Management Engineering - Leadership & Innovation

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LEADERSHIP & INNOVATION “Se trovi utili questi appunti, considera di fare una donazione per supportare il mio lavoro e contribuire a mantenere disponibile questo materiale per tutti gli studenti. Ogni contributo, grande o piccolo, fa la differenza!” “If you find these notes helpful, please consider making a donation to support my work and help keep this material available for all students. Every contribution, big or small, makes a difference! ” Link: https://gofund.me/f92033eb SYLLABUS 1. WHAT IS LEADERSHIP AND WHICH TYPE OF LEADER YOU ARE? ................................ ................................ ................. 6 1.1 WHAT IS LEADERSHIP? LEADERSHIP vs MANAGEMENT ................................ ................................ ........................ 6 1.2. LEADERSHIP TRAITS ................................ ................................ ................................ ................................ ............... 7 1.3. NATURE VS NURTURE ................................ ................................ ................................ ................................ ............ 7 1.4. LEADERSHIP BEHAVIORS ................................ ................................ ................................ ................................ ....... 8 1.4.1. MANAGERIAL GRID – BLAKE & MOUTON ................................ ................................ ................................ ...... 8 1.5. THE ROLE OF FOLLOWERS ................................ ................................ ................................ ................................ ..... 9 1.5.1. ATTRIBUTION THEORY ................................ ................................ ................................ ................................ .... 9 1.6. LEADERS -FOLLOWERS RELATIONSHIP ................................ ................................ ................................ ................. 11 1.6.1. SITUATIONAL LEADERSHIP ................................ ................................ ................................ ........................... 11 1.6.2. TRANSACTIONAL LEADERSHIP ................................ ................................ ................................ ..................... 12 1.6.3. TRASFORMATIONAL LEADERSHIP ................................ ................................ ................................ ................ 14 1.6.4. VISIONARY LEADERSHIP ................................ ................................ ................................ ............................... 16 1.6.5. SHARED LEADERSHIP ................................ ................................ ................................ ................................ .... 16 1.6.6. SERVANT LEADERSHIP ................................ ................................ ................................ ................................ .. 17 2. WHAT MAKES A PERFECT TEAM ................................ ................................ ................................ ............................ 20 2.1. FACTORS INFLUENCING A PERFECT TEAM ................................ ................................ ................................ .......... 20 2.2. WHAT IS CONFLICT ................................ ................................ ................................ ................................ .............. 21 2.3. THE FIVE CONFLICT -HANDLIG MODES ................................ ................................ ................................ ................ 22 2.3.1. COMPETING ................................ ................................ ................................ ................................ .................. 23 2.3.2. COLLABORATING ................................ ................................ ................................ ................................ .......... 23 2.3.3. COMPROMISING ................................ ................................ ................................ ................................ .......... 23 2.3.4. AVOIDING ................................ ................................ ................................ ................................ ..................... 23 2.3.5. ACCOMODATING ................................ ................................ ................................ ................................ .......... 24 2.4. HOW TO GIVE FEEDBACKS ................................ ................................ ................................ ................................ ... 24 2.4.1. CORRECTIVE FEEDBACK ................................ ................................ ................................ ................................ 24 2.4.2. SUPPORTIVE FEEDBACK ................................ ................................ ................................ ............................... 25 2.4.3. RADICAL CONDOR ................................ ................................ ................................ ................................ ........ 25 3. SELF LEADERSHIP ................................ ................................ ................................ ................................ ........................ 26 3.1. GESTALT THEORY ................................ ................................ ................................ ................................ ................ 26 3.2. PARADIGMS ................................ ................................ ................................ ................................ ......................... 26 3.3. VALUES ................................ ................................ ................................ ................................ ................................ . 27 3.4. PRINCIPLES ................................ ................................ ................................ ................................ ........................... 28 3.5. IKIGAI DIAGRAM ................................ ................................ ................................ ................................ .................. 28 3.6. PRO -ACTIVE ................................ ................................ ................................ ................................ ......................... 29 3.7. ALIBI CULTURE ................................ ................................ ................................ ................................ ..................... 29 4. HOW PEOPLE REACT TO CHANGE ................................ ................................ ................................ .............................. 30 4.1. HUMANS REACTION TO CHANGE ................................ ................................ ................................ ....................... 30 4.2. THE PHASES HUMANS PASS THROUGH WHEN FACING A CHANGE ................................ ................................ ... 31 4.3. FUNDAMENAL ATTRIBUTION ERROR – FAE ................................ ................................ ................................ ........ 32 5. MOTIVATION ................................ ................................ ................................ ................................ ............................... 33 5.1. MASLOW’S HIERARCHY OF NEEDS THEORY ................................ ................................ ................................ ....... 34 5.2. MCCLELLAND’S MOTIVATIONAL NEED THEORY ................................ ................................ ................................ . 34 5.3. HERZBERG’S TWO FACTOR THEORY/ HYGIENE THEORY OF MOTIVATION ................................ ......................... 36 5.4. ADAM’S EQUITY THEORY OF MOTIVATION ................................ ................................ ................................ ........ 37 5.5. MANAGEMENT BY OBJECTIVES – MBO ................................ ................................ ................................ .............. 38 5.6. SELF DETERMINATION THEORY (SDT) ................................ ................................ ................................ ................. 39 5.7. RECAP ................................ ................................ ................................ ................................ ................................ ... 39 7. INTRO TO INNOVATION ................................ ................................ ................................ ................................ .............. 54 7.1. WHAT IS INNOVATION? ................................ ................................ ................................ ................................ ....... 54 INVENTORS VS. INNOVATORS: ................................ ................................ ................................ ............................... 55 7.2. PRODUCT SERVICE SYSTEM ................................ ................................ ................................ ................................ . 57 7.3. TYPES OF INNOVATION ................................ ................................ ................................ ................................ ........ 57 7.3.1. RADICAL AND INCREMENTAL INNOVATIONS ................................ ................................ .............................. 58 7.3.2. ARCHITECTURAL VS COMPONENT BASED ................................ ................................ ................................ ... 59 THE SERVICE PACKAGE ................................ ................................ ................................ ................................ ........... 60 7.3.3. INNOVATION AND COMPETENCES ................................ ................................ ................................ ............... 60 8. TECHNOLOGY PUSH INNOVATION ................................ ................................ ................................ ............................. 62 8.1. A MODEL FOR TECHNOLOGY INNOVATION: S SHAPE CURVES ................................ ................................ ........... 62 8.2. INNOVATIVE MARKETS DYNAMICS ................................ ................................ ................................ ..................... 65 8.2.1. ROGER DIFFUSION OF INNOVATION ................................ ................................ ................................ ............ 66 8.2.2. EMERGE OF A DOMINANT DESIGN ................................ ................................ ................................ .............. 66 8.2.3. NETWORKS EFFECTS IN TECNOLOGY BASED INNOVATION ................................ ................................ ......... 67 8.2.4. HOW THE DOMINANT DESIGN EMERGES ................................ ................................ ................................ .... 68 8.2.5. INNOVATION DYNAMICS: ABERNATHY – UTTERBACK ................................ ................................ ................ 68 8.2.6. A CYCLIC MODEL FOR INNOVATION ................................ ................................ ................................ ............. 69 8.3. COMPANIES FOSTERING INNOVATION ................................ ................................ ................................ .............. 69 8.3.1. INCUMBENT CURSE ................................ ................................ ................................ ................................ ...... 69 8.3.2. INCUMBENT CURSE VS FIRST MOVER DISADVANTAGES ................................ ................................ ............. 70 8.4. DISRUPTIVE TECHNOLOGY ................................ ................................ ................................ ................................ .. 70 8.5. BING BANG DISRUPTION ................................ ................................ ................................ ................................ ..... 71 9. INNOVATION OF MEANINGS – DESIGN PUSH INNOVATION ................................ ................................ ..................... 72 9.1. LEADERSHIP AND INNOVATION OF MEANING: THE PRINCIPLES ................................ ................................ ....... 74 9.1.1. INSIDE -OUT VS OUTSIDE IN ................................ ................................ ................................ .......................... 75 9.1.2. CRITICISM VS IDEATION ................................ ................................ ................................ ............................... 75 9.2. LEADERSHIP AND INNOVATION OF MEANING: THE PROCESS ................................ ................................ ........... 75 9.3. TECHNOLOGY EPIPHANIES ................................ ................................ ................................ ................................ .. 76 10. MARKET PULL INNOVATION ................................ ................................ ................................ ................................ ..... 78 10.1 METHODS FOR USER NEEDS ANALYSIS ................................ ................................ ................................ ......... 79 10.1.1 WHAT PEOPLE SAY -> basic needs ................................ ................................ ................................ ........ 79 SURVEY ................................ ................................ ................................ ................................ ................................ ... 80 QUESTIONNAIRE AND INTERVIEWS ................................ ................................ ................................ ....................... 80 FOCUS GROUP ................................ ................................ ................................ ................................ ........................ 80 10.1.2 WHAT PEOPLE DO -> observable needs ................................ ................................ ............................... 81 ETHNOGRPHY ................................ ................................ ................................ ................................ ......................... 81 10.1.3 WHAT PEOPLE MAKE -> tacit and latent needs ................................ ................................ ................... 82 LEAD USER ANALYSIS ................................ ................................ ................................ ................................ .............. 82 BETA TESTING ................................ ................................ ................................ ................................ ......................... 83 OPEN SOURCE: USER TOOLKIT ................................ ................................ ................................ ............................... 83 10.2. DESIGN TOOLS ................................ ................................ ................................ ................................ ................... 85 PERSONAS ................................ ................................ ................................ ................................ ............................... 85 STORYBOARD ................................ ................................ ................................ ................................ .......................... 86 CUSTOMER JOURNEY ................................ ................................ ................................ ................................ ............. 87 11. LEADERSHIP AND INNOVATION FOR SUSTAINABILITY ................................ ................................ ............................ 88 11.1. THE IMPORTANCE OF THIS LECTURE ................................ ................................ ................................ ................. 88 11.2. SUSTAINABLE INNOVATION MODELS ................................ ................................ ................................ ............... 89 11.2.1. OPERATIONAL OPTIMIZATION ................................ ................................ ................................ ................... 89 11.2.2. CIRCULAR ECONOMY AND INDUSTRIAL SYMBIOSIS ................................ ................................ ................. 90 11.2.3. PRODUCT SERVICE SYSTEM – PSS ................................ ................................ ................................ .............. 90 11.2.4. FRUGAL INNOVATION ................................ ................................ ................................ ................................ . 91 11.2.5. SUISTAINABLE BUSINESS MODEL PATTERNS ................................ ................................ ............................. 91 11.3. THE CHALLENGE OF SUISTANABLE INNOVATION ................................ ................................ ............................. 92 11.4. IMPLEMENTING SUSTAINABLE INNOVATIONS ................................ ................................ ................................ . 92 11.4.1. A FRAMEWORK FOR EMBEDDING SUSTAINABILITY ................................ ................................ .................. 94 13. PLATFORMS THINKING ................................ ................................ ................................ ................................ ............. 97 13.1. INTERNAL/PRODUCT PLATFORMS ................................ ................................ ................................ .................... 97 13.2. INDUSTRY WIDE / EXTERNAL PLATFORMS ................................ ................................ ................................ ....... 99 13.3. PLATFORM AS TWO -SIDED MARKETS ................................ ................................ ................................ ............. 100 13.3.1. TRANSACTIONAL TWO SIDED PLATFORM ................................ ................................ ............................... 100 13.3.2. THE POWER OF THE PLATFORM ................................ ................................ ................................ ............... 102 13.4. HOW DO (SUCCESSFUL) TRANSACTIONAL TWO -SIDED PLATFORMS CREATE, DELIVER, AND CAPTURE VALUE? ................................ ................................ ................................ ................................ ................................ ...................... 102 TAKEAWAYS . ................................ ................................ ................................ ................................ .............................. 103 SUMMING UP ................................ ................................ ................................ ................................ ........................... 103 14. DATA DRIVEN INNOVATION ................................ ................................ ................................ ................................ .... 104 VIRTUAL REAL INTEGRATION ................................ ................................ ................................ ................................ ... 104 NON TRANSACTIONAL (ORTHOGONAL) TWO SIDED MARKETS ................................ ................................ ............. 106 Data -driven epiphany : it is a kind of innovation which you do in a company because all of a sudden (all’improvviso) you look the data and you see something inside the data that you didn’t see before. You find value into data, but you didn't collect on purpose (ex: up -jawbone with sleep data) ................................ .. 107 DATA DRIVEN INNOVATION ................................ ................................ ................................ ................................ ...... 108 SUMMING UP: ................................ ................................ ................................ ................................ .......................... 109 15. TECHNOLOGY EPIPHANY ................................ ................................ ................................ ................................ ........ 110 MATRIX TO CREATE A TECHNOLOGY EPIPHANY ................................ ................................ ................................ ...... 113 LEADERSHIP 1. WHAT IS LEADERSHIP AND WHICH TYPE OF LEADER YOU ARE ? 1.1 WHAT IS LEADERSHIP? LEADERSHIP vs MANAGEMENT Manager and leader are two thing largely overlapped. =t can be the same person. A person can act as a leader or as a manager in different moment. The overlapping is not complete because it can exist a leader with no organizational to manage or managers that interpret their role in such a technical level, that no leadership activity is possible. Manager is more goal oriented while the leader is more relationship oriented . Management : a manager has the role of gets things done through other people in the organization . • Function of a manager: planning, organizing, directing and controlling activities and resources (people in particular). • Mintzberg identifies 3 main roles of the manager: o =nterpersonal: explain other people; people management and interaction, ceremonial/ symbolic duties o =nformational: coordinate and collect/transfer information in order to make information available o Decisional: choose between alternatives • Katz identified the 3 main skills of a manager: o Technical: apply specialized skills o :uman: work with other people o Conceptual: problem setting and solving; diagnose complex situations Leadership : is the way you influence (group of) individuals towards the achievement of a vision or a goal. Leader are those who makes new things happen. Less focus on efficiency but more on effectiveness . :aving a good idea don't make you a good leader! you need to deliver in a proper way the idea. Leadership means: • Create and communicate a vision: The very first idea of leadership is the one of guiding, inspire, set the tone, articulate a vision, communicate and align • Manage people: motivate, influence, changing behaviors, make sure that people are on board • Provide support for performance achievement: also leadership is about achieving performances, there is a key difference in achieving performances in the leadership or in the management function. Leadership and management are both needed within an organization to succeed: leaders are needed to have high - level vision, a long -term innovation, to set the direction and to make sure that people are on board; while managers are needed to transform this v ision into practical actions. Definition leadership: Leadership is a process where an individual influences a group of individuals to achieve a common goal 1. leadership is a process between a leader and followers (interaction) and it is continuous 2. leadership focuses on goal accomplishment 3. leadership involves social influence: leadership is a social process that happens among people and there are consequence of a social interaction within people 4. leadership occurs at multiple levels in an organization: everyone that has the ability to influence someone else 1.2. LEADERSHIP TRAITS Leadership is related to some kind of traits, where traits means that there are some key characteristics of individuals that in many cases are even determined by the genetic itself, so it is something intrinsic with the characteristic of the individual. → Some people were born with some inborn abilities to lead. → A leader trait is a physical or personality characteristic that can be used to differentiate leaders from follower s. There are some common characteristics/traits that usually leaders have, and they are called “The big five”: 1. =ntelligence: capability of making smart decisions (e.g. Albert Einstein) -> how competent = am. 2. Dominance: power to influence others (e.g. Napoleone) 3. Self -confidence: trust in his/her capabilities to achieve goals (e.g. =ron Man) -> believe in yourself 4. Level of energy and activity: happy, positive, active, ready to do things and able to transfer that energy (e.g. Hoy from =nsideOut) 5. Task relevant knowledge: you have a specific knowledge for the field you are leader (e.g. Doctor :ouse) Another similar theory is the one of the BIG FIVE Personality Dimensions that are used in psychology to define personality of human being according to 5 variables: 1. Extraversion (vs. =ntroversion) is a person's willingness to share ideas, information, openness to interact with others 2. Agreeableness (vs. Disagreeableness) represents to what extent (in che misura) people like staying with you, and to what extent you are capable of placing yourself at the same level of others in terms of emotions 3. Conscientiousness (vs. Unscrupulousness) depicts (raffigura) whether you care about what you do, how seriously you take things 4. Emotional stability (vs. Emotional =nstability) measures your capability not to overreact and be focused and relaxed 5. Openness to experience (vs. Tight -mindedness) means that you are energized rather than scared from trying new things =s leadership a trait? There is not a formal measurement to establish who is a leader and how much and there is little evidence linking personality traits with leadership performance. Physical traits of individuals are not enough to explain why someone becomes a leader. → Traits are good in predicting the emergence of leaders but may fail in distinguishing between effective and ineffective leader. Traits can only help me to be a good leader, but they aren’t necessary. For instance also an introvert person can be a good leader. All the theory based on traits are not able to say who is the best leader!! 1.3. NATURE VS NURTURE are you born a leader? or can you become a leader? There are some characteristics and traits that you are born with, but for sure you can train yourself to be a leader, even with the most difficult ones. Example: Alex Zanardi. :e run in Formula =ndie and then he had a terrible accident where he lost his legs, but it was incredible how, when waking up from the surgery, the first thing he mentioned was >. We can see a very strong determination in his personality. :e is a leader because he has inspired lot of people to go beyond their physical limits. What is very important to underline here is that through practice, learning, dedication and motivation it is possible to overcome nature! it's possible to acquire capabilities and also to improve our behavior . This not mean that everybody can do anything. Trait approach can be overcome by the incremental approach where the leadership skills can be acquired and they are influenced by all the things that happen in the life of a person. (extra: two types of behaviors when a person a nswering to a survey: - who i am - who i would be ) 1.4. LEADERSHIP BEHAVIORS Leadership is not a set of traits but rather it is a matter of behaviours: the fact that you are a leader or not depends on the types of behaviours you have. There are 2 mains dimensions for leadership behaviors: 1.4.1. MANAGERIAL GRID – BLAKE & MOUTON This matrix represents all the possible behaviors of leaders combining their concern for production with their concern for people. This is not a model that is telling me what is wrong and what is right. There are different possible solution for the specific context. (team management is not always the best solution). when do this behaviors have positive effects in a company? For example : • An Impoverished Management can be adopted when the leader makes a step back: he considers his employees very mature and so he gives them more freedom in order to develop their ideas. • On the other hand, the Team Management = have complex task that require different competence and = need to coordinate them; Normally applied to project, where there is a time constraint. • After the project, the Middle -of-the -Road Management is the most used approach because it does not focus too much on one dimension without losing something of the other. • An authority compliance management can be adopted when unpopular measures are taken, because there is not enough time to listen to other people’s opinions. Fixed behaviours? The Managerial grid’s assumption is that a manager adopts “fixed” behaviors depending on its natural leadership style. Therefore he may be good in some situation, but not fitting in others… So, can the leader change behaviors according to the situation and can he become effective leader? YES! Leadership can be trained to adapt the leadership style to the different conditions so as to become effective in a broader range of situation . 1.5. THE ROLE OF FOLLOWERS There are some theories that focus the attention of the followers and not on the leaders. Pfeffer in 1970 said that leadership, as a phenomenon, has nothing to do with the exceptional qualities of gifted individuals, but rather with the gullibility (credibilità) of their followers. Someone becomes a leader because there are people following him. -> leadership is not related to features of the leader but there are people that like to have someone that guide them 1.5.1. ATTRIBUTION THEORY Attribution theory is a well -researched physiological theory that has shown that people tend to simplify reality when they make causal inferences. The cognitive capabilities become important: people tend not to think and to oversimplify problems . People are designed to think as less as possible. =n many cases, the brain is very efficient and rapid, but it tends to make mistake; people oversimply reality, given answers to other questions that are simpler. The problem is that reality is frighteningly complex, and people have limited cognitive abilities. They thus need to simplify the world when they make attribution judgments. One way in which they do so is to look for salient objects, circumstances, or people in their environment. A person or object is salient when she stands out in contrast to the back -ground . For example, in a group of all -white people, a dark -skinned person stands out. Research on attribution theory has shown that people mistakenly tend to attribute more causal power to salient objects . Hust because someone is different or recognizable, the brain starts to give to him other characteristics: people tend to attribute more things just because someone is different. There is the so -called head of the table effect : just standing in a certain position around a table, a person has more possibilities that people notice him. To be a leader it is necessary to be recognizable. Being just the average, it is more difficult to become a leader. =f there are more possibilitie s to be seen, the brain of people will start attributing more characteristics. There are no leaders without followers (and vice versa) . Followers vary in terms of the extent to which they commit, comply, and resist a leader's influence attempts. A follower should • Understand the leader • Understand him/herself • Understand the gap and "accommodate" the leader To become a leader, it is important to treat the first follower as an equal. the follower takes guts to act differently because who does it is the only one and it seems ridiculously. The next will not imitate the leader but will imitate the follower. The importance of a follower is crucial in leadership. To become a leader, it is not only important the attribution theory, but it is necessary to be able to nurture very well the first follower, otherwise it is difficult to create a movement. =t is necess ary to treat others as equal. There are two interesting things : 1. You are not a Leader if you have not Followers, and the 1st follower is the Mandatory Step. 2. People normally follow the followers and not the Leader. People can emulate your follower specially if you are doing something very great. We all want to become a Leaders which is Mathematically =mpossible because Leader should have a Follower. 1.6. LEADERS -FOLLOWERS RELATIONSHIP 1.6.1. SITUATIONAL LEADERSHIP Probably, it is not only a matter of the leader or a matter of the follower. Maybe it is all based on the relationship between leader and followers . The most important model is the situation leadership introduced by :ersey and Blanchard in 1988. They identify two types of behaviours: • Task behaviour • Relationship bahaviour According to :ersey and Blanchard, it is possible to mix the two types of behaviour. Analysing the teacher of The Karate Kid, at the beginning there is a one -way relationship: the teacher tells things and the student must act, without having reasons. The student just executes the orders: there is a low position along the supportive behavior’s axes. The teacher tells exactly to the student how to do things and then he comes back to check the behaviour, correcting him. :e tells what to do, how to do, checking and giving feedback . This quadrant is a telling type of relationship: the leader pro vides specific instruction and closely supervises performance . Analysing the second clip, the teacher is still very precise in explaining how and what to do, correcting and testing the student. From this point of view, the kind of behaviour is still quite high in terms of task orientation. =n terms of supportive behav iour, it is high too as he is engaged in a two -way relationship. The teacher shows the reason why the student has to do certain actions: he engages with him in managing to understand which the final objective is. :e supports the learning process in terms o f reasons and not only tasks . This quadrant is called selling : the leader is not just an executor anymore but he explain s decisions and provides clarification. Show me the task and i will correct your task because you aren't still good at it as much as i was telling you before =n the third clip, the task behaviour is not high anymore as there is not a check anymore of the actions of the student . The student already knows what to do and there is no more need for checking. The supportive behaviour is high when the student understands something: there is a moment in which the student stops acting, and he understands that karate is not about fightin g. The relationship is not anymore in doing something but in understanding why doing things. =t is participating , the leader shares ideas and facilitates in decision making. There is a path in which a leader needs to be sure than the decision -making process of the students is correct. The situation in the fourth part shows no interaction between the student and the teacher. The former is able to make decisions without the support of the latter. =n this case, there is delegating that means give work assuming that the person can do it without the need of checking. There is a provision not only of the tasks but also of the responsibility and the decisional power . The teacher modifies its behaviour: it is the leader that decides the behaviour, there is an active role of the leader. There are some variables that the leader looks at to understand the right leadership style. Blake and Mouton thought that the behaviour is fixed. With the situationa l model, it is possible to adapt the behaviour to the different situations. To de cide to move to a different behaviour, the most important thing is to look at the follower readiness : the output variable is the behaviour. Commitment means ‘impegno’ Sometimes, this process is not followed. Some followers do not care about why things are done, someone will never be able to be fully independent... The one presented is the ideal cycle but not every single person follows it. =f the follower does not reall y want to understand why or to be independent, even acting in a different way there are no results. Furthermore, it is possible that even if there is full delegation, for some actions it is necessary to use a telling approach . The relationship can be in different steps, can move from a quadrant to another and also being in the delegating phase there could be the necessity of other phases. =t is a situational model. To sum up: 1. The leader can change the behaviour 2. The relationship can be described on two axes 3. To understand the best behaviour, it is necessary to look at the follower: the leader should consider the level of readiness (prontezza) of the follower in order to make decisions and this is why is called situational leadership. 1.6.2. TRANSACTIONAL LEADERSHIP Transactional leadership is typical the same for everybody, there are rules and the rules are applied to everybody. =n a transaction there is an exchange: something is given receiving something back. The third law by Newton says that "To every action there is always opposed an equal reaction" and this is the main idea of the transactional leadership. The Transactional Leadership involves motivating and directing followers primarily through appealing to their own self - interest. =t is possible to move people by leveraging on their self -interests. Doing things that the leader wants, there are rewards, otherwise punishments. =t is based on a transaction. Example: Vincent Thomas "Vince" Lombardi best known as the head coach of the Green Bay Packers during the 1960s, where he led the team to three straight and five total National Football League championships in seven years, in addition to winning the first two Super Bowls following the 1966 and 1967 NFL seasons. Lombardi is considered by many to be one of the best and most successful coaches in professional football history. The NFL's Super Bowl trophy is named in his honor . :e said: • "The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather in a lack of will" • "The only place success comes before work is in the dictionary" to have success it is necessary to put all the effort in training • "There is only one kind of discipline, and that is the perfect discipline. As a leader, you must enforce and maintain that discipline; otherwise, you will fail at your job" steps transactional leadership: setting up the goal and contingent reward can be carried out by one of the following 3 steps: describe a bit better: • Contingent Rewards : The more a person follows the rules, the more he will get to the results. =t is necessary to have objectives on which people agree . This is typical in companies: at the beginning of the year, the objectives are set with the boss. They come from a discussion and at the end of the year the employee is rewarded if he had achieved the objectives or punished without getting the bonus. • Active Management by Exception : Generally, into companies there are some reviews settled along the year to understand if the movement is in the right direction. =n these cases, there is an active monitor, setting moments during the year when it is checked the direction, correcting the path if necessary • Passive Management by Exception : There is not an active management • Laissez -faire : =n some occasions, the leaders set the rules, create opportunities and then they do nothing. =n many cases, there is a lack of direction and any passive or active action is needed. :owever, it is possible in this way to make people grow in a faster way; it is similar to impoverished management. Transactional Leadership can be described with one word: accountability. To create a transactional kind of leadership, people need to be accountable for what they do. There are not rooms for interpretation. Normally, transactional leaders are very tough on rules, they are precise as they must be sure that everyone understood. Transactional leader wants to enforce accountability in people. =t's y our life, it's your work, it's your problem. = do my part and then it's up to you. you are accountable for you result. 1.6.3. TRASFORMATIONAL LEADERSHIP Normally, transactional leaders are very precise in giving tasks but "do something to change the world" is something challenging. The expectation to change the world is not transactional but it is something challenging, it means to put people outside their comfort zone: it is not about being a transactional leader. Transformational leadership is incredibly individualized, is on you , i change my behaviours according to the person i get in front. Transformational leadership -> Guide followers: bringing people to exceed their limits beyond expectations Main points of a transformational leadership are: • Individualized Consideration (=C): People are part of a crowd and they have to follow the rules, but there is an individualized consideration. Perceiving not to be just a number but that there is a connection between the person and the leader, the person will be stimulated . • Intellectual Stimulation (=S): leaders do not want that people stay in their comfort zone, they want to challenge as much as possible . =f leaders truly challenge from the intellectual point of view, the kind of reward in terms of self -rewards is extremely high. =f the goal is not achieved, no one will flank as the task is extremely challenging. • Inspirational Motivation (=M): Leading by examples is transactional : is not about inspiring. =nspiring is different, motivating about doing something very difficult. • Idealized influence (==) To be transformational leadership it is necessary to be aware of people and organizations, acts as a leader, have effects on followers , work groups and outcomes. =t is possible to be a transformational leader being very beloved by people or not. A transformational leader is someone that is able to move people, without necessarily being loved. Normally, they are very tough as for them no thing is enough . Walks the talks is typical of transformational leaders . Difference between transformational & transactional : Use Transactional Leadership when you want to perform 100%. But to perform more than 110% we use Transformational Leadership. Transformational Leadership is used when, you want to go beyond or you want to Transform people, you want to moves the boundary, you want to make people to do that they didn't expect they ca n do. Transactional and transformational are different but they can go together . With transactional leaders the aim is to move people to expected outcomes . =t is a good perspective to move people to expected outcomes. :owever, to move performances beyond expectations , it is not enough, and a transformational leadership is necessary . =t may be necessary to use different approaches with different people. There is a research made by Avolio and Bass that shows that it is possible to put the two things together. =n the transactional leadership there is at the "bottom" the "laissez- fair", it is typical a kind of passive approach. According to Avolio and Bass, it is not quite effective, therefore there is a movement to a more active role with Management by expectations and Contingent reward. Then, there is the transformational. 1.6.4. VISIONARY LEADERSHIP Visionary Leadership: the vision comes from a visionary leader. The leader gives to the mass a vision individually created: inspiring, clear, but related to an individual. Visionary Leadership: the communication of a future image of a collective with the intention to persuade others to contribute to its’ realization Vision : Vibrant, idealized of what the group aspires to one day achieve. =t’s clear and inspiring, has to express the feelings for the future that you have. − Vision may provide a sense of identity and meaning − Common framework for action provided by a vision allows people to coordinate and integrate their activities − Vision may serve as a basis for development of organizational norms and structures Vision (idea) -> Communication (right words) -> Empowerment (action) 1.6.5. SHARED LEADERSHIP Leadership can be horizontal -> =f we are not leading the group, we still have to try and motivate others. The vision comes from a team -> emerging shared vision . A shared vision is harder to manage, it’s difficult to see and less clear at the beginning, but once emerged, is more sustainable over time because all the people together developed the shared idea. Shared leadership is a dynamic, interactive influence process among individuals in groups in which people share responsibility for leading. =t involves peer, or lateral, influence and upward/downward hierarchical influence. -> Leadership is not only vertical, but also horizontal! Shared leadership can be measured through density: the extent to which each team member perceives that other members inside a team display leadership. =t is possible that a certain point somebody’s taking the lead, but the idea of shared leadership is that this leader is not permanent. The more you’ve got everybody interacting with everybody, the more you’ve got a more shared leadership approach. =t requires: − A leader above who empowers, enables, creates the condition for the team to be self -managed/lead. − Team design, onboarding, training and development. =t happens: − Self -managed teams − Group of people working on task or projects requiring interdependence and creativity − Often in executive boards The role of the leader in shared leadership is completely different -> The more we are in the situation of agile teams, the more we need to help the whole team to self -organize itself and to have someone to take the accountability and the responsibility fo r the different parts while integrating them. What can you do to develop shared leadership? Delegate, know each othe r Regular feedback sessions could foster social support. =nternal: Team environment • Shared Purpose: team members have similar understandings of their team’s primary objectives and ensure collective goals. Get clear on what you’re going to do → all the member of the team should believe in what they are doing • Social Support: team member’s effort to provide emotional and psychological strength to each other -> you are not alone in the team and you can help people. • Voice: constructive change -oriented communication, participation in decision making and extra -role work behaviors → Leads to mutual leadership and commitment . -> let the people free to speak External Coaching: Supportive Coaching behaviours: interaction with a team to help the members make coordinated and task -appropriate use of their collective resources in accomplishing the team’s task. Make people become more confident. → develops team self -management, initiative and autonomy • Encouragement → feeling of self -competence (tell them they can achieve it) • Support → shared commitment (ex. two players wanted to play in the right position and the coach had to decide. The one playing on the left didn’t play well but with effort , the coach supported and rewarded him by moving him to the right position) • Suggestions → clarity on task management (the coach gives suggestions but at a certain point the team has to do things as they want) =f the team is characterized by shared leadership, with different people taking the lead in different types of activities. External coaching is a way to foster shared leadership: an external person, with higher hierarchy, could have been helpful to help the team members making coordinated and task -appropriate use of their collective resources in accomplishing the team task. 1.6.6. SERVANT LEADERSHIP Servant leadership states that is important to care about other people, before caring about ourselves. The leader is there only to serve the team. Does the servant leader do something in order to have something back? no, he does something only for the willingness Servant leaders are like sherpas: − Empowering and developing people: Risk to teach others getting up the mountain − :umility: sherpa people have a great respect for that mountain − Authenticity: you need to care for the team more than for yourself − =nterpersonal Acceptance: Western people approach it as a physical challenge − Providing Direction: Leading the way up the mountain − Stewardship: The risks that people were making the Sherpas take… They have: • Culture: human orientation (focuses on that person and helps her to grow) power distance (very low) • =ndividual characteristics: self -determination (helps you understand that you have your future in your hand) moral cognitive development (respects each other’s, never judge) cognitive complexity (understands difficulties and differences, handles situations ) Servant Leadership occurs when: • The leader is not at the centre • The leader is genuinely concerned with serving and wants to help followers grow -> “:ow can = help you deliver excellent service?” =t requires: • The leader is not at the centre: “primus inter paris” • Accept that employees who do the actual work of your organization often know better than you how to do a great job Achieve organizational goals are not characteristics of servant leader Servant leader empowers his team to take ownership of their work Exam simulation: Dear Anna, Thank you for the presentation of this morning, the client was very delighted by your proposal. Great performance, but =’d like to give you my feedback about your attitude. Last week when = texted you to offer some help on the project, = did it because = perceived you were struggling to keep up with the workload. ='d like to make clear that here “asking for help is not a fault”. We are a team and we should help each other. Please, the next time =’d appreciate you to ask for support and trust othe r team members in front of difficulties. Since =’m citing the issue of trust, = suggest you have a look at this book: “The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, =nnovation, and Growth” by Amy Edmonson. A great read for the summer! =’d love to hear your thoughts about psychological safety during our next 1 -to-1 in September. Finally, =’d like to let you know that = really appreciated the way you faced the Q&A session, this is the spirit of constructive criticism = was suggesting during our last lunch. Keep working this way, great job Best Mark Which model might help you in start defining Mark's leadership approach in dealing with Anna? 1. Transactional Leadership 2. Shared Leadership 3. Attribution theory 4. Managerial Grid None of the models fully explains completely Mark’s leadership approach towards Anna. Yet, no transactions are mentioned, nothing regarding attribution theory is said and no other leaders to share leadership with are mentioned. The Managerial grid has 2 axes: concern for people and concern for production. No information are provided about the latter while we have many information about the concern for people like : “asking for help is not a fault”; “We are a team and we should he lp each other”, “trust other team members” etc. Thus we can certainly say that the concern for people is high so the managerial grid can start providing information about Mark’s leadership approach in dealing with Anna. So, the managerial grid is a good starting point but we not fully apply it because we don’t have anything information about concern or production. Exam simulation: Hudy is a project manager in a multinational company. Recently she has been assigned to a new project where she will have to manage a completely new team of people she never met before. At the Kick -Off meeting, she takes some minutes to introduce herself, telling about her background, career, and leadership style. =n particular, at a certain point, she says: "Project needs are as important as people's needs. = believe in the necessity to care about people's well -being and focus on tasks and routine to attain organizational goals. " Leveraging on the Managerial Grid Model, Hudy’s style can be classified as: 1. TEAM MANAGEMENT: she is committed to people, besides she believes that interdependence through common goals brings to trust and good relationship 2. COUNTRY CLUB MANAGEMENT: she cares about friendly climate to bring people to fair productivity 3. AUT:OR=TY COMPL=ANCE MANAGEMENT: she believes that people’s needs do not have to interfere with the final goal 4. =MPOVER=S:ED MANAGEMENT: she believes that minimum effort is enough for defining the organizational belonging =t is a typical case of team management, showing high concern for people (“projects are important as people’s needs”) and high concern for production as well “focus on tasks and routine to attain organizational goals”. Exam simulation: Marta during her one to one meeting with her supervisor told him: “Since = joined our team, = perceive = change a lot, both professionally and personally. You challenged me to perform different kind of tasks and projects, making me aware of the importance to meet goals and expectations. Thanks to your guidance = perceive my self -esteem increased as well as my intrinsic interests in meeting goals and meaningful tasks”. According to Marta words, how would you describe Marta’s supervisor behavior? 1. =nspirational motivation 2. Laissez Faire 3. Active Management by Exceptions 4. =ntellectual stimulation According to the transformational model: the leader challenges followers to be innovative and creative. A common misunderstanding is that transformational leaders are "soft," but the truth is that they constantly challenge followers to higher levels of per formance. The key message that Marta is highlighting is being challenged by her supervisor. Exam simulation: -> difficult question Max is the latest intern hired by Teply, an energy company which aims at providing a wide range of energy -related services, developing innovative solutions. :e is doing his final semester at M=P, where he is finishing an MBA. :e has got good knowledge abou t Teply working field as he worked as a consultant in a different company, in the Energy Practice for 4 years. =n that experience Max demonstrated to be autonomous and motivated. For this reason, Elisa (head of new service development in Teply) decided to invest on him. :e will be part of the most ambitious Team in Teply, a task force focused on the development of the most innovative electric mobility and fast -charging services. An unexplored competence for the whole Team but an extremely important business area for the strategic direction of the company. The first task of Max is revising 250 pages of reports to give Elisa a 2 -page memo about electric mobility in Singapore. According to the Situational Leadership Model, which kind of style should Elisa adopt with Max in her team? 1. Telling 2. Participating 3. Delegating 4. = don't have enough information to answer We have a lot of information on Max background, but we have no information regarding his readiness(prontezza , impegno ) in the new job. :e is experienced, but is he also willing and secure in the new environment and in such an important project? :e has a lot of previous information, but is he also really able to perform such tasks in the new environment? Does he feel comf ortable or terrified in being part of the most ambitious team in Teply? We don’t have information regarding how Elisa should behave with him according to the situational leadership model. 2. WHAT MAKES A PERFECT TEAM Group definition: A group is defined as two or more individuals, interacting and interdependent, who have come together (che si sono uniti) to achieve particular objectives, and that share collective norms and have a common identity. 2.1. FACTORS INFLUENCING A PERFECT TEAM • dependability of team members: believe and trust that people in the team will do what they've got to do (faranno quello che devono fare) , = can rely on my team members. • personal meaning derived from team’s work: team members may find the meaning in what they are doing • performance rating of team members • structure of team & roles: clear structure and roles in order to work properly • extroversion of team members: = need a certain level of extroversion because if no the members of the team doesn't communicate • manageable workload for team members: give to the team the right amount of work • number of top performers among team members: at a certain point there is the need to have a top player • seniority and experience of team members: it is not only a matter of performance but also experience • colocation and task force: it’s difficult to work with a very widespread team. • perceived impact of team’s work: the quality of the team will depend on the level of the impact that people feel. = can see that the results of my effort are useful for something • consensus -driven decision making: the team move on only when people are fully completely agree • psychological safety of the team: = feel that = can say whatever = want • friendship among team members There are 5 main variables that explain a perfect team: (They are in order of importance ) -> people feel free to speak -> people do what they are supposed to do -> people see a very clear meaning in what they do, but the meaning that they see is not the same for all of them -> give to people a clear idea of the impact of what they are doing the main important variable is the psychological safety! psychological safety definition: A sense of confidence that the team will not embarrass, reject or punish someone for speaking up. Example of unsafe team: “Our team meetings don’t always feel like a safe zone for questions and thoughts. The tone in meetings can be condescending and aggressive at times” “= sometimes get a bit scared to speak my mind. = feel like there are so many individuals here that have been on the team for so long that it gets intimidating to say something” -> the point is that that even if you are not aggressive, someone might feel not okay with speaking . Furthermore = should understand why a team member is not speaking. What you should do to foster (favorire) Psychological Safety: 1. Frame work as a series of learning problems, not execution on problems 2. Admit your own fallibility (fallibiltà) 3. Model curiosity and ask more questions The perception of the judgments from other has a huge impact on performance effectiveness. Being scared to ask clarifications, to express the ideas… -> there is a loss of power: the team does not effectively work. it is necessary to understand if in the team there is psychological safety. When a team has a climate of psychological safety, team members feel more comfortable asking questions, requesting clarification or inquiring about others’ views. 2.2. WHAT IS CONFLICT Conflict definition: conflict is a process that begins when one party perceives that another party has negatively affected , or is about to negatively affect, something that the first party cares about. Talking about challenging conversations means talk about conflict. Being not aligned is just a part of it and the argue is an effect. We avoid conflicts because we fear various combinations of the following things: − :arm − Rejection − Loss of relationship − Anger − Being seen as selfish − Saying the wrong thing − Failing − :urting someone else − Getting what you want − =ntimacy → these things are the things that we tell ourselves just not to tell ourselves the real reason why we don't like conflict!!! we don't like to put ourselves in difficult situation. Can conflict be constructive? a study on conflict into teamwork shows the intensity of the conflict on one axis and the quality of the work provided by the team on the other axis. Being in a situation where the conflicts are too high, at the end of the day is more difficult to work positively. :owever, in teams without conflicts it is difficult to have a good quality in the final output too. =n the middle, it seems that is possible to have positive effects. The lack of conflict is a sign of over conformity -> over conformity is when you get a team which has been working together for a very long time and at the end they see things in the same way. =t is unhealthy when there are no conflicts . =n order to solve a conflict we need many options -> conflicts is a way to pushing the creativity of a team. Diversity of opinion is necessary: − to increase the creativity − to force people to clarify their views − it can produce constructive social change − it gives people the opportunity to test their capacities − development of group and organization cohesion 2.3. THE FIVE CONFLICT -HANDLIG MODES The Thomas -Kilmann Conflict Mode =nstrument (TK=) is designed to assess an individual’s behavior in conflict situations. That is, situations in which the concerns of two people appear to be incompatible. =n such situations, we can describe a person’s behav ior along two basic dimensions. The two main variables to consider are: • ASSERT=VENESS The extent (la misura) to which the individual attempts to satisfy his or her own concerns • COOPERAT=VENESS The extent to which the individual attempts to satisfy the other persons concerns -> These two basic dimensions of behaviour can be used to define five specific methods of dealing with conflicts: 1. competing : a person definitely wants to reach only its own objective. The conflict is seen as a competition