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Business communication and

Organizational Behavior
7. Leadership and Team Building in organizations

2019.11.9

Visiting Professor
Shinichiro Kawaguchi（Dr.)
 ＝ The contents ＝
◆ Leadership in organizations

1. The difference between leadership and management

2. The difference among manager, follower and subordinate
3. Definition of leader & leadership
4. Four broad criteria for leadership effectiveness
5. Main role/responsibility of Leader
6. Definition of Leader & Leadership
7. Historical Background of Leadership Theory
8. Various Theories of Leadership (1980’s onward)
9. Transaction /Transformational Leadership Theory
10. The Multifactor Leadership Questionnaire (MQL)

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Famous leaders in the world

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 1. The difference between leadership and management
◆ " Leadership " and " management " is clearly something else .
◆ In the past era the “effective control of management covered an organization as a whole" has been very
important for the organizational management.
◆ Recently , the necessity of " effective leadership " is recognizing as a driving force of organizational
competitiveness and core vale under these era of reform.
◆ An organization needs both " management " and" leadership“, because each of them owns the
different role and responsibility.

Leadership
・Achieve the transformation of the
Role organization to make their
organization more productive,
competitive, and value-added.
①Direction for the future
Responsibility ②Integration of human nature
③Motivation and enlightenment
Management
・Address the complex business
environment successfully, sustain the
operation of the existing system
① Planning and budgeting
② Organizing and staffing
③ Controlling & problem/issue -
solving

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 2. The difference among manager, follower and subordinate

➢ We should note the distinction between the concepts of leader and manager, and the one of follower and
subordinate.
◆ A subordinate refers to a person in a formally defined position in their organization chart that reports to
a manager, while a follower simply refers to a person who acts according to the influence of a leader.
◆This means that while many subordinates may indeed be followers, not all followers are necessarily
subordinates.
◆A subordinate with effective leadership skills may have substantial influence over their co-workers, and
possibly even their manager. This concept links to “Shared leadership Theory”)
◆Additionally, if a manager is an ineffective leader, their subordinates are unlikely to also be their
followers (just subordinated in organization chart).

Follower ?
Manager ?
Subordinates ?

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 3. Definition of leader & leadership
➢ What is Leader?
A person who holds a dominant or superior position within its field and is able to exercise a high
degree of control or influence over others.
➢ What is Leadership? (Yukl, 1989).
The activity of leading a group of people or an organization , or the ability to do:
◆establishing a clear vision,
◆sharing that vision with others so that they will follow willingly, providing the information, knowledge
and methods to realize that vision, and coordinating and balancing the conflicting interests of all
members and stakeholders,
◆ influencing task objectives and strategies, influencing
commitment and compliance in task behavior
of followers to achieve these objectives,
◆influencing group/team maintenance and identification,
and influencing the culture of an organization.

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 4. Four broad criteria for leadership effectiveness
➢ DeRue, Nahrgang, Wellman, and Humphrey (2011) proposed four broad criteria contribute to the smart
leadership as follows:
◆Effective influence (for example, the leader is seen to influence the achievement of Individual and/or
organizational objectives)
◆Performance achievement (the individual/group/team/organizational goals/objectives and KPIs)
◆Awareness of followers’ satisfaction in terms of human relations
◆Realization of followers’ satisfaction in terms of their job/task implementation.

Effective influence

Performance achievement
Smart leadership
Awareness of followers’ satisfaction

Realization of followers’ satisfaction

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 5. Main role/responsibility of Organizational Leader
➢ The Role/Responsibility framework of “Organizational Leader as a change
agent in an organization” from Organizational Development (OD) perspective

Main Role & Responsibility of Organizational Leader

Contribution to the realization of excellence and OD

Transform their organization Activate their organization Cultivate their organizational

for adapting to the change of and develop organizational culture which links to vision,
business environment willpower & core competence mission, core value

Sense the change of Commit to the design Cultivate the

business environment of strategy/tactics and organizational DNA
and adapt to the implementation for the formation of
change actively organizational culture

Utilize the Contribute to the Transform the

organization resources
/functions effectively
and productively for
adapting to the change
intensification of organizational culture
organizational more creative,
activation, willpower challengeable, and
and core competence productive
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 7. Historical Background of Leadership Theory

➢ 1900’s: the “great man” theories -- it’s an innate ability; who is born to lead?
Leadership studies historically went hand-in-hand with studies of elites:
political, financial, military, aristocratic, or cultural elites. Leadership was considered an art, for which
some fortunate people had an inbuilt genius;
➢ 1930’s: group theory -- how leadership emerges and develops in small groups.
During the Great Depression started from 1929, US social psychologists found in studying groups that
democratic leadership was not only possible, it was more effective. Thus a more egalitarian view of
leadership evolved from the elitist ( “great man)” view. Unfortunately, research indicated that patterns of
leadership behavior in small groups were not transferable to large groups, or organizations.
➢ 1940’s-50’s: Trait Theory -- what universal traits are common to all leaders.
This theory suggests that leaders are born, not made, and that a good leader has a set of specific traits.
Early research on leadership was based on the psychological analysis regarding inherited characteristics or
traits leader owned.
Attention was thus put on discovering these traits, often by studying successful leaders, but with the
underlying assumption that if other people could also be found with these traits, then they, too, could also
become great leaders.

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 7. Historical Background of Leadership Theory
➢ 1940’s-50’s: Trait Theory -- what universal traits are common to all leaders.

List of personality traits

Openness to experience
Conscientiousness
Extraversion
Agreeableness
Neuroticism
Self-esteem (low)
Harm avoidance
Novelty seeking
Sensory processing sensitivity (SPS)
Perfectionism
Alexithymia
Rigidity
Impulsivity
Disinhibition
Psychoticism
Obsessionality
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 7. Historical Background of Leadership Theory

➢ 1950’s- 60’s: Behavior Theory -- what key behavioral patterns result in leadership.
Leaders can be made, rather than are born. Behavioral theories of leadership do not seek inborn traits or
capabilities.
Rather, they look at what leaders actually do. Behavior is a big leap from trait, and assumes that leadership
capability can be learned, rather than being inherent.
This theory was using two kinds of factor on rectangular coordinated such as:
1) Factor 1: Consideration Factor, maintenance factor, employee-oriented
2) Factor 2: Initiation factor, Productivity Factor, Performance Factor, job-oriented
Typical behavior theory are as follows:
◆Study of Ohio & Michigan State University by 1945 & 1961
◆Managerial Grid by Blake & Mouton, 1978
◆PM(Performance and Maintenance) Theory by Misumi, 1978
This theory opens the gates to the leadership development field, as opposed to simple psychometric
assessment used for Trait theory

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 7. Historical Background of Leadership Theory
➢ 1950’s- 60’s: Behavior Theory -- what key behavioral patterns result in leadership.

Managerial Grid

Ohio State University Leadership Style

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 7. Historical Background of Leadership Theory
=PM(Performance and Maintenance) Theory by Misumi, 1978=

Leadership –Type can be clarified,

M by utilizing two orthogonal factors ;
a
i High ●Performance( result) - oriented
n
t
●Maintenance (human &
PM-Type workplace factors) – oriented
e pM-Type
n
★PM-Type
a
n Performance : High
c
e Maintenance : High
|
o ★Pm-Type
r
Performance : High
i
e pm-Type Pm-Type Maintenance ： Low
n
t ★pM-Type
e Low
d Performance : Low

Performance-oriented Maintenance : High

Low High
★pm-Type
Performance : Low
Four Categories of The Leadership-Type
Maintenance: Low 13
 7. Historical Background of Leadership Theory
=PM(Performance and Maintenance) Theory by Misumi, 1978=
(PM) (pM)

(Pm) (pm)

Pm-type PM-type pM-type pm-type

< Features of Each Leadership-Type >

A leader should
● Pm-type : consist of high task behavior and low relationship behavior of leader by change their
“Directing, Guiding, Telling, Establishing” ・・・・・・・・・・・・Shop floor Supervisor-style. leadership style
by considering,
● PM-type: consist of high task behavior and also high relationship behavior of leader by
Performance &
“Explaining, Telling, Clarifying, Persuading”・・・・・・・・・・・・・・・Sales person-style.
Maintenance
● pM-type: consist of low task behavior and high relationship behavior of leader by (Human and
“Participating, Encouraging, Collaborating, Committing” ・・・・・Staffing-style.. Workplace
● pm-type : consist of low task behavior and also low relationship behavior of leader by factors)
“Delegating, Observing, Monitoring, Fulfilling”・・・・・・・・・・・・・President-style. 14
 7. Historical Background of Leadership Theory
=PM(Performance and Maintenance) Theory by Misumi, 1978=
The Gap analysis of leadership-type by leader and followers

Leadership Type of Superior Leadership Type of Superior

pM PM pM PM

Human-Factor
Human-Factor

1 1

pm Pm pm Pm
1 1
Performance-Factor Performance-Factor

Self-Evaluation by leader Evaluation by followers

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 7. Historical Background of Leadership Theory
= Contingency Theory by Fiedler &Fiedler, Situational Leadership by Hersey & Blanchard ＝

➢ 1960’s-70’s: Contingency/Situational Theory -- establish which leadership behaviors

succeeded in specific situations.
Unable to determine which particular behavior patterns consistently resulted in effective leadership,
researchers then attempted to match behavior patterns that worked best in specific contexts or situations.
The essence of the theory is that there is no single "best" style of leadership, and it depends on the
situation.
Effective leadership is task-relevant, and the most successful leaders are those who adapt their leadership
style to the maturity/readiness level of followers ("the capacity to set high but attainable goals, willingness
and ability to take responsibility for the task, and relevant education and/or experience of followers for the
task") they are attempting to lead or influence.
These are typical theories of Contingency/Situational Theory;
◆Contingency Theory by Fiedler, 1967; Fiedler, et al., 1976
◆Situational Leadership by Hersey & Blanchard,1977

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 7. Historical Background of Leadership Theory
➢ Situational Leadership by Hersey & Blanchard
Skill, Knowledge Willingness/Confidence
High-
Level

Med-
Level

Low-
Level
Final Latter- First Starting Final Latter- First Starting
Stage Half Half Stage Stage Half Half Stage
Stage Stage Stage Stage

(R4) (R3) (R2) (R1) (R4) (R3) (R2) (R1)

Maturity/Readiness Level of followers

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 7. Historical Background of Leadership Theory
➢ Situational Leadership by Hersey & Blanchard
Suitable Leadership type
Maturity/Readiness Level & Suitable Leadership-type regarding Readiness level
★R1 level : Starting Stage
◆Pm : Guide followers
(pM) (PM) concretely and supervise in detail.
★R2 level : First Half Stage
◆PM : Coach followers
rather concretely and supportively.
(pm) (Pm) ★R3 level : Latter Half Stage
◆pM : Encourage followers
and collaborate with them.
R4 R3 R2 R1
High Medium-high Low-medium Low
★R4 level : Final Stage
skill/knowledge skill/knowledge skill/knowledge skill/knowledge
& high & unstable & low & high
◆pm : Delegate the authority
willingness to willingness to willingness to willingness to of leader to followers.
do the job. do the job. do the job. do the job.
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Maturity/Readiness Level of Followers
 Individual exercise

Name: . ID number: .

1. Clarify the characteristics of each leadership from perspectives of OM theory

2. Explain the relations between “Maturity/Readiness Level of team members and “Suitable
Leadership-type of team leader” form the “Hersey & Blanchard Situational theory”.

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 8. Various Theories of Organizational Leadership (1980’s onward)
Category Organizational Leadership Theory (1980’s onward)
1-1) Transactional Leadership
1-2) Transformational Leadership*
1-3) Charismatic Leadership
1-4) Strategic/Visionary Leadership
1) New Type of 1-5) Distributed Leadership
Leadership style 1-6) LMX (Leader Member Exchange) Theory
1-7) Path-Goal Theory
1-8) Attribution Theory
1-9) Shared Leadership
1-10) Team Leadership
2-1) Ethical Leadership
2-2) Authentic Leadership
2) Value-based 2-3) Spiritual Leadership
Leadership Style
2-4) Servant Leadership
2-5) Public Sector Leadership

* One of the most well-known 0rganizational leadership theory in the world. 20

 9. Transaction / Transformational Leadership Theory
=Transactional Leadership" VS “Transformational Leadership=

◆ James MacGregor Burns (1978) first introduced the concept of Transformational Leadership in his descriptive
research on political leaders, but this term is now used in organizational psychology as well. He established
two concepts: “Transactional leadership”, and “Transformational leadership".
◆ The concept of Transactional leadership： A leadership framework based on the concept of “social
transaction “ (transaction from achievement to reward) : a follower obtains some kind of reward from the
leader when she/he achieves results ・・・”give and take concept” .
◆ The concept of Transformational Leadership：A leadership framework based on the concept of “change of
consciousness “ (passive consciousness is converted to active), where a follower voluntarily raises the
level of participation awareness, in order to achieve the goal aimed at by the leader・・・ Win-Win
concept.

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 9. Transaction / Transformational Leadership Theory
=Relation between Maslow’s theory, TFL, TSL=

◆ There exists the relation among Maslow’s Theory regarding motivation (Maslow’s hierarchy of
Needs), Transformational (TFL) Theory and Transactional (TSL) Theory. Transformational
Leadership would fit into the higher levels of needs, as it requires a high level of authenticity, self
esteem and self actualization to successfully be a transformational Leader.
◆ Realization of lower needs such as health and security is the minimum requirement to be a
transactional leaser, and must be secured for paying serious attention to the higher possibilities by
followers.

Maslow’s hierarchy of Needs

Target needs to be assured

by Transformational (TFL) leader

Target needs to be assured

by transactional (TSL) leader
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9. Transaction / Transformational Leadership Theory
=Relation between Maslow’s Theory, TFL, TSL=
Motivation Theory and Leadership Theory are linking strongly.

T&D、CDP
Health Program
Work-life balance TFL
Job satisfaction

Recognition,
Awards
Work-life Program
Employee assistance plan
Insurance benefit,
Retirement plans
TSL
Minimum Wages,
Job security
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9. Transaction / Transformational Leadership Theory
=Three Elements of Transaction Leadership=

1. Contingent
Reward

Typical
Behavior of
Transactional
Leadership
Management by 3. Laissez-Faire
Expectation Leadership
- Passives
- Active

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9. Transaction / Transformational Leadership Theory
=Four Elements of Transformational Leadership=

Four Element of Transformational Leadership

1. Individualized Consideration

+
2. Intellectual Stimulation

+
3. Inspirational Motivation

+
4. Idealized Influence

=
Performance Beyond Expectation, and realize OD

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 10. The Multifactor Leadership Questionnaire (MQL)
=Leadership Questionnaire linking to Burn’s TFL and TSL=
➢ The Multifactor Leadership Questionnaire (MQL) for Full range leadership survey advocated by
Avolio (2010) and Day & Antonakis (2012) assumes the existence of differences in the effectiveness of
leadership styles, based on the active/passive distinction.
➢ MQL identifies the current situation of leadership factors owned by an organizational leader, and points
out the critical factor to be improved.
➢ The MLQ‐6S measures leadership on seven factors based on Burn’s Transformational &
Transaction Leadership such as:

Category of Leadership Content of Questionnaire

Transformational Leadership (TFL)
Transactional Leadership (TSL)
1) Idealized influence
2) Inspirational motivation
3) Intellectual stimulation
4) Individual consideration
5) Contingent reward
6) Management‐by‐exception
7) Laissez‐faire leadership 26
 10. The Multifactor Leadership Questionnaire (MQL)
=Leadership Questionnaire linking to Burn’s TFL and TSL=

Multifactor Leadership Questionnaire (MLQ) Form 6S

SCORING INTERPRETATION:
Factor 1 – IDEALIZED INFLUENCE indicates whether you hold subordinates’ trust,
SCORING
maintain their faith and respect, show dedication to them, appeal to their hopes and reams, The MLQ‐6S measures your leadership on seven factors related to transformational
and act as their role model. & Transactional
(TFL & TSL) leadership. Your score for each factor is determined by summing three
Factor 2 – INSPIRATIONAL MOTIVATION measures the degree to which you provide a
specified items on
vision, use appropriate symbols and images to help others focus on their work, and try to the questionnaire. For example, to determine your score for factor 1, Idealized
make others feel their work is significant. influence,
For example, to determine your score for factor 1, Idealized influence, sum your responses
Factor 3 – INTELLECTUAL STIMULATION shows the degree to which you encourage others for items 1, 8, and 15.
to be creative in looking at old problems in new ways, create an environment that is Complete this procedure for all seven factors.
tolerant of seemingly extreme positions, and nurture people to question their own values Specific items on each factor Total
and beliefs of those of the organization. Idealized influence (items 1, 8, and 15) Factor 1
Inspirational motivation (items 2, 9, and 16) Factor 2
Factor 4 – INDIVIDUALIZED CONSIDERATION indicates the degree to which you show
Intellectual stimulation (items 3, 10, and 17) Factor 3
interest in others’ well‐being, assign projects individually, and pay attention to those who
Individual consideration (items 4, 11, and 18) Factor 4
seem less involved in the group. Contingent reward (items 5, 12, and 19) Factor 5
Factor 5 – CONTINGENT REWARD shows the degree to which you tell others what to do in Management‐by‐exception (items 6, 13, and 20) Factor 6
order to be rewarded, emphasize what you expect from them, and recognize their Laissez‐faire leadership (items 7, 14, and 21) Factor 7
accomplishments. Score range:
◆High = 9-12,
Factor 6 – MANAGEMENT‐BY‐EXCEPTION assesses whether you tell others the job
◆ Moderate = 5-8,
requirements, are content with standard performance, and are a believer in “if it isn't ◆ Low = 0-4
broke, don’t fix it.”
Factor 7 – LAISSEZ‐FAIRE measures whether you require little of others, are content to let
things ride, and let others do their own thing.
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10. The Multifactor Leadership Questionnaire (MQL)
=Leadership Questionnaire linking to Burn’s TFL and TSL=
The Multifactor Leadership Questionnaire (MQL)
=Leadership Questionnaire linking to Burn’s TFL and TSL=
INSTRUCTIONS: This questionnaire provides a description of your leadership style.
Twenty‐one descriptive statements are listed below. Judge how frequently each statement fits you.
The word others may mean your followers, clients, or group members.
Rating Crite ria:
0 ‐ Not at all 1 ‐ Once in a while 2 = Sometimes 3 = Fairly often 4 = Frequently, if not always
Items of Questionnaire Rating
1. I make others feel good to be around me 0,1,2,3,4
2. I express with a few simple words what we could and should do 0,1,2,3,4
3. I enable others to think about old problems in new ways 0,1,2,3,4
4. I help others develop themselves 0,1,2,3,4
5. I tell others what to do if they wan t to be rewarded for their work 0,1,2,3,4
6. I am satisfied when others meet agreed‐upon standards 0,1,2,3,4
7. I am content to let others continue working in the same ways 0,1,2,3,4
8. Others have complete faith in me 0,1,2,3,4
9. I provide appealing images about what we can do 0,1,2,3,4
10. I provide others with new ways of looking at puzzling things 0,1,2,3,4
11. I let others know how I think they are doing 0,1,2,3,4
12. I provide recognition/rewards when others reach their goals 0,1,2,3,4
13. As long as things are working, I do not try to change anything 0,1,2,3,4
14. Whatever others want to do is OK with me 0,1,2,3,4
15. Others are proud to be associated with me 0,1,2,3,4
16. I help others find meaning in their work 0,1,2,3,4
17. I get others to rethink ideas that they had never questioned before 0,1,2,3,4
18. I give personal attention to others who seem rejected 0,1,2,3,4
19. I call attention to what others can get for what they accomplish 0,1,2,3,4
20. I tell others the standards they have to know to carry out their work 0,1,2,3,4
21. I ask no more of others than what is absolutely essential 0,1,2,3,4
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10. The Multifactor Leadership Questionnaire (MQL)
=Leadership Questionnaire linking to Burn’s TFL and TSL=
A Sample of MQL-6S Assessment Result

Critical Factor : 7) Laissez-faire leadership

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 ＝ The contents ＝
◆ Team-building
1. The Basics of Team Building
2. Need for Team working/Building OB*: Organizational Behavior
3. Factors for effective/productive Team Working/Building from OB*
1) Selection of suitable team members
2) Setting clear team target/goals within the team
3) Role assignment within the team
4) Balancing KABS (Competency) within the team
5) Harmonizing personality types within the team
6) Change the leadership-type with situation
7) Training how to work together as a team
8) Task support among team members
9) Effective use of resources
10) Communication between team leader and members
4. Assessment for effective/productive Team Working/Building

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 1. The Basics of Team Building :Three Factors of Team

➢ There are three factors to make a good team such as:

1) Common framework : Vision, Mission, Goals/Objectives, roles, etc.
2) Collaborative will ： Let’s do it with us !!!
3) Team Synergy effect : Multiplier effect of power by team members

Common Framework

Good Team
Team synergy Effect Collaborative Will

Team Building is the process of 1)sharing common framework among team members, 2) intensify
collaborative will by friendly human relations, and, 3) realize tem synergy effect by effective communication. 31
 1. The Basics of Team Building : Tuckman Model

➢ Tuckman Model is the process to function as a team effectively like:

Stage-1 : Forming (to make good human relations among team members)
Stage-2 : Storming (to conflict among team members about framework and others)
Stage-3 : Norming (to agree upon common framework and goals/objectives as a team)
Stage-4 : Performing (to Perform good result of team goals/objectives as a team)

Result Storming Performing

Forming Norming

Team Building

Time
The purpose of team building is to accelerate the speed of making good
team, and vitalize it for attaining team goal/objective. 32
1. The Basics of Team Building ： The Four Factors of Team Building

➢ There are four factors of team building such as :

Factor-1 : Framework of Team (Vision, Mission, Process, ground rules, etc.)
Factor-2 : Team members (combination, role assignment, leadership, etc.)
Factor-3 : Environment (Space design, layout, direction of space, etc.)
Factor-4 : Relationship (Ice break, a warming-up exercise, collaborative experiences, etc.)

Framework of Team Team Members

Team Building

Environment Relationship

The role of team leader is to accelerate the speed of making good team and vitalize
it, by analyzing these four factors and improve them when necessary .
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 2. Need of Team Building

➢ Recent business environment continues to become more fluid and dynamic change day by day.
◆ Factors contribution to this rapid changing of business environment include the technological
revolution including IT, the global market, the ever-increasing specialization, and more value-
added division of labor.
◆ The direct effect is that individuals are now required to work with different teams of members
utilizing their professional.
◆ Eventually Team building is the curtail issues for all kinds of organizations.

Dynamic change of busies fields

Value added division of labor

Work with different team

Team Building 34
3. Factors for effective/productive Team Building from OB*
OB*: Organizational Behavior

Factors for effective/productive Team Building

1) Selection of suitable team members

2) Setting clear team target/goals within the team
3) Role assignment within the team
4) Balancing KABS (Competency) within the team
5) Harmonizing personality types within the team
6) Change the leadership-type with situation
7) Training on how to work together as a team
8) Task support among team
9) Effective use of resources
10) Communication between team leader and members
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 1) Selection of Suitable Team Members
➢ 6 factors for elective select of team members
➢ The first important factor for team building is selection of suitable team members considering their
KAS and experiences.
➢ It is very important to let team members to have their confidence and build trust among group
members.
➢ There are six factors to help distinguish between the effective and ineffective selection of team
members such as:

8 factors for elective select of team members

• Working Knowledge
• Experiences
• Problem-Solving capability
• Teamwork
• Openness
• Supportiveness
• Action Orientation
• Personal style
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 2) Setting clear team target/goals within the team

➢ Setting clear team target/goals within the team is essential in team building.
◆ It is important for the team leader to set clear and tangible target/goals so the members understand
their role and participation as a team members.
◆ Clear and tangible target/goals give the team direction, provide a feeling of value tobbe a member and
importance to accomplish the teamwork.
◆ Also team leader has to make sure the team knows how the work will be done and how the achievement
as a team will be appraised.・・・Job process and appraisal
◆ Without team target/goals, the team has nothing to strive for, and many team members may lose their
motivation・・・High Motivation
◆ To keep team target/goals achievable, measurable and controllable
will be very effective to accomplish team target/goals finally.

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 2) Setting clear team target/goals within the team
Dep/Sec/Team .
Team Target / Goal to be achieved
Team #1 Team #2 Team #3 Team #4
Strategic
(Division,
Department )
Level
Tactics
(Section)
Level
Operational
(Team )
Level

Task
(Individual )
Level 38 38
 3) Role assignment within the team

➢ Assigning roles to team members help them to know what they have to do and achieve. Each member
should be assigned a relevant role qualitatively & quantitatively that is clearly defined and relates to his or
her personality.
➢ Advantages of defining roles among team members are that it makes assignments more straightforward,
helps to understand the decision-making process, and assures the task will be completed.
➢ In most projects there are three roles: project leader, chief architect, and documentation leader. It is
important to clarify each of these roles at the very first meeting so members know exactly what they have to
do.

Considerable Points to assign role

●Relevant role quantitatively & Qualitatively

●Personality
●There are three roles of project
• Project leader
• Chief architect
• Documentation leaser 39
 3) Role assignment within the team

➢ Making a list of everyone’s skill sets, preference, work experience,training courses taken, and
interests is very effective in assigning the roles prperly. From this list team leader can determine who
is best suited for what role.
➢ Sometime participants may not have an interest in the role that they were unwillingly assigned to.
A serious problem that may occur is that a specific role may have too little or too much work or too
dificcult, which may cause resentment between the members. Motivation and Productivity may also
be lost. A team must always be ready to adjust to their new roles and be prepared if assigned to a new
one.
➢ In that case Job analysis is very important and effective.

Considerable Points of role allocation

●Check point of Job Allocation

• Skill sets
• Preference
• Work experience
• Training courses taken
• Personal interest 40 40
 3) Role assignment within the team
➢ Check list of selecting suitable team

Check items of Job Allocation The content of check

Skill sets
Preference
Work experiences
Training courses taken
Personal interest

Considerable Points of role assignment

●Check point of Job Allocation

• Skill sets
• Preference
• Work experience
• Training courses taken
• Personal interest 41 41
 4) Balancing KABS (Competency) within the team

➢ When creating a team building activity, it is important to have balanced KABS ( Knowledge,
Attitude/Behavior and Skills : Competency) sets.
➢ When some team members provide their technical skills, and others provide their theoretical skills, the
total outcome of the project can be accomplised successfully and productively ( so called Synergy effect).
➢ Compensating their weakpoint and intensifying strong points each other, the team can introduce a
solution that contribute to the final achievement as a team. This is the rason why balancing KABS
(Competency)sets is very important to elmiate dupulication and luck of KABS in a team.

Considerable Points of job allocation

●KABS & competency

●Synergy effect
●Compensate their weakpoint
●Intensify strong point
●Balancing KABS set

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 4) Balancing KABS (Competency) within the team

Target Dep/Sec/Team .

Competency Team #1 Team #2 Team #3 Team #4

Necessary
Knowledge

Necessary
Attitude &
Behavior

Necessary Skill

43 43
 5) Harmonizing personality types within the team

➢ The personality of a team leader plays a big factor on how the team performs. A leader must understand
diversity of personality team members have currently in order to gain the respect from them, and have to
harmonize his/her personality type with member’s one.
➢ The inappropriate traits of leader in a productive team were poor interpersonal skills (being insensitive,
arrogant, cold, aloof, overly ambitious), unable to get work done (betraying trust, not following through,
overly ambitious).
➢ Team leaders have to have a positive and active personality to gain respect among their organization and
members.

Poor Interpersonal Skill

・Being insensitive ・Aloof

・Arrogant ・Overly ambitious
・Cold

Unable to work done

・Betraying trust ・Overly ambitious

・Not following through 44 44
 5) Harmonizing personality types within the team

➢ Check list of interpersonal skill

Poor Interpersonal Skills Team leader has ?

Being insensitive Yes/No
Arrogant Yes/No
Cold Yes/No
Aloof Yes/No
Over ambitious Yes/No

Poor Interpersonal Skill

• Being insensitive
• Arrogant
• Cold
• Aloof
• Overly ambitious 45 45
 6) Change the leadership-type with situation

Definition of Leadership from

Organizational Behavior
point of view

Leadership is the ability to

influence team members in
order to let them achievement
of business goals/objectives.

< Organizational success and Leadership >

There can be no question that the success of an organization, or any

team within an organization, depends largely on the quality of its
“leadership”. 46
 6) Change the leadership-type with situation
Category of Leadership Concept and Theory from Organizational Behavior
1. Traits Theory ( USA )
2. Behavioral Theory ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ static perspectives
2-1. Ohio States University’s Study ( USA )
2-2. University of Michigan’ s Study ( USA )
2-3. Managerial Grid ( USA )
2-4. PM Theory ( Japan)

3. Contingency Theory ・・・・・・・・・・・・・・・・・・・・・・・・・・・ dynamic perspectives

3-1. Autocratic Democratic Continuum Model (USA )
3-2. Fielder Model (USA )
3-3. Hersey- Blanchard’s Situational Theory (USA )
3-4. Leader-Member Exchange Theory (USA )
3-5. Path-Goal Theory (USA )
3-6. Leader-Participation Theory (USA)

4. Implicit Theory ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ success & failure’s perspectives

4-1. Attribution Theory ( USA )
47
4-2. Charismatic Leadership Theory (USA )
 6) Change the leadership-type with situation
➢ Leadership: Matching of leadership-type of team lender with team members

➢ Leadership-style of team leader has a big impact to team leader. When there was a gap of leadership-style
between team leaders' perspectives and team member’s one in terms of the leadership-style of team leader,
it occurred the misleading of guiding them.
➢ The worst case :

Self assessment of team Leader’s Pm-type pm-type

Leadership type
Team Leader’s leadership-type assessed pm-type Pm-type
by team members

Maintenance
PM Theory
-factor pM PM

pm Pm

48 48
Performance-factor
 6) Change the leadership-type with situation
➢ 8. Leadership: Matching of leadership-type of team lender with team members

Suitable Leadership
Readiness Level & Suitable Leadership-Style regarding Readiness level
R1 level : Starting Stage
S3 S1 : “Teach” followers
S2 (Pm) concretely and
(pM) (PM) supervise in detail.
R2 level : First Half Stage
S2 : “Guide” followers
S4 S1 (PM) rather concretely and
supportively.
(pm) (Pm)
R3 level : Latter Half Stage
S3 : “Coach” followers to
R4 R3 R2 R1 (pM) let them challenge
autonomously.
High Medium-high Low-medium Low
skill/knowledge skill/knowledge skill/knowledge skill/knowledge R4 level : Final Stage
& high & unstable & low & high
willingness to willingness to willingness to willingness to S4 : “Delegate” the
do the job. do the job. do the job. do the job. (pm) authority of leader to
Readiness Level of Followers followers.
 7) Training how to work together as a team

➢ A team must know how to work together in order to be productive and successful. Working together
may not come easy at first, but with proper training the team will be able to adapt quickly.
➢ The training may include the instruction on how to communicate better, manage conflict, or understand
the skills and talents that everyone brings to the table. A full assessment of the team’s need is
recommended before the training .
➢ To encourage team members to work together, many companies provide workshops in communication
skills, meetings management, listening, assertiveness, conflict resolution, goal setting, and other topics
that help in being an effective team player. These topics are the typical categories of competency.

Effective training for team working

• Communication skills
• Meeting management
• Listening Almost the same
• Assertiveness categories of
• Conflict resolution “Competency”
• Target/goals setting 50 50
 8) Task support among team members
➢ Another important ingredient for team building is supportiveness. Supportiveness is the aspiration to help
others succeed. “
➢ Someone who shows supportiveness is dedicated to the team’s success and wants what’s best for the team,
works behind the scenes to aid the team, willing to pitch in whenever necessary, always willing to help out,
willing to take on more responsibility, very easy to work with, and listens well to others’ ideas”
➢ M. West, introduced a comprehensive model of team support. In the model he concluded that team support is
a multidimensional concept that includes four types. The four types are emotional support, informational
support, instrumental support including Problem-solving & Decision-making, and appraisal support.
➢ Task support within a team consists of horizontal and vertical support.

Four kinds of team support

• Emotional support
• Informational support
• Instrumental support
• Appraisal support
51 51
 9) Effective use of resources
➢ Effectively using resources is essential in the success of team building. In the business-world
companies are very serious on how they use their corporate resources (5M+I: Man, Money, material,
Machine, Method, and IT) . Many companies use team techniques in systems development to effectively
use their resources.
➢ Important factors for productive team building are: effective goal setting, listening, facilitation skills,
consensus building, and a willingness to communicate, and effective use of resources. Resources are
essential to team building and they must be used wisely and efficiently.

Productive team building

• Effective target/goal setting
• Listening
• Facilitation skills
• Consensus building
• Willing to communicate
• Effective use of resource
52 52
 9) Effective use of resources
Target Dep/Sec/Team .
Team #1 Team #2 Team #3 Team #4
Man

Money

Method & technology

Materials

Machine & equipment

Skill / Knowledge &

Know-how
IT

53 53
Other resources
 10) Communication between team leader and members

➢ When Teams Work Best, “the most important contribution a team leader can make is to ensure a climate
that enables team members to speak up and address the real issues preventing the goal from being achieved.”
➢ A leader with good communication skills must be able to speak the truth and deal with problems
openly.
➢ Team target/goals should be to promote listening, to understand different viewpoints, and to work to
achieve team target/goals. It is important for a team leader to make team members feel comfortable
enough to express their needs and their wants. Members want to feel that they know what is going on at all
time, and are informed about things such as plans, priorities, and progress the group is making .

Impact of communication
• Speak with the truth
• Deal with problems openly

Management by Fact
Open-door policy 54 54
4. Assessment for effective/productive Team Working/Building

Assessment sheet of Team Working/Building

Items of Questionnaire regarding HR Management by leader Rating
１．Selection of suitable team members １，２，３，４，５
２．Setting clear team target/goals within the team １，２，３，４，５
３．Role assignment within the team １，２，３，４，５
４．Balancing KAS (Knowledge, Attitude and Skill) within the team １，２，３，４，５
５．Harmonizing personality types within the team １，２，３，４，５
６．Matching of leadership-type of team lender with team members １，２，３，４，５
７．Training how to work together as a team １，２，３，４，５
８．Task support among team members １，２，３，４，５
９．Effective use of resources １，２，３，４，５
１０．Communication between team leader and members １，２，３，４，５

Rating Scale (１：Very Bad ２：Rather Bad ３：Good, ４：Very Good ５：Excellent

55
4. Assessment for effective/productive Team Working/Building
Assessment Result of Team Working/Building

AssessmentFactor-1．
5
Assessment Factor-10． 4
Assessment Factor-2．

3
Assessment Factor-9． 2
Assessment Factor-3．

Assessment Factor-8． Assessment Factor-4．

M
Assessment Factor-7． Assessment Factor-5． S
TL
Assessment Factor-6．

Issue Factor：Assessment Factor-6

“Matching of leadership-type of team lender with team members”
Team Members : Very Bad, Self : Very Bad, Team Leader : Excellent
56
 Individual exercise

Name: . ID number: .

1. Explain the step and content of each step regarding the Tuckman Model.

2. Clarify the 10 factors for effective/productive Team Building and describe the
tangible content of each factor.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
57