BUILDING HUMAN RESOURCE MANAGEMENT SKILLS

Leadership Development For Managers

EFFECTIVE LEADERSHIP AND

MANAGEMENT STYLES

National Food Service Management Institute

The University of Mississippi
University, Mississippi
www.nfsmi.org
2001
 ACKNOWLEDGMENTS

Sincere appreciation is expressed to the following people who contributed their time and
expertise in reviewing the human resource modules during various stages of development.

Dee Baker, Executive Director, Child Nutrition Programs Section

Oklahoma Department of Education, Oklahoma City, Oklahoma

David Bowman, Program Administrator, Summer Food Service Program

Nutrition Education Training, Delaware State Department of Education, Dover, Delaware

Carla Broadnax, Associate, Child Nutrition Program Administration

New York State Department of Education, Albany, New York

Barbara Chang, RD, School Lunch Director

Massapequa Schools, Massapequa, New York

Lynne Fellin, School Foodservice and Nutrition Specialist

School Nutrition Programs, Virginia Department of Education, Richmond, Virginia

Mary Jane Getlinger, Program Coordinator, Nutrition Education and School Meal Programs
USDA Food & Nutrition Service, Midwest Regional Office, Chicago, Illinois

Rosie Jackson, Interim Director, Child Nutrition Programs

New Orleans Public Schools, New Orleans, Louisiana

Gail M. Johnson, Administrative Director, Child Nutrition Programs

East Baton Rouge Parish School System, Baton Rouge, Louisiana

Sandra Kangas, Director, Child and Adult Nutrition Services

Department of Education and Cultural Affairs, Pierre, South Dakota

Linda Miller, RD, Staff Specialist, Nutrition and Transportation Services

Maryland State Department of Education, Baltimore, Maryland

Lorita T. Myles, Director, Child Nutrition Services

Ohio Department of Education, Columbus, Ohio

Peggy Reich, Area Coordinator, Food and Nutrition Service

Cobb County Schools, Kennesaw, Georgia

Cynthia Sevier, Director of Child Nutrition

Stokes County School District, Danbury, North Carolina

Bill West, Regional Consultant

Ohio Department of Education, Columbus, Ohio

ii
 PROJECT TEAM

This project was developed under contract between the National Food Service Management
Institute and The Steritech Group, Inc., Charlotte, North Carolina.

National Food Service Management Institute

Jane Logan, PhD

Executive Director

Ellen Leppa, MEd, CFCS

Project Coordinator

The Steritech Group, Inc.

Mary Anne Hogue, MS, RD, LDN, FADA

Administrator

Technical Expert and Content Design:

Kathleen Moloney-Tarr
Leadership Dynamics, Charlotte, North Carolina

Nay Malloy Howell

CR8VE Solutions, Charlotte, North Carolina

Pamela Bullard Vaughan

Florence School District One Food Services, Florence, South Carolina

Libby Post, MS, RD, LDN

Rowan/Salisbury Child Nutrition Program, Salisbury, North Carolina

This project has been funded, at least in part, with Federal funds from the U.S. Department of Agriculture, Food and
Nutrition Service through a grant agreement with the University of Mississippi. The contents of this publication do
not necessarily reflect the views or policies of the U. S. Department of Agriculture, nor does mention of trade
names, commercial products, or organizations imply endorsement by the U.S. Government.
The University of Mississippi complies with all applicable laws regarding affirmative action and equal opportunity
in all its activities and programs and does not discriminate against anyone protected by law because of age, color,
disability, national origin, race, religion, sex, or status as a veteran or disabled veteran.

iii
 INTRODUCTION

The National Food Service Management Institute developed this series of modules on human
resource management to meet a need for relevant materials that would provide directors and supervisors
the tools to teach managers effective management skills. Learning to work with and lead employees is a
never-ending journey. These materials were designed to assist the learner in developing effective people
skills in the Child Nutrition Programs. A task force of state agency personnel, food service directors, and
university faculty identified the topics to include in this resource.

Building Human Resource Management Skills was designed by a team of experienced child
nutrition and adult learning professionals. A group of volunteer reviewers from the task force also made
significant contributions to the development of this project. We are most grateful to them for sharing
their time and expertise.

All of the human resource modules have been approved for continuing education credits by the
American School Food Service Association.

Steps to follow in using materials:

Step 1. Review the entire module and think about its relevance to the participants. There may be
resources within the community that you may want to use to enhance the learning experience. A lesson
plan template has been provided for your use to facilitate teaching the human resource module content.

Step 2. Check the Trainer’s Toolbox section in the modules for a list of materials planned for the
session. The modules may require the use of policies and procedures, job descriptions, form, or standards
specific to Child Nutrition Program personnel.

Step 3. Review the Suggested Time Frames and Comments to determine time allotted for each topic in
the modules.

Step 4. Ensure that the learning environment, media center, classroom, cafeteria, or auditorium is
comfortable for adults and conducive to learning and discussions.

Step 5. The purpose of the videotapes provided in the kits is to model practices, inspire discussion, and
stimulate thoughts about personal practices. Always review videotape at least once before using in class
to be familiar with the content and to determine how to use it with the group. Consider the following
options:

Use the tape to focus on a specific point during the session.

Encourage interaction by showing all or part of the tape, and divide the group into comfortable
discussion groups of no more than 6-7 per group.

The tapes were created to provide real-life practice situations and to precipitate discussion. There are no
right or wrong answers, but better and best ways to handle human relations in Child Nutrition Programs.

iv
 HUMAN RESOURCE MODULE LESSON PLAN

Date: Module No.: Estimated Certification Category:

3.5 Time: 2 Hours Credits: 2 U Leadership Development for
Managers
Module Title: Course Title: Building Human
Effective Leadership and Management Styles Resource Management Skills
Instructor:

Module Content:
What is to be taught? At the completion of the module, participants will be able to meet the
following objectives:
1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________

Instructional Aids, Materials, or Tools Needed: Check Trainer’s Tool Box

Instructional Procedures:
ºPersonal Check-In
ºIcebreaker
ºVideo Segment (if applicable)
ºGroup activities and role playing
ºChecking Out
Suggested Readings: Use Suggested Readings to increase knowledge base concerning a given
module topic.

Evaluation Procedures: How the instructor will determine if the material has been learned.
Participants can complete evaluation form included in handout packet.

Notes: Insert notes as to revisions, additions, and deletions. What went wrong/right with the
module lesson plan?

v
 Effective Leadership and Management Styles

Table of Contents
Overview, Objectives, Definitions .................................................................................. 2

Suggested Time Frames and Comments.......................................................................... 3

Outline and Trainer’s Tactics .......................................................................................... 4

Handouts ...................................................................................................................... 18

Transparency Masters ................................................................................................... 31

Building Human Resource Management Skills National Food Service Management Institute
1
 Effective Leadership and Management Styles

?
Trainer’s Notes ? Overview
As a facilitator of this ?
learning process, be ? Although you may have the title of manager, much
prepared to share your ? of your most effective work is actually leadership.
experiences to clarify ? You manage budgets, schedules, menus, and
the key learning resources; and you lead people. There is no one
?
points. best style which is always effective. Being an
?
effective leader means knowing when to manage
Ground Rules ?
and when to lead (or when to direct and when to
q Share from own
?
coach, or when to support and when to delegate).
experiences. ? This module explores management and leadership
q Listen to ? actions.
understand, not to ?
judge. ?
Objectives
q Speak one at a ?
time. ? At the completion of this module, participants will
q Value differences ? be able to:
of opinion, ? q Explain the difference between management
emotion, or ? and leadership.
insight. ? q Recognize and apply leadership practices.
q Be concise and to
? q Examine styles of management and leadership.
the point.
? q Tie issues of empowerment, delegation, and
q Participate at your
? motivation to leadership.
highest level.
q Accept the option
?
to pass. ? Definitions
?
Trainer’s Toolbox ? Management- all actions focused on accomplishing
Materials: ? the tasks in an organization.
Flip Chart and Stand ?
Paper and Markers ? Leadership- the ability to create an environment
Overhead Projector ? where individuals willingly apply their unique
Transparencies and ? abilities to a common mission. Leadership is about
Markers ? the relationship between leaders and their team.
Handouts ?
Competence- the knowledge and skill to do the job.
?
? Commitment- the motivation, willingness, and
? confidence to do the job.
?
?
Building Human Resource Management Skills National Food Service Management Institute
2
 Effective Leadership and Management Styles

Suggested Time Frames and Comments

Total Time = 2 hours

Topic Comments Time Allotted

Review Purpose Set the stage by emphasizing key points in the 3 minutes
and Objectives overview.
Personal Check- Invite participants to recall and discuss a past 17 - 20 minutes
In: Individual leadership experience. Lead the group in a discussion
Leadership of the questions.
Reflection
Icebreaker: Gather ideas about the differences between 15 minutes (5
Leadership and management and leadership, first in pairs and then in pairs, 10 large
Management the large group. Note that we manage things and lead group)
people.
Definitions Review definitions. 5 minutes
Traits of the Review traits and invite participants to name 10 minutes
Excellent Leader individuals who exemplify such traits.
Employee Discuss competence and commitment. Use examples. 10 minutes
Checklist

Reality Practice: Invite participants to work in pairs or small groups to 20 minutes

Employee determine the competence and commitment of the
Analysis four employees. Let them include an employee they
work with as another example. Share responses and
explanations as a large group.
Leadership Styles Review the four leadership styles. 15 minutes
Reality Practice: Return to the Employee Checklist and determine 10 minutes
Leadership Styles which of the leadership styles is most appropriate for
each employee.
Checking Out: Support participants as they plan the best ways to 15 minutes
Next Steps direct, coach, support, or delegate for an employee
back at work. Suggest that they work with a partner
who can be a follow-up coach in the days ahead.

Building Human Resource Management Skills National Food Service Management Institute
3
 Effective Leadership and Management Styles
Outline
Personal Check-In: Individual
Leadership Reflection
Think about a leadership experience that ?
really pleased you, a time when you
worked with others and did a good job of ?
helping something positive or effective ?
occur. It can be a work experience or a
personal experience.
1. Briefly summarize the situation.
2. What action did you take to make it
happen?
3. What three words would you use to
describe the situation?
Building Human Resource Management Skills
? Trainer’s Tactics
?
? Personal Check-In: Individual Leadership
? Reflection
?
Invite participants to consider a past leadership
? experience. Give them some examples such as
leading a project at church, organizing a family
reunion, leading a club or committee, leading a
scout troop, or heading up preparation of a large
?
meal.
?
? After participants have written individually, let
? them share their thoughts in small groups.
? When you gather the whole group together,
? focus on the actions taken in question #3. Make
? a list on a flip chart or transparency of all the
? different actions participants name. Your list
? will include verbs such as listened, passed
? information back and forth, encouraged, made
? lists, talked to lots of people, got others to help,
? praised, etc.
?
? When you have the list, together note which
? actions are task actions and which are
relationship actions. Mark them “T” or “R.”
?
Most of the list will be relationship actions.
?
These are the leadership actions participants
?
have already put into use. Show them that they
? know a lot already about leadership and
? management.
?
? Use the handout on page 20.
?
?
?
?
?
?
?
?
National Food Service Management Institute
4
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Personal Check-In: Individual ? Personal Check-In: Individual Leadership
Leadership Reflection ? Reflection
?
? As you look at the descriptive words, follow the
? same process: make a group list, noting which
? actions focus on task accomplishment and
? which focus on relationship building. Mark “T”
or “R” beside each characteristic. Your list will
?
include words such as energy, enthusiasm, hard
?
work, successful, challenging, sacrifice, time-
? consuming, rewarding, difficult, fun, etc.
?
? Note: This discussion will reveal how
? important relationship behaviors are. Many
? managers think that telling employees what to
? do and how to do it is their main job. Help the
? participants see that the relationship actions like
? listening, cooperating, being enthusiastic, and
? praising are at the heart of leadership. An
? effective leader matches his or her style to the
? needs of the employee for that particular task or
? job.
?
Use the handout on page 20.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
5
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Icebreaker: Leadership and ? Icebreaker: Leadership and Management
Management ?
?
What is management? ? Allow the participants time to define
? management and leadership individually and
? then in small groups. As a large group,
What is leadership? ? determine the differences. Here are some
guidelines to help you:
?
?
q You manage things and lead people.
? q Management is about tasks and those parts
? of the job which get the tasks completed:
? setting schedules, ordering and receiving
? supplies, developing menus, making and
? keeping deadlines, allocating resources, etc.
? Leadership is about relationships: creating
? an effective and inviting work climate,
? communicating, motivating employees,
? delegating responsibilities, helping
? colleagues be most successful, establishing
? teamwork, inspiring others toward a shared
? vision.
? q Leadership is creating a compelling vision
and helping people commit to it and make it
?
a reality. Management is making the vision
?
happen.
?
? Use the handout on page 21.
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
6
 Effective Leadership and Management Styles
Outline
Definitions
Management- all actions focused on
accomplishing the tasks in an
organization.
Leadership- the ability to create an
environment where individuals willingly
apply their unique abilities to a common
mission. Leadership is about the
relationship between leaders and their
team.
Competence- the knowledge and skill to
do the job.
Commitment- the motivation,
willingness, and confidence to do the
job.
Building Human Resource Management Skills
? Trainer’s Tactics
?
? Definitions
?
? Use these definitions as you come to them in
? the module. Refer to them on page 19. Let
? participants explore the traits and concepts of
? management and leadership before you offer
? definitions. Share the meanings of competence
and commitment as you begin the Employee
?
Check List.
?
? Management- all actions focused on
? accomplishing the tasks in an organization.
? You manage resources, materials, facilities,
? processes, money, and equipment.
?
? Leadership- the ability to create an environment
? where individuals willingly apply their unique
? abilities to a common mission. Leadership is
? about the relationship between leaders and their
? team. You lead people.
?
? Competence- the knowledge and skill to do the
? job. Competence varies depending on the task.
You can be an excellent cook but not have the
?
capacity to motivate others. You can be
?
competent in accounting but not competent in
?
making pies.
?
? Commitment- the motivation, willingness, and
? confidence to do the job. Commitment cannot
? be taught. Commitment comes from within an
? individual. How motivated someone is to work
? on a specific task determines the leadership
? style a manager needs to use.
?
?
?
?
?
?
National Food Service Management Institute
7
 Effective Leadership and Management Skills

Outline ? Trainer’s Tactics

?
Traits of the Excellent Leader ? Traits of the Excellent Leader
?
Excellent leaders have: ? Review the traits of excellent leaders.
q A vision and purpose. ? Participants may want to give examples of
q Clear goals. ? individuals who exemplify excellent leadership.
q Strong commitment.
?
q Flexibility. Ask participants to consider whether the
?
q An understanding of change. identified individuals were born with the traits
?
q Active listening skills. or if they developed them.
?
q Confidence to take risks.
? Use the handout on page 22.
?
Excellent leaders are: ?
q Knowledgeable about the total ?
organization. ?
q Able to learn from mistakes. ?
q Excellent communicators/listeners. ?
q Able to speak clearly and effectively. ?
q Resourceful. ?
q Realistic. ?
?
?
Excellent leaders share the vision, value ?
people, manage effectively, share power, ?
value themselves, and plan for change.
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
8
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Employee Check List ? Employee Check List
?
Bring to mind an employee you want to ? There is no one way to lead. Different
think about during this module. Think ? situations and different individuals require
about a specific task or job you need this ? different types of leadership actions on the part
employee to do. ? of the manager or leader.
?
q How competent is she? It is important to consider two characteristics of
?
How much does she know about the each employee: competence and commitment.
?
job? How skilled is she at doing the
job? ? Competence- the knowledge and skill to do the
? job.
?
q How committed is she? ? Commitment- the motivation, willingness, and
Is she motivated to do it? Is she ? confidence to do the job.
confident that she can do it? ?
? The degree of competence and commitment of
? each employee are what determine the best way
? for you to work with that employee.
?
? Use the handout on page 23.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
9
 Effective Leadership and Management Styles
Outline
Reality Practice: Employee Analysis
Think about these situations and decide
whether competence and commitment
are low, some, or high.
q Rita is a new employee on your
team. She has been anxious to join
you for a while, but a position just
opened up.
_____ Competence
_____ Commitment
q Delilah, the senior member of your
staff, works well on her own. She
knows just what to do at the right
time. She helps others learn and
adds to the success of the team.
_____ Competence
_____ Commitment
q Connie has worked with you for six
months. She is able to do some of
the work well but seems to be down
on herself about not learning
everything quickly enough.
_____ Competence
_____ Commitment
Building Human Resource Management Skills
? Trainer’s Tactics
?
? Reality Practice: Employee Analysis
?
? Usually an employee will move through
? different levels of competence and
? commitment. A role of a leader is to evaluate
? where an employee is at a given time.
?
Rita: Low Competence, High Commitment
?
As a new employee, Rita is eager to do her best
?
to fit in and to get the job done which means
? her commitment is high. Because she is new,
? she doesn’t have the competence yet; she is at
? the beginning of learning about the job, so her
? competence is low.
?
? Delilah: High Competence, High Commitment
? Delilah knows what to do and does it. She has
? the skills and knowledge to get the job done,
? and she applies herself to the job. She takes the
? initiative to make sure that things happen
? effectively.
?
? Connie: Some Competence, Low Commitment
Like any employee who has been on the job a
?
short time, Connie has some skills and knows
?
how to do some things well, but she still has a
?
lot to learn so her competence is still low. Also,
? she gets a little frustrated that she cannot always
? do everything well, so sometimes she wonders
? why she thought this would be a good job for
? her. Her commitment is low or wavering.
?
? Use the handout on page 24.
?
?
?
?
?
?
National Food Service Management Institute
10
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Reality Practice: Employee Analysis ? Reality Practice: Employee Analysis
?
q Sabrina knows the ropes of her work. ? Sabrina: High Competence, Some
She can manage all of the tasks, but ? Commitment
sometimes she doesn’t think she can ? Sabrina has the skills and knowledge to add to
really make things happen. ? the effectiveness of the team. She may not be
_____ Competence ? willing to learn new skills or to take on new
_____ Commitment tasks because she doesn’t think she can do it.
?
She may have variable commitment if she is
?
just “getting by” with her work rather than
? really applying herself the way Delilah does.
?
q Your employee:
? Use the handout on page 24.
_____ Competence ?
_____ Commitment ?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
11
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Leadership Styles ? Leadership Styles
?
? One of the most accepted and applied models of
? leadership styles is found in Hersey and
? Blanchard’s book, Management of
? organizational behavior. An effective leader
? shifts his or her style according to the needs of
the employee at a specific time for a specific
?
task.
?
? A successful leader is committed to raising the
? level of competence and commitment of each
? employee. For each task or objective, the
? leaders must offer the appropriate mix of task
? direction or relationship support. Here are four
? suggested leadership styles:
?
The Directing Leader: ? The Directing Leader
q Sets goals. ? Employees who are new to a task or a job need
q Identifies the problems. ? direction. We all need to be told how to do
q Comes up with solutions. ? something when we are first learning.
q Decides who does what work. Directing is an important leadership style when
?
q Gives specific directions. we begin to work with an employee.
?
q Announces decisions.
?
q Closely supervises and evaluates Use the handout on page 25.
?
employees’ work.
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
12
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Leadership Styles ? Leadership Styles
?
The Coaching Leader: ? The Coaching Leader
q Sets the goals. ? Even when we have been on a job for a while,
q Identifies the problems. ? we still need direction and lots of support.
q Develops a plan to solve problems Sometimes we begin to lose faith in our
?
and consults with employees. ? competence and our commitment drops. That is
q Makes the final decision about when coaching is most needed. A leader can
?
procedures or solutions after hearing set the goals or define the task and then involve
?
employees’ ideas, opinions, and the employee in the discussions about how to
feelings. ? do it.
q Explains decisions to employees and
?
asks for their ideas. ?
q Praises employees’ work efforts. ?
q Continues to direct employees’ work. ?
q Evaluates employees’ work. ?
?
The Supporting Leader: ? The Supporting Leader
q Involves employees in problem- ? At times we have the competence to complete a
solving and goal-setting. ? task but we do not have the commitment to do it
q Takes the lead in defining how to do ? to our best ability. Supporting involves the
a job or solve a problem. ? employee and guides her into an increased
q Provides support, resources, and commitment. Sometimes employees need to be
?
ideas if requested. ?
challenged a little more to re-commit.
q Shares responsibility for problem-
?
solving with employees. Use the handout on page 25.
?
q Listens to employees and guides
them as they make decisions. ?
q Evaluates an employee’s work with
?
that person. ?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
13
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Leadership Styles ? Leadership Styles
?
The Delegating Leader: ? The Delegating Leader
q Identifies problems with employees. ? When an employee has the capacity and
q Sets goals with employees. ? willingness to do the work and is taking
q Develops plans and makes decisions initiative, the leader can be available to help if
?
with employees. ? needed but can let the employee go on her own.
q Lets employees decide who does the Remember that the leadership styles are for
?
tasks. specific tasks. An employee might need
?
q Accepts employees’ decisions and directing for one task and be delegated to by the
monitors their performance. ? leader for another job responsibility.
q Lets employees evaluate their own
?
work. ? Directing—I make the decisions.
q Lets employees take responsibility ? Coaching—I listen to the employees’ ideas and
and credit for their work. ? then make the decision.
? Supporting—We make the decision together.
? Delegating—I let the employee make the
? decision, and I accept it.
?
? Use the handout on page 25.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
14
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Reality Practice: Leadership Styles ? Reality Practice: Leadership Styles
?
Consider the employees below. Given ?
the level of commitment and competence ?
you identified earlier, what leadership ?
style would be most effective with each ?
employee? ?
?
q Rita is a new employee on your q All employees new to a job, role, or task
?
team. She has been anxious to join need direction. They are excited and
you for a while, but a position just ? committed to the new work but do not yet
opened up. ? have the competence to do it well. So a
_____ Competence ? directing leader provides the best leadership
_____ Commitment ? for Rita.
Leadership Style:______________ ?
? q Delilah has the ability and willingness to do
q Delilah, the senior member of your ? the job. A delegating leader lets her do
staff, works well on her own. She ? what needs to be done and lets her plan and
knows just what to do at the right ? evaluate her own work.
time. She helps others learn and ?
adds to the success of the team. ?
_____ Competence ?
_____ Commitment ?
Leadership Style:_______________
?
q Connie still needs lots of task direction, but
?
q Connie has worked with you for six she also needs some coaching. Her leader
?
months. She is able to do some of needs to be clear in setting goals and in
the work well but seems to be down ? developing her work plan and needs to
on herself about not learning ? praise her for her efforts.
everything quickly enough. ?
_____ Competence ?
_____ Commitment ? Use the handout on page 26.
Leadership Style:_______________ ?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
15
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Reality Practice: Leadership Styles ? Reality Practice: Leadership Styles
?
q Sabrina knows the ropes of her work. ? q Sabrina has the capacity to do the tasks, but
She can manage all of the tasks, but ? she needs attention. A supporting leader
sometimes she doesn’t think she can ? will listen to her and motivate her to be
really make things happen. ? more committed. The leader needs to
_____ Competence ? remind her of her value to the organization
_____ Commitment and work to increase her commitment.
?
Leadership Style:_______________
?
Use the handout on page 26.
q Your employee:
?
_____ Competence ?
_____ Commitment ?
Leadership Style:________________ ?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?

Building Human Resource Management Skills National Food Service Management Institute
16
 Effective Leadership and Management Styles

Outline ? Trainer’s Tactics

?
Checking Out: Next Steps ? Checking Out: Next Steps
?
Consider the employee you have been ? Allow time for participants to draft the answers
thinking about during this module. ? to these questions. Discussion with another
? person will help them be confident in their
1. What leadership style does this ? assessment. Bring questions and examples to
employee need from you? ? the group as participants’ comfort and
confidentiality levels allow.
?
?
2. What style have you been using? Suggest that participants partner with a
? colleague for follow-up discussion on the
? application of learning from this module.
3. What will you do differently? ?
? Use the handout on page 27.
?
4. What actions on your part will help ?
this employee move toward the high ?
competence/high commitment ?
characteristics of an employee who ?
needs your delegation style? ?
?
?
?
?
?
?
?
?
?
?
?
?
?
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?
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?

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 Effective Leadership and Management Styles
Handouts: Table of Contents

Handouts: Table of Contents

q Objectives and Definitions .................................................................................... 19
q Personal Check-In: Individual Leadership Reflection ....................................... 20
q Icebreaker: Leadership and Management .......................................................... 21
q Traits of the Excellent Leader .............................................................................. 22
q Employee Check List ............................................................................................ 23
q Reality Practice: Employee Analysis ................................................................... 24
q Leadership Styles .................................................................................................. 25
q Reality Practice: Leadership Styles ..................................................................... 26
q Checking Out: Next Steps.................................................................................... 27
q Evaluation Form ................................................................................................... 28
q Suggested Readings............................................................................................... 29

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 Effective Leadership and Management Styles
Handout: Objectives and Definitions

Objectives
At the completion of this module, participants will be able to:

q Explain the difference between management and leadership.

q Recognize and apply leadership practices.

q Examine styles of management and leadership.

q Tie issues of empowerment, delegation, and motivation to leadership.

Definitions
Management- all actions focused on accomplishing the tasks in an organization.

Leadership- the ability to create an environment where individuals willingly apply their
unique abilities to a common mission. Leadership is about the relationship between
leaders and their team.

Competence- the knowledge and skill to do the job.

Commitment- the motivation, willingness, and confidence to do the job.

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 Effective Leadership and Management Styles
Handout: Personal Check-In: Individual Leadership Reflection

Personal Check-In: Individual Leadership Reflection

Think about a leadership experience that really pleased you, a time when you worked with others
and did a good job of helping something positive or effective occur. It can be a work experience
or a personal experience.

1. Briefly summarize the situation.

2. What action did you take to make it happen?

3. What three words would you use to describe the situation?

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 Effective Leadership and Management Styles
Handout: Icebreaker: Leadership and Management

Icebreaker: Leadership and Management

What is management?

What is leadership?

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 Effective Leadership and Management Styles
Handout: Traits of the Excellent Leader

Traits of the Excellent Leader

Excellent leaders have:
q A vision and purpose.
q Clear goals.
q Strong commitment.
q Flexibility.
q An understanding of change.
q Active listening skills.
q Confidence to take risks.

Excellent leaders are:

q Knowledgeable about the total organization.
q Able to learn from mistakes.
q Excellent communicators/listeners.
q Able to speak clearly and effectively.
q Resourceful.
q Realistic.

Excellent leaders share the vision, value people, manage effectively, share power, value
themselves, and plan for change.

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 Effective Leadership and Management Styles
Handout: Employee Check List

Employee Check List

Bring to mind an employee you want to think about during this module. Think about a specific
task or job you need this employee to do.

q How competent is she?

How much does she know about the job? How skilled is she at doing the job?

q How committed is she?

Is she motivated to do it? Is she confident that she can do it?

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 Effective Leadership and Management Styles
Handout: Reality Practice: Employee Analysis

Reality Practice: Employee Analysis

Think about these situations and decide whether competence and commitment are low, some, or
high. Place an L, S, or H on the appropriate line.

q Rita is a new employee on your team. She has been anxious to join you for a while, but a
position just opened up.
_____ Competence
_____ Commitment

q Delilah, the senior member of your staff, works well on her own. She knows just what to do
at the right time. She helps others learn and adds to the success of the team.
_____ Competence
_____ Commitment

q Connie has worked with you for six months. She is able to do some of the work well but
seems to be down on herself about not learning everything quickly enough.
_____ Competence
_____ Commitment

q Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she
doesn’t think she can really make things happen.
_____ Competence
_____ Commitment

q Your employee:
_____ Competence
_____ Commitment

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 Effective Leadership and Management Styles
Handout: Leadership Styles

Leadership Styles
The Directing Leader:
q Sets goals.
q Identifies the problems.
q Comes up with solutions.
q Decides who does what work.
q Gives specific directions.
q Announces decisions.
q Closely supervises and evaluates employees’ work.

The Coaching Leader:

q Sets the goals.
q Identifies the problems.
q Develops a plan to solve problems and consults with employees.
q Makes the final decision about procedures or solutions after hearing employees’ ideas,
opinions, and feelings.
q Explains decisions to employees and asks for their ideas.
q Praises employees’ work efforts.
q Continues to direct employees’ work.
q Evaluates employees’ work.

The Supporting Leader:

q Involves employees in problem-solving and goal-setting.
q Takes the lead in defining how to do a job or solve a problem.
q Provides support, resources, and ideas if requested.
q Shares responsibility for problem-solving with employees.
q Listens to employees and guides them as they make decisions.
q Evaluates an employee’s work with that person.

The Delegating Leader:

q Identifies problems with employees.
q Sets goals with employees.
q Develops plans and makes decisions with employees.
q Lets employees decide who does the tasks.
q Accepts employees’ decisions and monitors their performance.
q Lets employees evaluate their own work.
q Lets employees take responsibility and credit for their work.

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 Effective Leadership and Management Styles
Handout: Reality Practice: Leadership Styles

Reality Practice: Leadership Styles

Consider the employees below. Given the level of commitment and competence you identified
earlier, what leadership style would be most effective with each employee?

q Rita is a new employee on your team. She has been anxious to join you for a while, but a
position just opened up.
_____ Competence
_____ Commitment
Leadership Style:______________

q Delilah, the senior member of your staff, works well on her own. She knows just what to do
at the right time. She helps others learn and adds to the success of the team.
_____ Competence
_____ Commitment
Leadership Style:_______________

q Connie has worked with you for six months. She is able to do some of the work well but
seems to be down on herself about not learning everything quickly enough.
_____ Competence
_____ Commitment
Leadership Style:_______________

q Sabrina knows the ropes of her work. She can manage all of the tasks, but sometimes she
doesn’t think she can really make things happen.
_____ Competence
_____ Commitment
Leadership Style:_______________

q Your employee:
_____ Competence
_____ Commitment
Leadership Style:________________

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 Effective Leadership and Management Styles
Handout: Checking Out: Next Steps

Checking Out: Next Steps

Consider the employee you have been thinking about during this module.

1. What leadership style does this employee need from you?

2. What style have you been using?

3. What will you do differently?

4. What actions on your part will help this employee move toward the high competence/high
commitment characteristics of an employee who needs your delegation style?

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 Effective Leadership and Management Styles
Handout: Evaluation Form

Please check the response below that best describes your feelings about this program:

Question Agree Unsure Disagree Comments

1. Topic is of interest to
me as a manager.

2. Topic is important to
my job.

3. Content is useful in
my job as a manager.

4. Handouts help me
understand the topic
better.

5. List one or more things you can do to identify your leadership and management style in your
job after attending this in-service:

6. My supervisor can help me develop my leadership and management style in my workplace

by:

General Comments:

Thank you for taking the time to complete the evaluation form. Have a great day!

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 Effective Leadership and Management Styles
Handout: Suggested Readings

Suggested Readings
Barr, L. & Barr, N. (1989). The leadership equation. Austin, TX: Eakin Press.

Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York:
Harper and Row.

Bennis, W. & Townsend, R. (1995). Reinventing leadership. New York: William Morrow
and Company.

Blank, W. (1995). The 9 natural laws of leadership. New York: AMACOM.

Block, P. (1988). The empowered manager. San Francisco: Jossey-Bass.

Block, P. (1993). Stewardship. San Francisco: Berrett-Koehler Publishers, Inc.

Bryner, A. & Markova, D. (1996). An unused intelligence: Physical thinking for the 21st
century. Berkley, CA: Conari Press.

DePree, M. (1989). Leadership is an art. New York: Doubleday.

DePree, M. (1992). Leadership jazz. New York: Doubleday.

Covey, S.R., Merrill, R. & Merrill, R. (1994). First things first. New York: Simon and
Schuster.

Covey, S.R. (1990). Principle-centered leadership. New York: Simon and Schuster.

Covey, S.R. (1989). The seven habits of highly effective people. New York: Simon and
Schuster.

Francis, D. & Young, D. (1979). Improving work groups: A practical manual for team
building. San Diego, CA: University Associates.

Goldman, D. (1998). Working with emotional intelligence. New York: Bantam Books.

Hersey, P. & Blanchard, K. (1982). Management of organizational behavior (4th ed.).

Englewood Cliffs, NJ: Prentice-Hall.

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 Effective Leadership and Management Styles
Handout: Suggested Readings

Suggested Readings
Klein, E., & Izzo, J.B. (1998). Awakening the corporate soul. Canada: Fairwinds Press.

Kouzes, J.M. & Posner, B.Z. (1993). Credibility: How leaders gain and lose it. San
Francisco: Jossey-Bass.

Kouzes, J.M. & Posner, B.Z. (1987). The leadership challenge. San Francisco: Jossey-Bass.

Oakley, E. & Krug, D. (1991). Enlightened leadership: Getting to the heart of change. New
York: Simon and Schuster.

Reddy, B.W. & Jamison, K. (1998). Team building: Blueprints for productivity and
satisfaction. San Diego, CA: University Associates.

Scholtes, P.R. (1998). The team handbook: How to use teams to improve quality. Madison,
WI: Joiner Associates, Inc.

Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G., & Smith, B. (1999). The dance of
change. New York: Currency Doubleday.

Senge, P.M. (1990). The fifth discipline: The art and practice of learning organization. New
York: Doubleday.

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 Effective Leadership and Management Styles
Transparency Masters

Transparency Masters
Transparencies are available in two formats. Landscape formatted
transparencies are provided using Microsoft Word . A PowerPoint
TM TM

presentation format is also available.

1. Objectives
2. Definitions
3. Personal Check-In: Individual Leadership Reflection
4. Icebreaker
5. Traits of the Excellent Leader
6. Traits of the Excellent Leader
7. Employee Check List
8. Reality Practice: Employee Analysis
9. Reality Practice: Employee Analysis
10. Reality Practice: Employee Analysis
11. Reality Practice: Employee Analysis
12. Reality Practice: Employee Analysis
13. Leadership Styles
14. Leadership Styles
15. Leadership Styles
16. Leadership Styles
17. Reality Practice: Leadership Styles
18. Reality Practice: Leadership Styles
19. Reality Practice: Leadership Styles
20. Reality Practice: Leadership Styles
21. Reality Practice: Leadership Styles
22. Checking Out: Next Steps

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