative Courses of Action. a. Status quo. Do nothing. b. Develop a new group with parallel composition and cohesiveness. c. Retain some members and transfer others. d. Assuming that nobody can be transferred, work on developing cohesiveness through training and development and group dynamics. (3) Preferred Course of Action. Work on developing cohesiveness through training and group dynamics. (4) Implementation. Meet with the group members and discuss problems and proposed solutions. (5) Evaluate the Results. Regular monitoring and performance evaluation to determine the level of teambuilding and the impact of group dynamics to accomplishment of tasks and organizational goals. Using the behavioral approach, the observations noted in the scenario would assist in identifying problems of each members and strategies that would assist in teambuilding and group cohesiveness. According to Martires and Fule, group dynamics would assist the members “articulate their actual experiences, emote their feelings, sentiments and emotions on certain aspects, areas or problems with the aid of a facilitator” (117). With Dickenson as the facilitator, the group would be assisted in sorting out problems such as: rationale why Cockingham would like to leave the group and why Nordheimer dislikes Cookster and Cockingham. Further, the group would be aware of the effect of their uncohesive behavior as detrimental to achieving simple tasks and complying with project deadlines. Dickenson, as Section Head, must enforce awareness on adhereing to company policies and the need to achieve defined objectives, otherwise, through the organization’s Code of Discipline, sanctions and penalties must be enforced. However, it should also be relayed that exemplary performance, on the other hand, would be rewarded and acknowledged. Motivation To respond to the requirement of motivation, one of the members who need motivational techniques is Fiona Cookster, the administrative assistant. As indicated in the facts, she is intelligent, ambitious, wants to advance as quickly as possible, always looking for more responsibilities, but does not feel valued by her supervisor. Her performance might be low due to the feeling that despite her high needs for achievement and want for more responsibilities, her supervisor does not acknowledge the value that she does for the organization. The needs theories in motivation support her behavior (Lesson 2, 8). Cookster has high achievement drives and needs and would therefore be truly motivated when her performance is acknowledged, commended and rewarded. The reward can either be in the form of additional remuneration, promotion, recognition, and other intrinsic or extrinsic rewards, as long as she would feel valued and that her personal worth is acknowledged in the organization. To help improve it, as the Section Head, there is a need to discuss the matter with Dalicaster, the sub-section supervisor to confirm Cookster’s allegations and to determine the reasons for lack of apparent motivation on his part to acknowledge the exemplary performances of his members. After discussing this, motivational strategies and incentives would be designed, parallel with a performance appraisal and evaluation that would gauge the performance of each members. Rewards and sanctions would be instituted, depending on the performance. As part of the rewards system, the function of human resources development through regular training would be proposed for all members, including Dalicaster, who should attend leadership trainings. Members should be promoted with a clear career path in the organization to motivate them in various opportunities and privileges that they can avail from the organization as they are promoted and as their ranks increase through the organizational hierarchy. Leadership Mr. Dalicaster can be honed to become a more effective supervisor or leader through Fiedler’s Contingency Model where a leader’s success is defined to be contingent on two factors: (1) leadership style, the leader’s typical way of interacting with the group; and (2) situational control, the degree to which the leader has control over the situation (Fiedler, 1967). From the scenario, it is revealed that Dalicaster has had 30 years of service with the organization with specialization in the field of finance. He has just recently assumed the supervisory role with little training and experience in that capacity. He is already eligible for retirement but due to family needs, to address and support the education of his step children, who are in the university, it was deemed necessary for him to continue his service. As a new supervisor, Dalicaster should first receive appropriate leadership training to give him the necessary information and details on leading his team. Apparently, with the ineffectiveness manifested by the group through problems that ensure, his leadership skills are likewise lacking and ineffective. As a finance expert, he could have been accustomed to working on details without the need for socialization or interaction. However, as a leader, he must be able to interact with his team to determine their concerns, as individuals, and as group members. The training will develop skills in communication, negotiation, conflict resolution, problem solving and decision-making. He must exude an appropriate leadership style for the group. He could exemplify a democratic and supporting leadership style that focuses on facilitating subordinates’ efforts towards task accomplishment and shares decision-making responsibility with them. He can also exemplify a directing style for members who lack competence but are enthusiastic and committed (like Sangrina). Likewise, he can be a delegating leader for Cookster who has both competence and commitment. Dalicaster must learn to be flexible to be able to vary his style in accordance with the development level of the people he is working with. Finally, his leadership training would give him the necessary concepts on motivational theories that would be used to increase the performance and productivity of his group members. By identifying their needs, motives, drives and by matching these with the incentives, recognition, promotion and rewards, he would be on the way of becoming an effective and successful leader. Conclusion The objective of the paper is to address the dilemma manifested in the sub-section headed by Mr. Dalicaster through theories and concepts on leadership, decision-making, motivation and group behavior. A discussion on group effectiveness versus ineffectiveness identified the performance of the members under the sub-section being reviewed. By recommending a military approach to decision making that creatively integrates the rational and behavioral approaches, the problems with the group were identified and appropriate solutions were recommended. Likewise, motivational theories that focus on needs explained Fiona Cookster’s behavior and proposed methods to address low performance were determined. Finally, the theories on situational or contingency in leadership effectiveness assisted in identifying the leadership styles and techniques that would help Mr. Dalicaster become an effective leader. Works Cited Fiedler, F.E. (1967). A Theory of Leadership Effectiveness. McGraw Hill, Inc., New York. Martires, C.R. and Fule, G.S. (2004). Management of Human Behavior in Organizations. National Bookstore, Philippines. PSE 402. (n.d.) Module 1. Leadership. Lesson 1. Introduction to Decision Making. Royal Military College of Canada. -----------. (n.d.) Module 1. Leadership. Lesson 2. Motivation and Performance. Royal Military College of Canada. -----------. (n.d.). Module 1. Leadership. Lesson 3. Group and Teams. Royal Military College of Canada. Read More