CFLM2 Sheng 014430

Sulu College of Technology, Inc.
Tanjung, Kajatian, Indanan Sulu

E-mail: sct_edu@yahoo.com
Criminology Department
Information Sheet 1.1 and 1.2

CFLM 2
Topic: Acknowledgement and Dedication
Objective:
At the end of the lesson, the students can;
a. Discuss the idea of self-leadership and appreciate the important role it plays in the
success of an organization;
b. demonstrates the simple ways of leading oneself;
c. argues the development of self-leadership and practice it in the organization.
Reference: Character Formation 2

Leadership, Decision Making, Management and Administration.
By: Nicholas S. Caballero, Ph. D and Liza Joy B. Barican, MSCrim
"For a man to conquer himself is the first and noblest of all victories"
Plato
The concept of leadership often is about leading and inspiring others. It may seem right,
perhaps, but it is important to suggest that before we grasp the complexities of leadership, we
must first overcome and lead our self before influencing others. However, our culture has
always been certain when one is made or born to be a leader, whether we agree with that or
not; one thing matters. Being a leader involves mastering oneself, understanding the types of
becoming a good leader and realizing one's limitations to be effective.
Leading can be a bit challenging. One must know how to manage and administer ones'
resources in order to ensure the productivity of his subordinates and the whole organization
itself. One leader may struggle because of the different personalities of his team and one for
instance, may be put in a leadership position without the necessary skills and experience, even
being doubted by his followers. Thus, leadership is a skill that can be learned and should be
learned. To be successful, leaders need new, more powerful tools to support their efforts to
develop the most effective and sustainable leadership strategies that will make their
organization productive and successful.
Colleges and universities offering criminology course generally aimed at promoting, the
ideals of leadership, integrity, accountability, and responsibility while serving their fellows,
society, and nation. Thus, to meet these goals, the criminology curriculum is designed and
further improved.
Criminology students as potential practitioner law enforcers and public safety officer are
trained to be willing and knowledgeable enough to turn basic knowledge of leadership,
management and administration into their respective roles. should be good at applying
leadership qualities and trait – based leadership strategies. As future leaders. Managers and
SHILMA D. YNAWAT – CFLM2 1
administrators in their respective fields, they are required to express the values and discipline
that reinforce integrity in leadership and decision-making in the administration of law
enforcement, public security and criminal justice. They must be adequately competent to apply
decision-making processes through management and administration, and to articulate the
personal leadership principles set out in the framework of education in criminal justice. Most of
all, they should show the value of forming character to social responsibility.
This textbook is structured to assist students and readers in their attempts to develop
the strengths and values of their leadership. It is also meant to direct the members in creating,
running and administering an organization effectively. This book also offers ideas, methods and
tactics for being an effective leader equipped with principles, character, and ethics.
Finally, this is also intended to address the shortage of written resources available on
leadership, decision-making, management and administration. it is the aim of the writers to
encourage criminology teachers. students and general readers to focus on themselves.
overcome their shortcomings and demonstrate those attributes that will empower them with
values and character for success.
Self- Leadership and the essential role that it plays in an organization's performance Will
be discussed here. It is said that anyone can become a leader and make an impact. It actually
takes a tremendous amount of commitment and willingness to develop every day. Leadership
does not represent a one-time commitment. As a human it starts and ends at you. Also if you
are born with natural leadership traits, much work and preparation is required.
Personal leadership is not a singular experience

It is, rather, the ongoing Process of keeping your
vision and values before you and aligning your
life to be congruent with those most important
things.
Stephen Covey
"Good government is no substitute for self-government."
Mahatma Gandhi
"First we make our habits then our habits make us.
Charles Noble
Most leadership professors and experts in their leadership lectures often quote
"leadership is Self-governance," which simply means an individual must lead himself first before
he can lead others. He must have the ability to deliberately control his own thoughts and actions
to attain his personal goals or the goals of the organization he leads. When he has foresight, he
makes the right decisions and choices on his own and shows commitment to achieving his goals,
then he has skills in self-leadership. Apart from setting goas, self-awareness is another aspect
helping to make people great self-leaders.

SIGNIFICANCE OF SELF-LEADERSHIP
Self-leadership is the first stage, or leadership level. Self-leadership is of great

importance to the staff, whether managers or ordinary subordinates.
1. Self-leadership allows leaders or senior officers, who undergo very little or no
supervision, to prepare and set targets on their own, as well as to control their own
self to execute such plans.
2. For lower-level employees or subordinates, who cannot always be sure of the kind of
governance or leaders they may face in their careers, self-management enables
them to become effective and efficient workers under any leadership they may
encounter, be it laissez faire, free-rule, democratic. or autocratic.
3. Self-leadership helps make individual decision-makers proactive, focused, and
autonomous. People who do not have a strong sense of self-leadership tend to feel
that they are not in control of themselves, frequently lose concentration and easily
get frustrated.
Thus, the effectiveness of organizational objectives accomplishment depends on the

self-leadership of both superiors and subordinates.
DEVELOPMENT OF SELF-LEADERSHIP
As mentioned earlier, everybody is a future leader. Leadership is therefore not an inborn

trait, but it is developed to become a leader through learning and training people with a sincere
interest. The following are the ways of developing self-leadership:
1. Clarity of Purpose
This means that each entity must have a vision and be able to set it up. Being your own
leader, your purpose or vision will be the foundation upon which you will build self-leadership.
Without clearly planned expectations or intent for your life, you will be at risk, attempting to
fulfill the wishes or ideas of no life and you will end up lost in the middle of nowhere.
2. Aim at Success and Take Reasonable Risks

Risk-taking is a necessary part of life. Challenge yourself to take on challenging
assignments Do not deter yourself or others from past failures rather concentrate on success.
However, risks which are applicable to your intent should be Fairly measured.
3. Spend Time to Reflect on Your Life

Reflections can also mean letting others make an objective evaluation of you. Although
you remain the active doer of the things that you are doing, you may only see things from your
viewpoint. "Taking some time off to think about life. Compare experience of current and present
to hopes of the future. You can never notice those small defects until you pause to examine
yourself.
4. Don't Tolerate Just Anything

You should not risk your dream. You should learn to be intolerant to any suggestions or
ideas that don't suit your vision. This intolerance is not just toward others but also toward you. It
involves not tolerating negative factors such as laziness, anxiety and many others in your nature.

SIMPLE WAYS TO LEAD YOURSELF
1. Know your Values and Stick to Them
The ones with real values and ethics are the most trustworthy leaders. Find ideals that
reverberate with your philosophy, temperament, and creeds to become an effective leader.
People tend to be drawn instinctively to somebody who has a dream, intent and dignity. On
who treats people respectfully and is empathetic to the needs. Make sure that you know what
type of leader you want to become. Personal beliefs in leadership, core values, and the
implementation of those values help leaders become successful.
2. Move Towards Purpose
You can't be a leader unless you have a clear intention to help you through the dark
times. The aim at the end of a tunnel is like a light; a hope that keeps us going. One has to spend
time questioning the real intent or inspiration behind being a leader. As a leader, you can
inspire, guide, and encourage your subordinates to achieve larger objectives. lf you have a clear
purpose, then you can make sure the team is aligned with a common purpose.
3. Keep Improving Yourself
Great leaders are working hard to improve, expand and evolve into better versions of
them. Whether you've just started leading or you've been a veteran in your place, make it a
point to learn something new by going back home.
4. Make Mistakes But Never Make The Same Mistake Twice
"All leaders make mistakes. They are a part of

life. Successful leaders recognize their errors,
learn from them, and correct their faults.
John C. Maxwell
The only thing that sets a leader different from a great leader is that he never makes the
same mistake twice. Note also that on the back of disappointment always comes the greatest
successes. Trying new stuff, and doing things that challenge your comfort zone, is important.
You might end up making mistakes whilst doing so. Everyone does. So over them there's no
need to be ashamed.
5. Lead By Example
None is easier than leading from the front. Not only is it a brave thing to do but it is a
very leading thing. Perhaps that's why they all find it toughest. The only thing that can turn you
into a leader is when you begin to act like one.

INFLUENCE OR INFLUENCED?
"Your job gives you authority. Your behavior earns you respect"
Irwin Federman
If you influence others and provide direction and guidance, then you lead them. Many of
us only assume that leaders are those individuals born with unique abilities or gifts or situations
that are right. That's not always the case, though, the fact is that everyone is prospective leader.
That makes a person a good leader is not just his skill and skills but primarily his character and
attitude.
Leader must influence and should be influenced Everyone can influence somebody
either for the good or for bad. Even the shyest person can influence at least 10,000 people in his
or her lifetime. While it is up to everyone to determine how to use this leverage, this only means
that anybody can be a leader. A person to be called a leader should have followers for him. He
has to direct his people to something which will bring goodness, not harm. Just as a good leader
should, it only takes skill, knowledge and compassion for an individual to harness influence.
Furthermore, if a person refuses to use this power at all and does not take a personal
stance on issues, he or she can easily be convinced and the person would most likely end up
being influenced as the one. When it comes to this, it seems that there are only two
alternatives-to be the influencer or the one affected.
"Leadership is practiced not so much in words as in attitude and in actions."

Harold S. Geneen

Assessment Sheet 1.1

CFLM2
Inquiry Paper
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Acknowledgement and Dedication
Answer the following:

1. What is self- leadership and its importance to you and to the organization you are or might be
leading?
4. How self-leadership be developed in a person?


CFLM2
Task Sheet (Quiz 1)
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Acknowledgement and Dedication
REVIEW QUESTIONS Encircle the best answer. Erasure means wrong
1. This means that, being your own leader, your purpose or vision will be the foundation upon
which you will build self-leadership.
a. Leading by example
b. Clarity of example
C. Clarity of purpose
d. Aiming for success
2. It was considered as the first level or stage of leadership.

a. autocratic leadership
b. democratic leadership
C. participative leadership
d. self- leadership
3. What best define self -leadership?

a. a person must first lead himself before he can lead others
b. a person must be born to become a leader
c. a person must undergo seminars and training in order to become a good leader.
d. a person must be a good follower to become great leader
4. Which of the following is not an appropriate character of a person with self - leadership?
a. exhibits dedication towards achieving goals
b. ability to consciously influence his own thoughts and behavior
c. has self- awareness
d. lack of foresight to make right decisions
5. What is the importance of self - leadership to subordinates?

a. To make themselves effective and efficient workers despite whatever leadership they may
come across
b. To enable them to plan and set objectives on their own
c. To influence their own self to follow the plans they made

d. To become a leader someday
6. Which of the following is not a positive outcome of practicing self - leadership?

a. Proactive
b. Disciplined
C. independent decision maker
d. too overwhelmed
7. The success of the achievement of organizational goals is dependent on the self-leadership

of both superiors and the subordinates. Is this statement correct?
a. Yes
b. No
C. Probably yes
d. The statement is vague
8. What does the statement "keep improving yourself" means?

a. You have to learn something new
b. Not making the same mistake twice
C. Start acting like a great leader
d. Have a clear purpose
9. Primarily, what makes a good leader?

a. Skills and talents
b. character and attitude
C. trainings and experiences
d. goals and motivations
10. Which of the following statement is conclusive?

a. Leaders must be influenced
b. Leaders are influencers
c. Leaders must influence and should be influenced
d. Leaders can be influence

Information Sheet 1.3

CFLM 2
Topic: Organizational Leadership
a. concept of leadership
b. factors of leadership
c. theories of leadership
Objective:
a. Discuss the concept of leader;
b. identify the factors of leadership;
c. explain exactly the theories of leadership

CONCEPT OF LEADERSHIP
Leadership is the practice of driving people to achieve goals. This plays an important role
in success and efficiency of subordinates. Leaders do this by providing many means of shaping
the actions of subordinates. It’s a process whereby an individual influences others and guides
the organization in a manner that makes it more cohesive and coherent.
While leadership is learned, a leader's skills and knowledge can be influenced by his or
her attributes or traits, such as beliefs, values, ethics, and character. Knowledge and skills
contribute directly to the process of leadership, while the other attributes give the leader
certain characteristics that make him or her unique. A leader might have learned the skills in
counseling others, but her traits will often play a great role in determining how he counsels.
FOUR PRIMARY FACTORS OF LEADERSHIP (U.S. Army, 1983)
1. Leader
An individual appointed as a leader must understand himself honestly, what he knows

and what he can do. Take note that it is the followers that decide whether the leader is
successful, not the leader or anyone else. If they don't trust their leader, or lack confidence,
they'll be uninspired. To be successful you have to persuade your followers that you are worthy
of being followed, not yourself or your superiors.

2. Followers
Different people expect different leadership styles. A newly-employed deserves more

supervision than an accomplished subordinate does. An individual without motivation needs a
different approach than one with a high motivation level. You have to know your people, as a
leader. The basic starting point is to have a clear understanding of human nature such as needs,
feelings and motivation. You have to come to learn the be, know and do qualities of your
people.
3. Communication
Being a leader, you lead by bidirectional communication. A great deal of that is

nonverbal. For example, when you "set an example," that shows your people you wouldn't ask
them to do something you wouldn’t want to do. What and how you interact either strengthens
or destroys your relationship with your followers.
4. Situation
Every situation is different. Everything you do in one situation isn't automatically going
to work in another. You have to use your discretion to determine the best course of action and
the style of leadership needed for each situation. You may need to face a subordinate for
inappropriate behavior, for example, but if the confrontation is too late or too early, too harsh
or too mild, then the outcomes may prove ineffective.
Take note also that the disorder typically affects a leader's actions more than its
characteristics. This is because while traits can be impressively stable over a period of time, they
have little consistency in situations (Mischel, 1968).
THEORIES OF LEADERSHIP
The theories below explain how people turn themselves into leaders. The first two
demonstrate to a small number of people the nature of leadership, while the third is the
dominant theory today.
1. Trait Theory
Some personality traits may lead people naturally into leadership roles.
2. Great Events Theory
A crisis or important event Can cause a person to rise to the occasion, putting forth
extraordinary qualities of leadership in an ordinary person.
3.Transformational or Process Leadership Theory

Today, it is the widely accepted theory. People can opt for leadership. People can learn
the ability to take leadership.


CFLM2
Task Sheet (Quiz 2)
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Organizational Leadership

a. concept of leadership
b. factors of leadership
c. theories of leadership
REVIEW QUESTIONS Encircle the best answer. Erasure means wrong
1. People can learn the ability to take leadership.

a. common leadership
b. widely accepted leadership
c. effective leadership
2. Contribute directly to the process of leadership.

a. knowledge b. skills c. both
3. The outcomes may prove ineffectively.

a. situation b. different c. communication
4. Some personality may lead people naturally into leadership roles.

a. organization b. leadership c. traits theory
5. Can make cause a person to rise to the occasion.

a. crisis b. important event c. both
6. The practice of driving people to achieve goals.

a. leadership b. leaders c. concept
7. What happen if the member doesn’t trust their leader?

a. inspired b. uninspired c. primary factor
8. An individual is appointed by some must understand himself honestly, what he knows and
what he can do.
a. followers b. members c. leader

9. and 10. What are the qualities of your people? Give only two.
9. ____________________________________ 10. ___________________________

CFLM 2
a. The leader and its roles
b. Most important keys to effective leadership
c. Leadership principles
d. Supervision for leadership
Objective:
a. demonstrates the leadership principles;
b. discuss accurately the process of great leadership.

THE LEADER AND ITS ROLES
A leader sets the company or organization a specific vision, motivates employees, guides
workers through the cycle of work, and creates morale. They're made good leaders, not born.
You will become a successful leader if you have the will and the willpower. Good leaders grow
through a cycle of self-study, education, training and experience that never ends (Jago, 1982).
There are many things you have to be, learn and do to inspire your workers or
subordinates into higher levels of teamwork. These also do not come easily but are gained
through ongoing research and study. Good leaders work and study constantly to develop their
leadership skills; they do not rely on their past achievements.
BOSS OR LEADER?
Although your role as a manager or supervisor gives you the authority to accomplish
certain tasks and objectives within the organization (Assigned Leadership) this power does not
make you a leader, it simply makes you a boss. Leadership differs in that it makes the followers
want to achieve high goals (Emerging Leadership), rather than simply ordering people around
(Rowe, 2007). Thus, by your position, you get Assigned Leadership and you display Emergent
Leadership by influencing people to do great things.
TOTAL LEADERSHIP

People want feedback from those leaders they respect and who have a good sense of
direction. They must be ethical, in order to gain respect. This provides a sense of direction by
conveying a clear vision of the future. When people decide to value you as a leader, they don't
think of your qualities, but rather watch what you're doing so they can assess who you really
are. They use this insight to say if you are an upright and trustworthy leader or a self-serving
individual who exploits power to look good and get promoted.
Self-serving leaders are not as effective because their employees only obey them, not
follow them. They succeed in many areas because they present a good image to their superiors,
but at the expense of their workers. Honorable character and selfless service to your
organization is good leadership. In the eyes of your peoples the leadership is all you do that
affects the aims and well-being of the organization.
MOST IMPORTANT KEYS TO EFFECTIVE LEADERSHIP

(Lamb, McKee, 2004)
1. Trust and Confidence
2. Effective Communication
 Helping employees understand the overall business strategy of the organization.

 Helping workers understand how they help achieve the organizational goals.
 Sharing information with workers on how the organization is doing and how its own
group of employees is doing.
So leaders need to be trustworthy and be able to Convey a vision of where the

organization needs to go.
LEADERSHIP PRINCIPLES
1. Know Yourself and Seek Self-Improvement
To seek self-improvement means to continually reinforce your attributes. This can be

done by self-study, formal classes, reflection, and interaction with others.
In knowing self and seeking self-improvement, leaders should:
a. Evaluate their selves by using the leadership traits and determine their strengths and
weaknesses.
b. They have to understand their "be, "know," and "do," attributes.
C. They must work to improve their weaknesses and utilize their strengths.
d. By knowing their selves, and their experience and knowledge of group behavior, they can
determine the best way to deal with any given situation.
The strong, hard stand may be most successful with some leaders, and in certain
circumstances however, the "big brother" approach may work better in other situations. In

many ways leaders would also improve their own selves. Leaders could ask colleagues and
superiors for an honest appraisal of their ability to lead. That will help them identify their
strengths and weaknesses.
2. Be Technically and Tactically Proficient
We can't give that which we don't have. We can't make the things we don't know right.
Respect is the leaders reward showing competence. Thus, leaders must:
a. Know their job and have a solid familiarity with their subordinates' tasks.
b. Demonstrate their ability to accomplish the mission.
Tactical and technical skills can be learned from on - the-job training, seminar and self-
directed learning efforts, as mentioned above.
3. Seek Responsibility and Take Responsibility for your Actions
Leaders must:
a. look for ways to drive the organization to new heights.
b. look aggressively for demanding tasks.
C. must use initiative and sound judgment when attempting to perform jobs which are not
needed by grade.
d. not blame someone as they often prefer to do sooner or later when things go wrong. They
will look at the situation; take Corrective measures and move on to the next challenge.
Seeking responsibilities also means that leaders:
a. should be held responsible for their actions.
b. are responsible for the results of the acts of their subordinates. Regardless of their
subordinates' actions, they are held responsible for the decisions and their execution.
C. must issue all directions in their own name.
d. must stick to their beliefs and do what they believe to be right, but accept justified and
constructive criticism.
e. must now withdraw or demote for a failure that is the result of their own mistake.
4. Make Sound and Timely Decisions
This principle suggests that leaders must:
a. use good problem solving, decision making, and planning tools.

b. estimate a situation quickly, and make a sound decision based on that estimate. Hesitation or
a reluctance to take a decision leads subordinates to lose confidence in their leadership skills. In
effect, loss of trust creates confusion and reluctance within the organ1zation. They do not
hesitate to reconsider their decision until they make a decision and find 1t 1S the wrong one.
Subordinates respect the leader who immediately Corrects errors, rather than attempting to
direct through a poor decision.
c. establish a rational and organized thinking process through the practice of realistic situational
estimates.
d. plan for any incident reasonably foreseeable when time and circumstance allow.
e. seek their subordinates advice and suggestions wherever possible before making the
decisions.
f. announce decisions in time to allow the required plans to be made by subordinates.
g. encourage subordinates to actively predict and make plans.
h. make sure their policies and plans are familiar with them.
i. consider the effects of their actions on all organization's leaders.
5. Set the Example
"We must become the change we want to see."
- Mahatma Gandhi
Leaders of the organization must:
a. be a good role model for their employees. They must not only hear what they are expected to
do, but also see.
When subordinate advances by promotion through ranks, all too often he or she
develops the mentality of "doing as I say, not as I do." Nothing forces subordinates out faster. As
a leader, your duty is to set by personal example the expectations for your subordinates. If you
have high personal expectations, then you can reasonably expect the same from your
subordinates. lf your personal standards are not high, then you set a double standard for your
subordinates, and you will quickly lose their respect and trust. Know your image represents your
subordinates. Examples are demonstrating leadership.
b. show their subordinates a desire to do the same things that they expect them to do.
c. be physically fit, well groomed, and dressed appropriately. Hold positive outlook. Establish a
desire to compete by capitalizing on the strengths of its subordinates. The more complicated the
situation, the better the chance to show a calm and confident attitude.
d. behave themselves so that their personal habits are not open to criticism.

e. exercise initiative in their subordinates and foster the spirit of initiative.
f. avoid showing favoritism to any subordinate.
g. share risk and suffering with their subordinates to demonstrate their ability to bear their
share of the hardship.
h. develop the thought among their subordinates that they are the best officer for their position.
i. delegate authority and avoid over-supervision to create leadership among its subordinates.
6. Know Your People and Look Out for their Welfare
Leaders should:
a. know human nature, and the importance of caring genuinely for its subordinates. It is one of
the concepts, which is most important.
b. know their subordinates and their responses to different situations. The knowledge could
save lives. A subordinate who is anxious and lacks self-confidence should never be put in a
position where an important, immediate decision on is needed. Knowledge of the personalities
of subordinates will allow the leader to decide how each subordinate is best handled and when
close supervision is required.
c. put the interests of their subordinates before theirs.
d. correct complaints and d0 away with discontent.
e. see the company or organization leaders and let them see him/ her, so that every subordinate
knows them and thinks they know them.
f. be accommodating.
g. get to know the subordinates under their control, and understand them.
h. let them see that they are ready to be completely prepared to perform any role that they can
be assigned.
i. be concern their selves with organization's leaders living conditions.
j. help their workers get the appropriate help from the personal resources that are available.
k. protect the well-being of their subordinates by strong hygiene and sanitation supervision.
l. determine what the mental disposition of their subordinate is; maintain communication with
other thoughts.
m. ensure bonuses are allocated equally and equitably. Encourage customized development.
n. provide ample time for leisure, and focus on participation.

o. share their subordinates' struggles so that they can understand their reactions better.
7. Keep Your Subordinates Informed
To promote efficiency and morale, a leader should:
a. inform the subordinates of all happenings in his organization and give reasons why things
should be done. This is done when time and well-being permit, of course. Informing the
colleagues about the situation makes them feel a part of the team. Smart subordinates perform
better, and can carry on without your personal oversight if they are aware of the situation. Know
how to communicate with superiors and other key people as well as with them.
The key to providing information is to ensure that subordinates have enough

information to intelligently do their job and encourage their commitment, passion, loyalty and
convictions.
b. explain whenever possible why they have to do the activities and how they plan to do them.
c. assure their self, through regular inspections, that immediate subordinates pass on the
information necessary. Be alert to detect the spread of rumors. Stop rumors by replacing them
with the truth.
d. create morale and esprit de corpse by publishing knowledge about the unit's achievements.
e. keep their subordinates aware of existing legislations and regulations Concerning their
salaries, promotions, rights and other than confidential matters.
8. Develop a Sense of Responsibility in Your Subordinates
a. Leader should help develop good character qualities that will assist them in carrying out their
professional duties. Another way to show your colleagues that you are involved in their well-
being is to provide them with the opportunity to develop their careers.
b. Assigning tasks and delegating the authority to carry out tasks fosters mutual trust and
respect between the leaders and subordinates. It also helps the subordinates to exercise
responsibility and give full cooperation in the execution of tasks You show confidence in your
subordinates when you properly delegate authority, and increase their desire for greater
responsibilities. If you fail to delegate authority, you point to a lack of leadership, and your
subordinates may take it as a lack of confidence in their abilities.
c. Operate through the Chain of command. Provide clear thought-provoking directions. Speak
what to do to your superiors, not how to. Hold them accountable for the outcomes, even if
ultimate responsibility remains yours. Delegate sufficient authority to enable them to carry out
the task.

d. Provide regular opportunities for your subordinates to perform duties usually performed by
the next higher ranks.
e. Be quick to acknowledge the achievements of your subordinates when they show initiative
and creativity. Improve mistakes in judgment and action in a way that will make the
subordinates try harder.
f. Avoid public criticism or condemnation. Give free advice and assistance when the
subordinates need it. Let your subordinates know that you will tolerate honest errors in return,
without punishment; teach them through critical and positive guidance.
g. Assign the subordinates to roles according to demonstrated or potential capability.
h. Be prompt in helping subordinates, and be fair. Have confidence in each subordinate, until
you are convinced otherwise. Willingly accept accountability, and ensure that your subordinates
abide by the same standard.
9. Ensure that Tasks are Understood, Supervised, and Accomplished
The secret to the obligation is communication. This idea is in the exercise of command
necessary. Before you can expect the success of your subordinates they must first know what is
expected of them. You have to convey the directions clearly, in a concise way. Speak at a level
the colleagues are sure to understand but not at such a low level that their intellect would be
offended.
a. Before your subordinates begin a job, let them have the opportunity to ask questions or seek
advice. Supervision is paramount. You cannot know if the assigned task is being done correctly
without supervision. Subordinates view over- supervision as abuse, and effectively halt their
initiative.
b. Let subordinates use their own strategies, and then test their progress regularly.
c. Ensure that an order is required before the order is issued. Use the chain of command
established. Give clear, concise, and constructive orders through research and practice.
d. Encourage subordinates to ask questions about anything that they do not understand in your
instructions or directives.
e. Ask your subordinates if there is any question or confusion about the mission or task/s to be
done.
f. Monitor the execution of your orders and ensure that your subordinates have the resources
necessary to carry out the tasks or assignment.
g. Vary the monitoring schedule and the points you emphasize during inspections. Exercise care
and supervisory thinking.
10. Train as a Team

Although a lot of so-called leaders call their organization department, section, a team;
they're not teams. They are just a group of people who do their job.
a. With perfection and teamwork as an aim, each waking hour subordinates should be trained
and developed, challenged and checked, corrected and encouraged.
b. Subordinates are measured in appearance bearing and attitude, self-improvement and most
importantly, performance.
c. There can be no reason for leaders failing to train their subordinates to the highest state of
physical condition and instructing them to be the very best in the arms profession.
d. Train with a reason and emphasize the core element of teamwork.
Cooperation is the secret to efficient operations. Teamwork is important to the entire

order, from the smallest unit. As a leader you have to ensure that your subordinates work in
synergy. Train, play, and act like a team. Be sure every subordinate knows his/ her role and
responsibilities within the context of the team.
When team spirit is in existence, the most challenging tasks become much easier to
achieve. Teamwork is a bidirectional road. Individual subordinates give their best and the team
provides security, appreciation and a sense of accomplishment to the subordinates in exchange.
11. Employ Your Command In Accordance With Its Capabilities
You'll be able to employ the organization to its fullest ability by creating a team spirit.
Successful execution of a mission depends on how well you know the strengths of your
organization.
a. If the assigned role is one that the subordinates were not prepared to do, it is very likely to
result in failure. Failures lower the morale and self- esteem of your organization.
b. Seek challenging tasks for your subordinates but be sure the team is equipped for them and is
able to complete the task successfully.
C. Do not volunteer the team for activities that they are not able to complete. The organization
will not only fail but your subordinates will think you're out for personal glory.
d. Keep yourself updated as to the operational effectiveness of the team. Make sure
subordinates are given duties that are fair.
e. In an emergency, do not hesitate to demand the utmost.
f. Analyze all assigned tasks. If the means available to you are insufficient, notify the immediate
supervisor and request the appropriate support.
g. Assign duties to your subordinates equally.
h. Use your unit's full capabilities before you ask for help

SUPERVISION FOR LEADERS
Supervision maintains an understanding of the situation, and ensures proper

implementation of plans and policies (U.S. Army Handbook, 1973). This involves giving guidance
and reviewing the performance of a job.
There is a small supervisory unit. There is over- Supervision (micro-management) on one

side of the band; and under supervision on the other side.
Over-supervision stifles initiative creates resentment and decreases morale and

motivation. Under-supervision leads to miscommunication, lack of Coordination and the
subordinates ' impression that the leader is not concerned with. Nonetheless, all workers will
benefit from proper monitoring by seniors with more knowledge and experience, who usually
appear to more critically view the situation.
EVALUATION
Evaluating is part of supervising. It is defined as evaluating the value, quality, or

significance of people, ideas, or things. This involves looking at the ways people accomplish a
task. This means receiving feedback and understanding the feedback on how well everything is
being done. People require feedback to be able to judge their performance. Without it, they
may continue to perform tasks poorly, or stop takin8 Steps that make their job perfect.
Use the checklists to list the activities to be completed. When it comes to recalling a list
of items almost every one of us has bad memory. List tasks by priorities.
Example:
"A" priorities must be done today.
"B" priorities must be done by tomorrow, and
"C" - priorities need to be followed up within a week.
Through following through on them double check the important things. Strange things
can happen if you don't know them. Paperwork gets lost, plans get changed, and people forget.
If you have a checks and double checks system, you will find errors, have time to correct them,
and mitigate any damage.
It might seem like a waste of your time and energy following through, but in the long
run this pays off. You'll be spending less time and efforts correcting long standing errors and
omissions.


CFLM2
INQUIRY PAPER
Date : ________________________
Name : ____________________________ Course: ____________________

a. The leader and its roles
b. Most important keys to effective leadership
c. Leadership principles
d. Supervision for leadership
1. Make a brief discussion of leadership principles.
2. As a leader how will you supervise your subordinates?


CFLM 2

a. Inspiring Subordinates
b. Training and coaching
c. Learning
d. The Six Points of Leadership Power
e. Significant of Self-Control in Leadership
Objective:
a. Identify the inspiring subordinates, training, and coaching;
b. discuss the six points of leadership power;
c. determine the significant of self-control in leadership.
INSPIRING SUBORDINATES
It is much easier to get people to do something if they have the drive to do so. Inspire
means to "breathe life in." And to do that, we have to have a life of our own.
Three main actions will aid you in accomplishing this:
1. Be Passionate
A trickle-down impact can arise in the organizations where there is a leader with great
enthusiasm about a project. You have to devote yourself to the job that you do. Do not expect
your people to be worked up about it if you don't express the excitement.
2. Involve subordinates in the decision making process
People involved in the decision-making process are much more deeply involved than
those who simply carry out the order of a manager. Help them contribute, and inform them that
you value their opinions. When it makes sense to do so, listen to them and integrate their
suggestions.

3. Know what your organization is about
"The Army is not made up of people. The Army is people. Every decision we make is a people
issue. "
General Creighton W. Abrams
The same is the organization. It may be making a product or providing a service, but
they are still men.
The primary responsibility of a leader is to grow people and encourage them to attain
their full potential. Your people may come from various of backgrounds, but they all have goals
they want to achieve. Create a "people setting" in which they can really be everything they can
be.
TRAINING AND COACHING
Training and coaching are two different things although some use them
interchangeably:
Training - Is a structured lesson designed to give people the knowledge and skills to perform a
task.
Coaching - Is a process designed to help the employee develop more expertise and resolve
obstacles improving job performance.
Training and coaching are going hand in hand. First you train people with a great deal of
technical support and then you teach them with motivational tips. Training as well as coaching
help create the Conditions that encourage somebody to learn and develop. People learn from
the experiences of others, by building an image of what they are trying to learn in their minds by
acquiring and knowing the knowledge they need, by applying it to their job and/or practice.
COMMON POINTS OF BOTH COACHING AND TRAINING
a. Testing to assess levels of knowledge, capacity and trust.
b. Defines targets that can be routinely calculated. This helps differentiate these into step-by-
step actions.
c. Clarify course, goals and responsibility. To promote accountability, include the individual or
team in the decision-making process.
d. Encourage peer coaching by reminding them that everyone has a stake in each other's
success.
e. Coaching is more than telling people how to do something, it involves giving guidance,
building skills, generating obstacles, removing barriers to success, building better systems,
learning through discovery.

f. Cope with emotional challenges by helping them improve, analyzing and pointing out ways
they hold back, encouraging them when they become frustrated, and so on.
g. Give feedback by pointing and suggesting solutions, rather than actively criticizing errors.
As a leader you must view coaching from two different viewpoints:
1. Coaching to lead others, and

2. Being coached to achieve self-improvement.
LEARNING
Conditions of Learning
To be successful in guiding subordinates, the leader must familiarize himself with these
learning conditions and strictly follow them while training his people:
a. The Person Must Be Motivated to Learn.
You cannot teach certain people who are not inspired to learn knowledge or skills.
They've got to feel the need to learn what you say. Many workers are inspired to do good work.
They want to be able to carry out their duties properly. Their motivation is to be able to carry
out their work in return for a salary, rewards, challenges, Job satisfaction etc.
b. Involve Your Subordinates In The Process.
Keep their attention in the learning process by deliberately engaging their minds and
emotions. Participate in them through active capability practice, or through conversation. With a
lengthy lecture you can’t keep their attention.
People normally pay attention for a short period of time (less than 30 minutes). We
need to use what they're told or their minds wander, If you're lecturing for an hour, there’s very
little to recall.
Alternatively, give a brief lecture, explain (15 minutes or less), and then practice them.
Provide feedback throughout the practice session until they are able to do it themselves. If this
is a large, complicated task, break it down into short steps of learning.
THE SIX POINTS OF LEADERSHIP POWER
Power refers to the ability a person has to control another's actions such that he or she
behaves according to his or her wishes. Such power is a capacity or potential as it means a
potential that does not need to be realized in order to be effective. That is, there may be a
power but it doesn't need to be used to be successful.
The strength of leadership is much more than the use of force. Leadership encourages
others to genuinely WANT to attain a goal, while dominance drives others to attain a target. A
superior police officer, for example, has certain powers over enlisted personnel, but that power
does not need to be used to be successful. The mere knowledge that an enlisted person has of
the power of an officer has some control over him or her.

Below are French, Raven's (1959), Six Points of Leader Power. These power points will
help you to assess the impact you and others have on achieving full negotiating skills.
1. Coercive Power - Power that is based on fear.
A person with coercive power can make things hard for humans. These are the people
you wish to avoid being angry with. Employees who work under a coercive boss are unlikely to
Commit themselves, and are more likely to resist the manager.
2. Reward Power - Compliance achieved on the basis of the ability to distribute rewards which
others find important.
Might give people special benefits or incentives. Trading favors with him or her might
seem beneficial.
3. Legitimate Power - The power a person receives in an organization's formal hierarchy as a

consequence of his or her role.
The person has the right to expect you to comply with valid demands, given his or her
status and your job responsibilities.
4. Expert Power - Influence based on special skills or knowledge.
Experience and knowledge give the person respect. Expert influence is the most firmly
and regularly connected to productive output of subordinates.
5. Referent Power - Influence based on individual or desirable possession of wealth or personal

traits.
Sometimes this is seen as beauty, elegance, or appreciation. You like the individual and
you want to do things for him or her.
6. Informational Power - Providing information to others which leads to thinking or acting in a

new way.
SIGNIFICANCE OF SELF-CONTROL IN LEADERSHIP
A Cyclone has the power to cause heavily damage to crops, houses and even cities. It could
pack a wind of 125-280 km/h enough to create a widespread destruction. It is Said that the
Cyclone derives its power from its calm center.
Anonymous
"He who is slow to anger is better than the mighty and he who rules his spirit, than he who
captures a city.
Proverbs 16:32
For leadership the same principle holds true Leaders being influential individuals within
the organization and having the greatest impact on the lives of their people, must learn and

exercise self-control. Leaders are gaining people 's trust, power and respect The more power a
leader has, the greater the confidence, influence and respect people will have for him. Will you
have a calm area like the cyclone? Have you been self-disciplined? Can one define your life as
one of self-control?


CFLM 2

a. Leadership Traits
b. Leadership Styles and their pros and Cons
c. Ethics in Leadership
d. How to become an ethical Leader
Objective:
a. explain comprehensively the leadership traits, styles and their pros and cons;
b. describe the ethics in leadership;
c. discuss correctly the attitude of being a leader.

LEADERSHIP TRAITS
A leader is one who knows the way, goes the way, and shows the way.
John C. Maxwell
lf you describe a leader, he or she can prove to be a creator of difference between

success and failure. A good leader has a futuristic vision and knows how turn his visions into
success stories in the real world.
Whether you're just starting out as a leader have been leading for a while, you'll
certainly benefit from understanding the basic characteristics that all great leaders have. The
role of manager or boss transcends productive and efficient leaders. We also found a way to
achieve the perfect blend of charm, passion and self- assurance. It may seem as if some people
are born with leadership skills, but with time and practice the reality is most leadership

characteristics can be trained, adopted, and strengthened. As we delve into the list of effective
leadership traits, you will learn the behaviors and attitudes of a good leader.
Let us take a close look at some of the important qualities of leadership, which separate
good leaders from bad ones. You must have all these qualities to become a good leader, but if
you lack some of these qualities, then you might struggle to make the mark in the leadership
world.
1. HONESTY AND INTEGRITY
The supreme quality of leadership is unquestionably integrity. Without it, no real

Success is possible, no matter whether it is on a section gang, a football field, in an army, or in
an office.
Dwight D. Eisenhower
34th President of United States
Honesty and integrity are two key ingredients that make for a good leader. How can you
expect honesty from your followers when you yourself lack these qualities? Leaders flourish
when they hold to their core values and beliefs and this won't be possible without ethics.
2. CONFIDENCE
You should be comfortable enough to be an effective leader and ensure people obey
your orders. If your own decisions and values are uncertain, otherwise your subordinates will
never obey you. You must be oozing with confidence as a leader, display some assertiveness in
order to gain the respect of your subordinates. This doesn't mean you should be overconfident,
but at least you should show the degree of confidence needed to make sure your followers trust
you as a leader.
3. INSPIRE OTHERS
"If your actions inspire others to dream more, learn more, do more and become more, you are
a leader."
John Quincy Adams
Probably the hardest thing a leader has to do is persuade others to comply. It can only
be so if by setting a good example you inspire your followers. They look up to you when the
going gets tough, and see how you react to the situation. They'll follow you, when you handle it
well. As a leader, you should think positive and your actions will make this positive approach
clear. When you succeed in empowering your subordinates, you can easily resolve every
obstacle now and in the future.
4. COMMITMENT AND PASSION

The team looks up to you and you'll have to be enthusiastic about that too if you want
them to give their all. If your team sees you're getting your hands dirty, they'll give their best
too. It will also help you gain your subordinates confidence and instill new energy in your team
members, which will make them perform better. When they believe you are not fully committed
or lack motivation, then inspiring your followers to achieve the goal would be an uphill task for
you as a leader.
5. GOOD COMMUNICATOR
As a leader you have to communicate your vision clearly to your team and tell them the
plan for achieving the goal, it will be very difficult for you to get the result you want if you don't.
You can never be a good lead because you can't effectively express your message to your team
Words have the potential to get people motivated and make them do the unthinkable. If you are
making effective use of them, you can also achieve better results.
6. DECISION-MAKING CAPABILITIESS
A leader should have the ability to take the right decision at the right time, in addition to
having a futuristic Vision. Leaders take actions that have a profound impact on the people. A
leader should think long and hard before taking a decision but stand by it once the decision is
made. Although most leaders make their own decisions, it is highly recommended that you
consult key stakeholders before you make a decision. After all, they will benefit from your
decisions or suffer from them.
7. ACCOUNTABILITY
"A good leader takes little more than his share of the blame and little less than his share of the
credit.
Arnold H. Glasow
Make sure each of the subordinate is responsible for what they do. Give them a pat on
the back if they do well but when they fail make them realize their mistakes and work together
to improve. Holding them to account for their actions will create a sense of duty among your
subordinates and they will be more serious about the organization.
8. DELEGATION AND EMPOWERMENT
You just can't do it all, right. Focusing on key responsibilities is vital to a leader, while
leaving the rest to others. Empower and delegate the duties to your followers. When you try to
micromanage your subordinates, a lack of trust will grow and, more importantly, you won’t be
able to focus on important things, as you should. Delegate the subordinate's duties and see how

they do. Provide them with all the resources and support they need to attain the target and give
them an opportunity to bear responsibility.
9. CREATIVITY AND INNOVATIOON
"Innovation distinguishes between a leader and a follower.

Steve Jobs
In order to get ahead to today's fast-paced environment, a leader must be creative and
innovative at the same time. That helps you and your team stand out from the crowd, is creative
thinking and relentless creativity. Think about coming up with unique ideas out of the box and
transforming those ideas and goals into reality.
10. EMPATHY
As Leaders, empathy with your followers will grow. Don't adopt a dictatorial style, and
utterly lack empathy. You'll fail to connect more directly with your followers. Knowing the
followers’ issues, and experiencing their pain, is the first step towards becoming effective
leaders. Even that is not enough until you work hard and provide the appropriate solution for
your followers.
LEADERSHIP STYLES AND THEIR PROS AND CONS
Below are the leadership styles Lewin, K. has defined. et al. Read each style carefully and
discuss their advantages and disadvantages over the lines given below.
1. TRANSACTIONAL LEADERSHIP
This strategy is strongly disciplinary, and is often called a leadership style of "telling."
The leader gives instructions to the members of his team and then uses various incentives and
punishments to either appreciate or punish what they do in response. Leaders give praise for a
job well done or for a group member to perform a department-wide mission hated because they
missed a deadline.
Pro: _______________________________________________________________________
Con: _______________________________________________________________________
If you often use the threat of having to stay late when you need to inspire your team
and you are continually brainstorming clever ways to acknowledge solid work, you might be a
transactional leader.
2. TRANSFORMATIONAL LEADERSHIP
With this style of leadership, by empowering their workers to change, leaders are trying
to enhance or transform the individual or group into which they lead. Such leaders are working
at making changes and finding new ways to get things done. And as a result, by their ideas or

insights into how something should be improved or adjusted for their own work, they encourage
and motivate others. Under transformational leaders, people have plenty of flexibility, as well as
plenty of breathing space to innovate and think outside the box.
Pro: _______________________________________________________________________
Con: ______________________________________________________________________
When you look at every single existing process with a discerning eye and a strong sense
that it might be better, you could be a transformational leader. You also encourage other people
to get out of their comfort zones and reach their own boundaries. You will burst with pride
whenever you see a member of a team achieve Something previously thought impossible.
3. SERVANT LEADERSHIP
"Leaders are the ones who are willing to give up something of their own for us. 1heir time,
their energy, their money, maybe even the food off their plate. When it matters, leaders
choose to eat last. "
Simon Sinek
Servant leaders work with this traditional motto: “Serve first and lead." Instead of
thinking about how to inspire people to follow their lead, they channel most of their energies
into seeking ways to help others.
They make other people's needs a priority over their own. Besides being natural leaders,
those who follow the paradigm of servant leadership don't try to hold a white-knuckle grip of
their own rank or strength. Instead, they focus on the advancement and growth of the people
who follow them.
Pro: ___________________________________________________________________________
Con: __________________________________________________________________________
You might be a chief servant if you're know to say, "What can I do to help?" So you
attach great importance to avoiding roadblocks so helping others get things done. When you are
asked you never think twice about helping out, because you know that when you return, your
own to - do list will still be there.
Pro: __________________________________________________________________________
Con: __________________________________________________________________________
4. DEMOCRATIC LEADERSHIP
You could also hear this style of leadership referred to as "participatory leadership."
Members manage organizations and programs as well, a democracy.

Even though these leaders on the organizational hierarchy are statistically higher, they
prioritize working together and actively engaging their colleagues in the decision-making
process. Democratic leaders respect other people's ideas and feedback, and encourage
discussion of those inputs. We don't carry on orders from above, but take a much more inclusive
approach to doing things.
Pro: _______________________________________________________________________
Con: ______________________________________________________________________
If you think the best meetings are the ones where everyone has a fair chance to weigh
in, you might be a democratic leader. You could not remember the last time you made an
important decision without at least one other person getting input.
5. AUTOCRATIC LEADERSHIP
On the contrary to democratic leadership there is autocratic leadership. You might think
of that as an alternative to "my way or the highway." Autocratic leaders see themselves as
having absolute power and making decisions on their subordinates’ behalf. They but how to
decide not just what needs to be done, but how to accomplish certain tasks too.
Pro: __________________________________________________________________________
Con: ________________________________________________________________________
You may be an autocratic leader if you think that group meetings and brainstorming Just
slow thing down, so it's easier if you make important decisions on your own and if you hate
them when workers challenge your decisions. That's final when you've said something.
6. BUREAUCRATIC LEADERSHIP
To put it another way, bureaucratic leadership goes "by the book. " With this style of
leadership, there is a specified collection of boxes to check to be a true leader. Bureaucratic
officials, for example, possess hierarchical authority. A power comes from a formal position or
the unique characteristics or title rather than from characteristics they hold. They also have a set
list of duties, as well as clear rules and procedures for how they will handle and make decisions
for others. They just have to follow the path set out for them.
Pro: ________________________________________________________________________
Con: ________________________________________________________________________
You may be a bureaucratic leader if you often find yourself questioning how your
predecessor has l treated those situations that you want to make sure you follow the agreed
protocol. You also seek assurance that whenever you are charged with something different, you
are doing things right.

7. LAISSEZ-FAIRE LEADERSHIP
This is a French word that translates to "leave it be" which sums up this hands-off
leadership approach accurately. Micromanagement is just the opposite. Laissez-faire leaders
have the tools and services required to do so. But then they step back and let their team
members make decisions, solve problems and get their work done without having to worry
about their every move being obsessively watched by the leader.
Pro: ___________________________________________________________________________
Con: _________________________________________________________________________
You could be a laissez-faire leader if in project status update meetings, you hardly do
any of the conversations. Alternatively, members of your team are the ones who fill you in
where things are. You're really only focused on two key points in most events and projects: the
beginning and the end.
8. CHARISMATIC LEADERSHIP
Charismatic leaders have charismatic personalities, and a great deal of determination to

achieve their goals. Such leaders use eloquent communication and persuasion to unite a team
around a cause, instead of promoting actions by strict instructions. You will spell out their dream
clearly and get other people excited about the same target.
Pro: _______________________________________________________________________
Con: ____________________________________________________________________
You could be a charismatic leader if you're known to give outstanding styles of

presentations of "rally the troops.
ETHICS IN LEADERSHIP
“An ethical leader is someone who lives and dies for integrity. Doing the right thing, even
when it hurts, is the ethical leader's mantra."
Heather R. Younger
Founder of Customer Fanatix
Ethics is about the types of values and morals that a person or a community finds
acceptable or necessary. In addition, ethics is concerned with the morality and actions of
individuals. They look to leaders when it comes to ethics to lead on ethics and take responsibility
for both good and bad results.
Ethically leading leaders are role models, promoting the value of ethical standards,
keeping their people accountable for those principles, and- crucially-designing environments in
which others work and live. As mentioned below, it has been shown that ethical leadership
produces a variety of positive results, and reduces the risk of many negative results. Thus,
leadership can be the most effective tool in an ethical system designed to support ethical
behavior.
Ethical leadership is leadership motivated by respect for ethical beliefs and values, and
other people’s integrity and rights (Watts, 2008). It is therefore related to values such as
honesty, sincerity, care, beauty and fairness (Brown, M. et al, 2005).
HOW TO BECOME AN ETHICAL LEADER?
a. Define and Align Your Values
Consider the morals you were raised with:
 “Treat others how you want to be treated"

 "Always say "thank you,"
 "Help those who are struggling," etc.
But as you evolve, and as society progresses, traditions alter, often causing changing
values. Ask yourself what matters to you as a person, and then align that with your leadership
goals. It not only reflects your honesty in describing your beliefs, it also inspires the colleagues
to do the same, building a shared vision for all staff.
b. Champion the Importance of Ethics
An ethical leader's job is to focus on the overall significance of ethics, including ethical
standards and other ethical issues, and how those factors that influence society. As an ethical
leader, educating peers about ethics is crucial, particularly in cases where they face an ethical
issue at work.
C. Hire People with Similar Values
Although your views need not be identical to those of your workers, you should be able
to establish common ground with them. This often starts with the hiring process and is
sustained through a declaration of vision.
d. Promote Open Communication
Each subordinate is different although they share similarities. Be open with every
decision you make, and seek input from your team. It makes you become a better leader and
helps you feel more comfortable in expressing your thoughts or concerns with your
subordinates. Collecting input from your team will help you improve as a leader and will push
the organization forward.
Good ethical practitioners tend to be good communicators. Individuals interact

differently. Some may feel comfortable speaking in public, irrespective of staff or circumstance,
while others may refuse to talk with a leader due to fear, anxiety or simply not knowing how to
express what they are trying to say. They could speak better via email, rather than in person.
Communicating with each member of the team is an ethical leader's task but also
allowing for one open conversation, as some people may have questions and concerns that need
to be answered. Creating camaraderie with your team is vital to the leaders. Relationships of

quality appear to be founded upon honesty, justice, dignity, transparency, compassion and
respect.
e. Beware of Bias
As people, many of us have antiquated or mistaken convictions, subconscious or

otherwise. Every leader wants to admit to their shortcomings but failure to practice self-
awareness will lead to detrimental effects. Everyone has prejudice, but you haven't been called
on for the longest time, because you've never really been tested. Leaders need to look at
themselves and be honest in fact having prejudices that can impinge on the feeling of ease at
work of another person. For you to build and maintain better relationships with your
subordinates, be an open-minded leader.
f. Lead By Example
Leading by example is a noble attribute of a leader. The best way to ensure an ethical
organization is to lead by example. It is important to remember as an ethical leader, that actions
always speak louder than words. People are more likely to judge others, rather than what they
say, based on how they behave. Ethical leaders may begin to earn the respect of their peers by
practicing and demonstrating the use of ethical, truthful, and unselfish conduct to subordinates.
g. Find Your Role Models
In history, there are many leaders, doing a little study of strong, powerful leaders and
trying to identify what they are doing well. Then incorporate it into their own style of leadership.
h. Care for Yourself so you are able to Care for Others
As the saying goes, "You can't pour from an empty cup”. The cornerstone for strong
leadership is to have a calm and competent disposition. This can be done by ensuring that you,
as a person, are focused on fulfilling your own needs such as sleep, nutrition and a true
relationship with loved ones.
It may seem easy to devote time to self-care, but ultimately it's crucial to improving your
leadership abilities. The leader who is happy and satisfied with life seeks peace and fulfillment
for those they lead.


CFLM2
INQUIRY PAPER
Date : ________________________
Name : ____________________________ Course: ____________________

c. Learning
1. Differentiate training and coaching.

2. How can you motivate a person to follow her/his leader?
3. Explain the proverbs 16:32, “He who is slow to anger is better than the mighty and he who
rules his spirit, than he who captures a city.


CFLM2
INQUIRY PAPER
Task Sheet (quiz #3)
Date : ________________________
Name : ____________________________ Course: ____________________

c. Learning

REVIEW QUESTIONS Fill each blank with the correct answer. Erasure means wrong.
_____________________________1. Refers to the ability a person has to control another’s

actions.
_____________________________2. The cyclone derives its power from its?
_____________________________3. Inspire means?
_____________________________4. Who own this quote? The army is people.
_____________________________5. Formal hierarchy as a consequence of his or her role.

_____________________________6. Is much more than the use of force.
_____________________________7. Influence based on individual or desirable possession of
wealth or personal traits.
_____________________________8. These power points will help you to assess the impact you
and others have on achieving full negotiating skills.
_____________________________9. By pointing and suggesting solutions, rather than actively
criticizing errors.
_____________________________10. Is more than telling people how to do something.
Explanation: 10 points
1. As a leader how could you view the two different viewpoint of coaching.


CFLM2
SQ3R
Date : ________________________
Name : ____________________________ Course: ____________________

1. Explain the quotation of John C. Maxwell.

2. Explain the quotation of Steve Jobs


CFLM2
Date : ________________________
Name : ____________________________ Course: ____________________

REVIEW QUESTIONS Fill each blank with the correct answer. Erasure means wrong.
___________________________________1. Is a noble attribute of a leader?

___________________________________2. A French word that translates to “leave it be.”
___________________________________3. Called a leadership style of “telling.”
___________________________________4. If your actions inspire others to dream more by
John Quincy Adams.
___________________________________5. You have to devote yourself to the job that you do.
___________________________________6. If you describe a leader, he or she can prove to be
a creator of difference between success and failure.
___________________________________7. Is about the type of values and morals that a
person or a community finds acceptable.
___________________________________8.
___________________________________9. Give the 3 morals that you were raised with
your value
___________________________________10.
___________________________________11.
___________________________________12. Give the 5 ethical leadership that related
to values
___________________________________13.
___________________________________14.
___________________________________15.


CFLM 2

a. Impacts of Ethical Leadership
b. The 4 – V Model of Ethical Leadership
c. Reasons Why Values Matters to Leaders
Objective:
a. Describe perfectly the impacts of ethical leadership;
b. explain correctly the 4 – V model of ethical leadership;
c. assess individual’s value that matters being a leader.

IMPACTS OF ETHICAL LEADERSHIP
Ethical leaders will help to build a healthy atmosphere through constructive

partnerships at three levels: the individual, the team, and the organization at large. Nurturing
connections at each of these levels will result in the following outcomes and benefits:

1. The Well-Being of the Individual
A strong ethical leader has an important responsibility for maintaining a positive

working environment. Ethical leaders leading by example should persuade others to do likewise.
People are generally influenced by the things occurring around them. Good contact between
colleagues can help to influence efficiency and attitude in the workplace.
2. The Energy of the Team
Ethical leadership can also include behavior control and co-operation within a team. In
the workplace. morale usually is stronger when people get along with each other. When
colleagues work as a team, this can help build relationships in the workplace and improve the
group's overall performance. Strong leaders usually lead by example.
3. The Health of the Organization
The value of maintaining a positive mindset in the workplace has much to do with
improving the organization's overall health. When people are able to show respect for each
other and value the views of others, this can help to create a productive work climate. There can
be an ethical organization when people's groups work together in an atmosphere of mutual
respect, where they can develop individually, build friendships and contribute to the overall
objective.
THE 4-V MODEL OF ETHICAL LEADERSHIP
The 4-V model aims to reconcile internal beliefs and values for the common good with
external behaviors and actions.
The four V'S stand for:
1. Values
2. Vision,
3. Voice, and
4. Virtue
These characteristics help to build a strong ethical leader. In the end, an ethical leader's
main goal is to create a world in which the future is positive, inclusive and allows all individuals
to pursue and fulfill their needs and fulfill their maximum potential.
VALUES FORMATION IN LEADERSHIP
Values is not a subject that has been talked about so often but one that plays an
important role in acts and performance. Because values are personal and not always clearly
defined, they remain an essential but under-discussed and undervalued part of who you are as
an individual and as a leader.

Everyone has values, and when clearly understood and established, they become much
more important. To get the most Out of what happens, the best initial step would be to 1dentify
your values and write down those that are most important to you.
REASONS WHY VALUES MATTER TO LEADERS
1. Values Guide Your Decisions
You have a lot of decisions to make as a dictator, those that only affect you and those
that impact many others. Once you start with your principles, choices, big or small, can be taken
faster, simpler and with greater confidence. Go your choices against your merit scheme. It's the
best place to start.
2. Values Strengthen Your Ability to Influence
lf you associate with your beliefs, you are communicating with your passions. People are
drawn to you when you speak with passion, they are more likely to hear your message and you
will be more successful in persuading and influencing. As a leader it should be self-evident why
this is vital to your values.
3. Values Create Clarity
When you're happier your life is simpler in so many ways. Clarity helps you concentrate,
make yourself more successful and much more. One of the as test ways in your life to achieve
clarity is to be clear about your beliefs first. If you work from this point of departure all the other
clarification advantages will follow.
4. Values Reduce Stress
The majority of the people I know want less tension in their lives. It's doubly important
as a leader because your tension is infectious-it infects those around you. It's easier to
communicate when the choices are smoother. Less and you're clearer about issues that you'll
have less tension. In the past you may not have been talking about values in this way; but, it is
absolutely true that living from your values is a great way to reduce stress,
5. Values Guide Your Actions
Knowing and understanding your beliefs, is one thing. Behave according to them is
another matter. This reality has an effect on all the ideas that have been shared so far, because
all the advantages are achieved when you recognize and then act upon your beliefs. Of those
advantages, this is the most practical. Your beliefs are what drive your actions.
While it helps to define who you are, having clear beliefs can be so much more useful on
a daily basis. It allows you to be a more successful, efficient and confident leader by being clear
on your values.

CFLM2
INQUIRY PAPER
Date : ________________________
Name : ____________________________ Course: ____________________

a. Impacts of Ethical Leadership
b. The 4 – V Model of Ethical Leadership
c. Reasons Why Values Matters to Leaders
1. Why values matter to leaders?

2. What are the impacts of ethical leadership?


CFLM 2
Topic: Understanding Management

a. Management define
b. Activity Management
c. Managerial Functions
d. Managerial skills
e. Qualities of a Manager
Objective:
a. Define management;
b. discuss precisely the different concepts of management;
c. describe accurately the manager and their different levels, their functions and skills;
d. demonstrate perfectly the qualities of a manager.

MANAGEMENT

Management is a set of principles relating to the roles of planning, coordinating,
directing and regulating and the implementation of those principles in the efficient and effective
use of physical, financial, human and information capital to achieve organizational objectives.
Definitions of Management
Management thinkers have defined management in their own ways:
A set of activities directed at the efficient and effective utilization of resources in the
pursuit of one or more goals.
Van Fleet and Peterson
Working with human, financial and physical resources to achieve organizational

objectives by performing the planning, organizing, leading and controlling functions.
Megginson, Mosley and Pietri
Management is a problem solving process of effectively achieving organizational

objectives through the efficient use of scarce resources in a changing environment.
Kreitner
Management is an art of knowing what to do, when to do and see that it is done in the
best and cheapest way.
F.W. Taylor
Management is an art of getting things done through and with the people in formally
organized groups. It is an art of creating an environment in which people can perform and can
cooperate towards attainment of group goals.
Harold Koontz
Other Views on the Definition and Scope of Management
"Managing is forecasting and preparing, arranging, directing, managing and regulating,"

says Henri Fayol. Fredmund Malik describes management as "transforming capital into value." It
is described by Ghislain Deslandes as "a weak force, under pressure to achieve results and
endowed with the threefold power of constraint, imitation and imagination, operating at
subjective, interpersonal, institutional and environmental level."
Management as a Process
Management as a process began with the sole purpose of attaining an objective. Further, it is
specifically done in order to:
The purpose are:
1. rise clients’ satisfaction with the services the company provides.

2. develop personnel experience, abilities and capacity, or
3. accomplish a particular goal or goal.
Management as a mechanism often includes interrelated processes by which

management within an entity manages and controls the organization's resources to achieve
desired outcomes. This requires not only managing and using financial resources alone, but also
human resources, as they are also important to an organization in order to achieve its stated
objectives.
Managers need to build a comfortable working atmosphere that promotes healthy

employee relations within the company. They will make sure that the human resources work in
harmony to achieve the goal of the organization. Having full oversight of an organization's
affairs, managers need to follow due process to set goals and come up with plans for achieving
outcomes. Both phases of planning and execution include due processes which the manager
must strictly adhere to.
Management: The Never Ending Process
It simply means that management is a phase that will never stop, because the company
remains. Managers would always force themselves to tackle tasks, goals, and problems at a
certain point in time.
ACTIVITY MANAGEMENT
Task management is the practice of recording personnel's day-to-day accomplishments

in an order in which they are done. It is a key to an organization's success, as it helps to monitor
the organization's course and maximize its work efficiency. It relies on the philosophy that
knowledge from higher levels of management influences any activity that takes place in the
company in a personal or group workers organization, therefore it is essential to proper
recording process and cannot take place without controlling the activities.
Managing tasks will help the workers organize their daily work. The activity
management system helps the managers and their subordinates to evaluate or verify their
results. This promotes workplace accountability as job tasks are accurately monitored, and
subordinate- deserved notifications are given according to the employees' daily-observed
progress. Tracking the work of the employee and the amount of time spent helps identify where
improvements are essential.
Elements of the Ideal Activity Management Label
Monitoring this recorded information on a regular basis is essential to assure the

completion and accuracy of the record.

1. The Activity (which is a brief description of what you do)
2, Type of activity (whether it is meeting, an email, phone or others)
3. Name of the task
4. Title of project
5. Name or category of the project
6. The time length of the activity
7. Date of the task
Importance of Activity Management
1. It gives both the employer and the employees, information on the performance of the
personnel involved.
2. It helps to organize and emphasize the importance or relevance of the task at hand.
3. It also helps to avoid miscommunications and mistakes of task repetition in the workplace.
Management as a Discipline
Management is also a discipline because it includes learning the procedures and values
required to perform official administrative duties, as well as demonstrating the code of conduct
that managers must obey when performing their duties. Management is also being taught, as
with other research or discipline courses, at numerous institutes and universities around the
world.
Individuals may secure jobs as managers after they have earned a diploma certificate or
higher degree. Managers also have opportunities to increase their expertise and competence by
obtaining a higher degree or management certification.
Management as an Art
Management is also known to be an art, because both share similar characteristics. Art
is a structured body of knowledge that requires imagination and expertise. An artist often needs
constant practice in order to become faultless or achieve a degree of perfection which is
considered acceptable.
Art is taught and put to use. The apprenticeship cycle comes before application. There
are vast amounts of resources available to learn and develop knowledge about art in the
industry, which includes study materials and books to help artists gain a better understanding
and deliver quality production. The same holds true for management. By learning, theoretical
knowledge is gained. In other words, managers will learn about the operations and concepts of
management that are presented in the study material.

While studying art, one can learn and gain learn and gain theoretical knowledge but it
does not end there. To yield results, the knowledge gained has to be implemented effectively.
And as a result, each artist is required to possess personal skills and imagination so he or she can
make good use of the knowledge gained. Even if two or more artists learn the same thing, their
ingenuity and talents will decide how well they end up using the acquired knowledge.
The same is true of management. Learning the values and philosophies of management
is not enough. One requires the skills and imagination required to make use of the information
learned to produce positive results. As with art, two or more managers can learn the same thing,
but because of their skill and creativity, the result generated could be different.
In order to achieve perfection every artist needs constant practice. The artist will not
progress without regular training, either. The artist should focus on the practical after studying
their theoretical dimension, in order to achieve perfection. A trained manager will not go far
without a managerial position being exercised or obtained. In theory, certain established
management principles need to be put into practice. The manager is creatively oriented and can
identify areas he or she needs to develop and work on accordingly. Education is therefore an
integral part of art and management. Management is therefore an art, because both have the
same characteristic.
Management as a Group
In any way, the concept of management suggests that it is a group. In general,

administrative functions are not performed by one person alone. For most cases, as companies
expand, many specific managerial roles are generated so that the organization can meet its
desired objectives.
Management as an operation carried out by a group of people saddled with the

responsibility of keeping the company going and achieving a specific goal. In other words, a
community composed of people with specific knowledge of the organization or managerial roles
will work together to manage a business.
Today, when we suggest that XYZ Company's management is doing well, we are
implicitly referring to a specific group of people that makes up the management team. They are
the decision-makers and people's first team to get the boot when things go wrong. Let's take an
example of using police force. The Chief is the manager. However, do not forget that the
community of managers is comprised of other team leaders, not just one person.
In business, management involves the top-level managers who are the company's
decision makers. Any decision they make is binding on other managers and employees at lower
levels. These include the president, chief executive, board of directors, general manager etc.
Management as a Science

Management is also a science, because everything used to classify a field as science is
involved. Science, for example, establishes the relation of cause and effect between variables. It
also takes into consideration, the values that bind the variables concerned. Scientific concepts
are thus formulated using the standard Scientific methods that involve testing. And the method
involves testing and checking via a series of tests.
One of the features which indicates that science and management are the same is the
universal acceptance of scientific principles. In other words, Scientific laws are the same in every
case and in every part of the world. On the other hand, management has its fundamental
principles that are universally accepted and implemented in every situation or enterprise. An
example of that is the Unity of Command Principle.
Another attribute suggesting that science and management are the same is the manager
who obtains scientific principles. It has to move through other scientific research and analysis
before a theory is generally accepted. But the same method also includes the principles of
management. Scientific analysis and evaluation are carried out before organizational principles
are achieved, and this could also include specific observations derived from a large number of
managers or experiments performed.
The relationship between cause and effect is a further trait that distinguishes
management and science as one. The relation between cause and effect is vitally important in
scientific principles. Heating the metal, for example, can cause it to expand. The cause is the
heat applied while the effect is the one felt by the expansion. The same happens in
administration. For example, it has been proven that there w1ll be ineffectiveness in
organizations where there is no compromise between authority and accountability.
Management as a Profession
Management is also an occupation as it has characteristics that allow it to be so. A

profession is called a career in which one acquires knowledge and undergoes training series to
fit perfectly into that role.
A career has limited entry which is also true in management. Although anyone can
assume a managerial role in a corporation and there is no law prohibiting that, many companies
now prefer for such positions individuals with Master's degree.
The Manager
A manager 1s a person in the organization who activities of others. They perform their
work at different levels and they are called by different names:
1. The First Line Managers - They are usually called supervisors or in a manufacturing they may
be called foremen.
2. The Middle Level Mangers -These comprise all management levels between the
organization's supervisory level and top level. Such managers may be called functional
managers, heads of plants, and managers of projects.

3. The Top Managers-They are the ones responsible for making organizational decisions and
setting policies and strategies which affect all aspects of the organization. Such individuals may
be named vice-president, managing director, chief executive officer or board chairman etc.
MANAGERIAL FUNCTIONS
Planning - This is necessary to set goals and to develop strategies for organizing activities.
Organization - It assists in deciding the tasks to be performed, how to do them, how to organize
the tasks and where to make decisions.
Staffing-This is important for employing different types of people and performing different
activities such training, growth, evaluation, compensation, welfare etc.
Directing – This requires that subordinates be given instructions and motivated to achieve their
goals.
Controlling – This is monitoring practices to ensure that the workers perform the tasks as
scheduled, and to correct any major deviations.
MANAGERIAL SKILLS
Managing position requires proper skills to perform various jobs. He can be an efficient
manager if he lacks the knowledge and skills to do the job because it will be the foundations for
his workers to be corrected and driven.
THREE ESSENTIAL SKILLS OR COMPETENCIES OF THE MANAGER

(by: Robert L. Katz2)
1. Technical
2. Human and
3. Conceptual
Technical Skills
Managers must be able to work with the resources, equipment, strategies, procedures
or the technical skills. First line executives as well as many middle managers have been active in
the activities of the organization's technical aspects. Even when a manager moves higher in
hierarchy, the need for technical skills is less, but still technical skill helps in making decisions.
Human Skills

Managers must have the ability to work well with other people both individually and in a
group. Managers need these skills at all levels but top managers need them the most. The
manager has interpersonal skills because he gets the best out of the people that work with him.
We are able to communicate, empower, lead and inspire confidence and enthusiasm.
Conceptual Skills
Managers need to be able to integrate and organize the different activities. Managers
must be able to think of abstract ideas and to contextualize them. We need to be able to see the
organization as a whole and the relationships between its different sub-units, and to see how
the organization fits into its wider context. Conceptual competencies are important in decision-
making. Since al managers have to make decisions, these Skills are necessary for all managers
but they become more important as they form the hierarchy of the organization.
QUALITIES OF A MANAGER
Since the manager makes decisions for each type of activity and his decisions affect an
organization work, he should have the following attributes to do his job properly:
1. Educational competence
A manager has to have adequate and outstanding preparation. Besides other

educational qualifications they are required to have management education and training.
Education not only widens the intellectual scope of executives but also helps to understand and
interpret things properly. Business environment awareness is also essential to tackle the various
problems that the company can encounter.
2. Intellectual quality
Managers should have a higher level of intelligence relative to others, because they
have more roles in the organization than other men. Intelligence can assist a manager in
evaluating the organization's present and future organizational possibilities. He must be able to
predict the things in advance and take the necessary decisions in due course.
3. Leadership ability
A manager has to be able to direct and motivate people working within the business. He
shall subordinate himself to leadership. The subordinates’ skills, abilities, and potentials should
be retained and properly used to achieve organizational goals. If a manager has the leadership
qualities then for the good of the organization, he will inspire workers to improve their
performance and function to their full capacity.
4. Training
A manager must develop organizational competencies. As described in the preceding

issue, these skills consist of technical skills, human skills and logical abilities. These competencies
must be gained by schooling, training, practice etc. Such skills are important for all executive
levels.

5. Technical knowledge and skills
A manager should have technical knowledge of the organization's job and other tasks.
He will be better placed to assess and direct if he has knowledge of those things himself.
6. Mental Maturity
To deal with different circumstances a manager should have mental maturity. He is

supposed to be polite, good listener and quick to respond to situations. He has to take several
uncomfortable decisions that could have an adverse effect on the job if not taken properly.
When dealing with subordinates he will remain calm. All of these attributes come with maturity
of mind.
7. Positive Attitude
Positive attitude is to a manager's asset. A manager has to deal with a lot of people from
both inside and outside the company. He should be sensitive and optimistic to different
suggestions and make rational choices. He should not prejudge issues, and should not take
sides. He will try and develop good relationships with different people dealing with him. He
would consider their issues and attempt to reach out a helping hand.
8. Self-confidence
Every manager should have faith in himself. He has to take a lot of decisions every day;
he should thoroughly evaluate things before making decisions. If he makes decisions, then he
should stick to them and try to put them to practice. A manager lacking confidence in himself
Will always be uncertain about his decisions. This kind of mentality creates more problems than
just solving them.
9. Foresight
A manager has to make a decision not just for the present but also for the future. The
technology, marketing, consumer behavior, financial set-up etc. are rapidly changing. The
economic policy shifts would repercussion in the future. A manager should foresee what will
happen in the future and plan the organization for the Circumstances to face. The level of
foresight will help you make the right choices and face the challenges to come in the right
perspective. If the problems aren't properly evaluated, then the organization can face adverse
situations.


CFLM2
Task sheet (quiz #4)
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Understanding Management

a. Management define
b. Activity Management
c. Managerial Functions
d. Managerial skills
e. Qualities of a Manager
Fill each blank with the correct answer.

1. _______________________________ a manager has to deal with a lot of people from both
inside and outside the company.
2. _______________________________ established the relation of cause and effect between
variables.
3. _______________________________ is a taught and put to use, the apprenticeship cycle
before application.
4. _______________________________ managers should have a higher level of intelligence
relative to others.
5. _______________________________ managers must be able to work with the resources,
equipment, strategies, procedures or the technical skills.
6. _______________________________ what is the example of universally accepted and
implemented in every situation or enterprise.
1. What is management? (4 pts.)


CFLM 2

a. Role of Manager in an Organization
b. Different Highly Interrelated Roles of the Managers
c. Important Roles of a Manager
d. Modern Challenges for Managers
e. Developing Mission and Vision Statements
f. Importance of Creating Vision and Mission Statements
Objective:
a. Identify the qualities of a manager;
b. discuss the modern challenges for mangers;
c. acquire the ability of developing mission and vision statements;
d. appreciate the importance of creating vision and mission statement.

ROLE OF MANAGER IN AN ORGANIZATION
The role of a manager is very critical within an organization. An organization's success

will depend on the manager's ability in using the resources to achieve organizational objectives.
He is an integral leader in the organization's role of achieving goals and targets. technology and
working methods are rapidly changing and therefore the manager should be professional
enough to deal with these changes.
The word management positions apply to different managerial activity categories. In h1s
research, Henry Mintzberg discovered that the prevalent view was that managers were critical
thinkers who evaluated information carefully and systematically before making decisions.
Mintzberg found that a large number of diverse, unpatterned, and short-duration tasks were
engaged in by managers. Reflective was given little time because managers faced constant
interruptions. He offered a categorization scheme to describe what managers are doing on the
job, based on actual managers.
DIFFERENT HIGHLY INTERRELATEDD ROLES OF THE MANAGERS
1. Interpersonal Roles
A manager has to perform the following duties:
a. Receive visitors from outside, or preside over employees' social function.
b. Sign as organization's manager some legal documents.
c. Function as a chief when he is needed to carry out subordinate activities.
d. Not only to inspire the workforce but also recruit, fire and discipline employees.
e. Pay outside organizations for the collection of information relating to companies.
2. Informational Roles
All managers are required to perform informational roles.
a. To collect information outside of one's own organizations and institutions.

b. Perform the disseminators position as they deliver information to the organization's
subordinates.
c. Acts as a spokesman when he represents outsiders to the organization
3. Decisional Roles
According to Mintzberg, a manager performs four decisional roles.
a. He initiates and supervises new projects to improve the performance of the

organization.
b. As a conflict controller, administrators take corrective actions to fix previously

unknown issues.
c. Acts as resource allocation when allocating and controlling human, physical, and
monetary resource allocations.
d. When debating and bargaining with other parties, he works as a negotiator.
IMPORTANT ROLES OF A MANAGER
As Leader
a. Defining various people's activities and goals within the organization.
b. Helps at the work-group to create the right type of atmosphere and homogeneity.
c. The group's actions and performance led by him are influenced.
As Coordinator
a. Bring together various resources, both physical and human, for the achievement of
organizational objectives.
b. Mobilizes different resources, brings intelligent understanding and goodwill among

employers to complete work at the organization.
c. With the aid of effective communication, better plan events and programs.
As Delegator of Authority
a. Assign duties to the subordinates that he trusted, and delegate the authority
necessary. If they do any work independently, the subordinates may gain confidence
and be prepared for higher responsibilities.
b. Encourage employees to take up appropriate work according to their skills and

knowledge and train for the next line of executives.
c. Create proper communication system so that subordinates are able to get regular
guidance and response for the activities taken up by them.

As Decision-Maker
After addressing various aspects of the problem, taking decisions for different activities,
evaluating them, designing possible alternatives and choosing the correct one.
Take note:
A decision which is made at the right time will yield good results. In its decisions a
manager must create consistency, firmness and conviction. A manager who constantly changes
his decisions will leave his subordinates in doubt. The subordinates will be directed by a
decision-making capacity and the ability to take correct decisions at the appropriate time.
As a Human Relations Practitioner
a. Address workplace issues with staff.
b. Tries to get the best out of the workers, and efforts are made to boost the
organization's efficiency.
c. Encourage employees to engage in decision making processes.
As a Spokesman of the Organization
a. Acts as the organization's spokesman.
b. He works with outsiders and provides them with the required information that they
need.
c. Maintains good relationships with all stakeholders including shareholders, employees,

customers, vendors, government, etc.
d. Helps to create a strong organization's reputation not only among clients but also
among outsiders.
A manager should have an understanding of the principles of public understanding and

the advantages of keeping the public informed while performing the role of a spokesman.
MODERN CHALLENGES FOR MANAGERS
At different times every company has to cope with the external environment that
prevails. This world poses a series of external obstacles which are hard to control. These factors
will impact significantly on how well a manager performs.
Organizations need to respond to environmental changes with speed and efficiency to

ensure survival.
Below are some of the key challenges which have an impact on the job of managing:
1. Challenges on Information Technology (IT)

Information technology is undergoing transition. Computers, the internet, intranets,
telecommunications and an endless number of software applications are available to get things
done better.
a. Managers are expected to use technology to carry out their work and produce desired
results. The IT selection must be made by having the end user in mind and the work to
be done.
b. Managers need to know how to communicate with IT experts to evaluate the most
appropriate solutions for the job to be done, and then consider the best way to
implement them.
c. Managers need to determine the best way to network the infrastructure of an entity,
and also decide which network information will be accessible to whom and what kinds
of protection are needed to protect the network.
Efficient managers ensure workers are aligned when the technology is chosen and
introduced Information technology will only be applied effectively if the workers are equipped
to use it properly.
Using this technology has enhanced employee performance at work. Managers trained
in IT will have a bright future. Some may begin to work for more than one organization without
having to leave their home office. Managers must remain aware of the opportunities and
challenges that the unabated technology transition poses to the organizations.
a. Challenges on Globalization
The digital revolution took the whole world back together. Use of satellites to
communicate information has rapidly improved things. The main component of industry, culture
and economic globalization is the opportunity and freedom to communicate with practically
anyone, anywhere, anywhere. The digital revolution has facilitated the growth of global trade
and international trade agreements.
A manager must formulate his plans by keeping the world economy in perspective. He
has to get the company ready to face the new competition. As consumer choices broaden,
managers need to find ways to beat foreign competition for price and quality. The movement
towards globalization is unlikely to change in the future; the best thing is to face it. New
executives should be prepared professionally to meet future global competition.
DEVELOPING MISSION AND VISION STATEMENTS
Creating the vision and mission statements of an organization are the first two steps in
the process of planning action. Developing a statement of vision and mission is crucial for
community initiatives to be successful. Such statements clarify the goals of your community in a
concise way, help the organization concentrate on what is really important and provide a
framework for further advancement of other elements of your strategic plan.
Roles Played by Mission and Vision
Mission and vision statements play three critical roles:
1. Communicate the organization's intent to stakeholders
2. Inform the development of Strategy, and
3 Establish the tangible priorities and goals by which to measure the success of the
strategy of the company.
WHAT IS A VISION STATEMENT?
Their vision is their dream. It's what your company Considers to be the ideal conditions
for your community that is, how things would look if you absolutely, beautifully addressed the
issue that is important to you. It could be a world without war, or a society where all men,
regardless of gender or racial background, are treated as equals.
Whatever the dream of your company is, one or more vision statements, which are
short phrases or sentences that express the aspirations of your society for the future, may well
communicate it. In creating a manifesto or statement of purpose, your organization clarifies the
values and guiding principles, first for yourself and then for the greater community.
Characteristics of vision statements should be:
a. Understood and shared by members of the organization.
b. Broad enough to include a diverse variety of local perspectives.
c. Inspiring and uplifting to everyone involved in group's effort.
d. Easy to communicate they are generally short enough.
WHAT IS A MISSION STATEMENT?
The next step in the action planning process is in practical terms to the dream of the
ground organization. It is here that a mission statement comes in to grow. The mission
statement of an organization explains what the organization will do, and why it will do that.
Mission statements are similar to claims about vision, in that they also look at the big
picture. They are more practical however, and they are certainly more "action-oriented than
statements of dream. The statement of vis1on of an organization will inspire people to dream;
your statement of purpose should motivate them to take action.
General Guidelines in Creating Mission Statements

a. Concise. While not as brief as statements of vision, mission statements in one
sentence also usually get their point across.
b. Outcome-oriented. Statements on task describe the basic results to which the

organization 1s operating.
c. Inclusive. Although declarations of mission make statements about the key goals of
your community, it is very important that they do so very broadly. Good mission
statements are not restrictive in the community's policies or industries that may get
involved in the project.
Example:
“Promoting care and caring at the end of life

through coalitions and advocacy."
Role of the Mission Statement
Leaders should emphasize the current statement of mission to employees which clarifies
the organization's objective and key, measurable goals.
A mission statement is meant for the organization's staff and members. Strategic plans
can involve changing the organization's mission statement to represent a new direction. It will
help workers and the public opt into the change by emphasizing the advantages of the transition
and reducing the gaps.
Role of the Vision Statement

Like statement of mission, statement of vision helps to define the intent of the
organization. Statements of vision provide guidance for organizational action and help inspire.
Strategic plans may include a promotional campaign that may include the statement of vision to
encourage stakeholders to partner with the organization as well.
A vision statement is a vision of the future with hope and a positive outlook. It describes
the company’s inspirational, long-term plan for what they will be able to do, who they will help,
and how the company will then be perceived. For now, it's often out of reach, but not so far out
of reach as to be unattainable. The vision statement gives everyone a description of what
they’re working on.
Purposes of Strategic Planning
Strategic planning is likely to have successes and failures. Leaders should celebrate the
little successes in achieving objectives that are part of the statement to mission and vision. The
mission statement will help to measure whether the strategic plan is aligned with the Agency's
overall objectives. The vision statement helps inspire workers. Workers who feel invested in
organizational change are more likely to stay motivated and have higher levels of productivity.
IMPORTANCE OF CREATING VISION AND MISSION STATEMENTS

1. These statements can help your organization focus on what's really important. Although your
organization knows what you’re trying to do to improve your community, it's easy to lose sight
of this when dealing with day-to-day organizational difficulties. Your vision and mission
statements remind the members of what is important.
2. Vision and mission statements offer a snapshot of what the group 1s and what it aims to do to
other people and organizations. If statement of vision and purpose is readily accessible, people
know about the organization without having to dig hard for the details. Instead, those with
common interests should take the time to learn more. This flexibility is very useful when hiring
other individuals and organizations to support the initiative.
3. Statements of vision and mission concentrate the members on their shared goal. Not only can
the statements themselves act as a daily reminder of the organization's value, the method of
creating them encourages people to see the organization as "theirs." Creating these statements
builds trust as participants can more fully believe in something if they have a hand in creating it.
ADVANTAGES OF HAVING A CLEAR VISION STATEMENT
 Bringing people into work together.

 To offer hope for a better future.
 Empowering members of the group to achieve their goals through constructive and
successful action;
 Turn your broad sight visions into more practical, action-oriented language.
 Describe your priorities clearly and concisely to the stakeholders.
 Improving the image of your organization as being skilled and knowledgeable.
HOW TO CREATE VISION AND MISSION STATEMENTS
The organization now has the tools to create the specific messages, providing a clear
understanding of the vision and mission messages. Unless your community has already formed
statements of vision and mission, consider them in the light of the criteria.
If you feel that your current statements could be changed, you can easily change them
using the following method.
1. Learn What is Important to People in Your Organization and the Community
As the first step in the development of your action plan is to establish your vision and
mission statements, it is especially important that these first steps are well- in community
principles and values. Being aware of the important issues within your community is vital to the
creation of a large, successful and lasting group of action. And one of the first steps that you will
take when creating your organization's vision and purpose is to identify the problems that
matter most to people in your group.
Different Ways in Gathering this Information
a. Conducting public forums with members of the community

It is to collect suggestions, feelings, and views on the way they want the culture to be
changed. The discussions and complaints are registered during public forums. The transcripts of
what's said will provide the basis for the preparation subsequently.
b. Holding focus group discussions with the people
This would be done for those involved in solving the problems, including civic members,
those most impacted by the problems, corporations, religious leaders, teachers, etc. Discussions
in focus groups are similar to public hearings but are smaller and more personal. They are
usually made up of small groups of people of similar backgrounds, so that they can feel
confident communicating freely about what concerns them.
Obtaining interviews with people in leadership and service positions
This involves individuals as local officials, school leaders, workers at hospitals and social
service providers, on what issues or needs they expect to occur in the neighborhood. Many
individuals will also have both facts and memories to back up their viewpoints.
2. Decide What To Ask
No matter if you are talking to one person or a crowd, your purpose is the same - to
learn what matters in your community.
List of Questions You Might Use to Focus Your Discussions With Community Members
These questions may be used for individual interviews, focus groups, public forums, or in
any other way you choose to gather information.
a. What is your vision /dream for our community?
b. Why do you want to see change?
c. What kind of group or organization will we be Creating?
d. What do you see as the big issues or problems in the society or organization?
e. How do you see as the main strengths and assets of the group or organization?
f. How do you think this company or project will be striving for?
g. Why will they fix these issues?
h. How would you like to see success?
While collecting feedback from the group, the facilitator should encourage everyone to
express their most idealistic, optimistic, and constructive ideas. Encourage others to be

interested, and note that you are attempting to articulate a vision of a better society or
organization.
3. Decide On The General Focus of Your Organization
After the organization's leaders have learned what the group has to say, it's time to
determine the organization or initiative's overall emphasis.
a. What subject matters most to your organization and to your community?
b. Where is your company going to operate?
c. Does your organization only start in one school, in one neighborhood, or in your
town?
d. Should the emphasis of your initiative be wider, at local, regional, or even

international level?
Those are questions with no simple answers. Your organization will need to understand
group lessons learned, and determine the best course for your organization through thoughtful
discussion. However, if your organization receives grant money or big funding from a given
entity, the grant maker can determine what your group's overall objective should be.
DEVELOP YOUR VISION AND MISSION STATEMENTS
Developing clear vision and mission statements are two of the most critical activities
that your organization can tackle, as such statements influence almost everything else you do.
When you and the team understand more clearly what the community is trying to do
and why, you are in a prime position to create proposals that will catch the ideas. When you
look at possible claims, try to keep them broad and enduring.
Wide-ranging vision and mission statements allow for a sense of continuity with the
past, values and specific aims of a community. In addition, statements of vision and mission built
up to last should drive efforts today and tomorrow.
WRITING MISSION STATEMENTS
The method of writing the statement of purpose for your organization is close to
creating your statement of vision. The same method of brainstorming will help you to build the
possibilities for your mission statement. You’ll want to establish a common mission statement
for your work as opposed to vision statements.

GUIDE QUESTIONS IN CREATING MISSION STATEMENT
1. Could this explain what your company is going to do, and why is it going to?
2. 1s it concise (one sentence)?
3. Was it outcome oriented?
4. Is it reflective of the organization's priorities and people who might get involved?
After the organization's leaders have formed a vision and mission statements, the next
step will be to know what other group members think of them before you actually use the
statements. You may talk to the same community leaders or the members of the focus group
you initially talked to.
Finally, it is important to note that while the production of the statements is a big step
worth celebrating for your organization, there is more work to be done. You will then determine
whether to use such claims. Otherwise, all the hard work you do will lead to nothing.
WAYS ORGANIZATION MAY CHOOSE TO SPREAD ITS VISION AND MISSION

STATEMENTS
1. Attach it to your letterhead or to your stationary

2. Use them on Site
3. Giving away with them T-shirts, or bookmarks, or other little gifts
4. Use these while giving interviews.
5. Show it on your reports cover


CFLM2
Task sheet (quiz #5)
Date : ________________________
Name : ____________________________ Course: ____________________


Fill each blank with the correct answer.
1. ____________________________________ this statement reminds the members of what is

important.
2. ____________________________________ this method will help you to build the possibilities
for your mission statement.
3. ____________________________________ is very critical within an organization.
4. ____________________________________ a vision and mission is crucial for community
initiatives to be successful.
5. ____________________________________ what is your company considers to be ideal
conditions for your community.
6. _____________________________________ a vision of the future with hope and a positive
outlook.
7. _____________________________________ is likely to have successes and failures.
8. _____________________________________ no matter if you are talking to one person or a
crowd, your purpose is the same—to learn what matters in your community.
9. _____________________________________ a brief statement and in one sentence that
usually get their point across.
10. ____________________________________ managers need to know how to communicate
with to evaluate.
11 – 15. Explain the role of manager in an organization.


CFLM2
Date : ________________________
Name : ____________________________ Course: ____________________



Write A if interpersonal roles, B if informational roles and C if decisional role on the blank
provided.
______1. When controlling human physical and monetary resource allocation.

______2. Collection of an information of an organization.
______3. Social gathering or function of an employees.
______4. A spoke person represents for an organization.
______5. Deliver information to the organization’s subordinates.
______6. Discipline their employees.
______7. Who fix previous unknown issues.
______8. Who work as a negotiator.
______9. Carry out subordinate activities.
______10. Who supervise the improvement of the organization?
______11. Sign some legal documents
______12. Perform the disseminators positions.
______13. To inspire and recruit workers.
______14. Pay outside organizations for the collection of information relating to companies.
______15. Debating with other parties.


CFLM 2

a. Behavioral Management
b. Understanding Employee Behavior and Motivation
c. Management by Example
d. Effective Strategies of Managing by Example
e. Engagement Empowerment
f. Values Formation in Management
g. Points that Highlight the role of Values in Management
Objective:
a. demonstrate skill in behavioral management;
b. know and apply the behavior management techniques;
c. manage employee behavior and motivation;
d. recognize broadly the values formation in management.

BEHAVIORAL MANAGEMENT
Behavioral management is a behavioral intervention approach that is oriented towards

keeping order. This is a class of therapeutic strategies for altering behavior by modifying one or
more aspects of the environment of and person. Behavioral management derived from Albert
Bandura's theory of social learning, which affirms that observable behavior emerges from an
interaction between the person and the environment.
The factors that are modified are those that are thought to contribute most significantly
to the development or continuation of habits that are troublesome in the atmosphere for the
person him/ herself or for other people. Environmental improvements are also being made to
improve healthy habits deemed beneficial or adaptive.
Past experiences precede behavior in time, and can result in actions or decrease the
likelihood of behavior occurring. Behavioral events that accompany behavior in time (i.e.
consequent events) that also increase or decrease the probability that the behavior will
continue once it occurs, or that it will occur again in the future.
BEHAVIOR MANAGEMENT TECHNIQUES
1. Antecedent strategies - Which are used in an attempt to discourage or provoke a

behavior before a behavior occurs.
2. Consequent strategies - Which are used when a behavior happens in an attempt to

discourage a behavior from continuing and repeating, or to reinforce a behavior.
UNDERSTANDING EMPLOYEE BEHAVIOR & MOTIVATION
Behavioral Management Theory
The theory of behavioral management was developed in response to the need to

account for the actions and motivation of the employees. The change moved management from
an emphasis of production (classical leadership theory) to a style of leadership based on the
human need of the workers for work related fulfillment and good working conditions. It is based
on the premise that managers can better consider the human dimension for workers and view

workers as valuable tools for achieving objectives. Management who takes a special interest in
workers makes them feel part of a specific group.
A Shift in Theories
Long before theorists started writing about employee happiness and good working
conditions, management found classical leadership to be the most important to the success or
an organization, with its primary interest in high productivity and performance. Later, concern
for job satisfaction and fair working conditions established the basis for the theory of behavioral
management.
MANAGEMENT BY EXAMPLE
The concept of leading others by dictation or order may seem like a fairly daunting task
to many managers. Most managers don't want to feel like they're babysitting or bossing their
staff members around, but they also find it best to show their workers how they want to behave
and how they'd prefer their daily tasks to be done. That all comes down to the often-challenging
task of leading by example.
EFFECTIVE STRATEGIES OF MANAGING BY EXAMPLE
Avoid Criticizing
Complaining or judging others can not only discourage team members from receiving
the inspiration they need, but it can also sow these team members that criticism and
complaining is appropriate on the job. Those who lead by example must do their utmost to
eliminate negativity from their lives and their approach to leadership altogether. Negativity can
only generate more negativity, so it is imperative that it be eliminated early. The more optimistic
a person will be, the more optimistic their work environment can be each and every day.
Give Honest Praise
It is necessary to truly improve positive behavior, so that others can continue to behave
positively. Criticism avoidance is just half the fight when it comes to promoting positivity when
leading by example. Dedicated managers who want to lead by example know when to laud and
how necessary it is to offer truthful praise. Giving false or coerced compliments to workers only
for the sake of spreading attention does not cut it off. People can sense and hear honesty so if
leaders want it to really work, praise needs to be sincere and truthful.
Develop Real Relationships
It’s a so important for managers to take the time to develop genuine relationships with
their workers so they can gain that respect. It involves getting to know them and becoming
interested in other people and what they have to say and focusing on maintaining and

developing the relationship so the two parties have a sense of confidence. When managers do
not take the time to build meaningful relationships with their workers then the idea of example
management will never work. So get workers so imitate their bosses, they need to admire them
and take care of them.
Get in on the Action
It's much easier for an employee to follow the lead of a superior who sits in their office
all day and doesn't know how everyday operations work. Getting involved and being very
interested in how the company works will only benefit managers who are trying to appeal to
their workers and who are trying to set a precedent on how their workers want to work.
Humility is Key
Taking leadership approach needs a great sense of modesty. Not only does this mean
trying to
relate to workers and to foster a sense of harmony between team members, but it also means
treating all team members with a positive attitude.
ENGAGEMENT AND EMPOWERMENT
If you want engagement and empowerment, consider the following behaviors:
 Act like an owner-make choices that are based on the highest company and priorities
nice.
 Be constructive in asking what you can do to improve or make a situation easier.
 Be responsible by recognizing that there is still an aspect of the project or a
consequence that will have a positive effect.
 Seek items that match the ultimate purpose. So if you make a mistake, then you will
own it and learn from it.
VALUES FORMATION IN MANAGEMENT
Formation of values is the confluence of our personal experiences and the particular
society in which we are entwined. ln the childhood, values are placed by our families and
reinforced by community and life experiences. For example, my parents placed on me the
importance of kindness, and reinforced it during early childhood.
The value system is first Considered for understanding every society. The value system
implies the culture's purposes and goals, which their wisest people have identified and treated
as absolute and primary. In the context of its value system, therefore, the values and knowledge
of every society happen to be preserved.
POINTS THAT HIGHLIGHT THE ROLE OF VALUES IN MANAGEMENT
1. Development of Employees

Managers should use the value system to grow their workers in an all-round way.
Values help with vision. Those help in the creation of employee or workers’
awareness and moral growth.
2. Motivation
Values will work inside you to awaken your secret talents. With bravery and
confidence, you have it in you to go ahead and realize your full potential. Inspiring
one's self and inspiring others in organizations to campaign for ethical and right
values. Values offer the best encouragement to remain motivated all the time,
irrespective of how de-motivating and overwhelming things are.
3. Underlie Managerial Behavior

The study of values is central to the interpretation of management and
organizational behavior, which underlies managerial behavior's value orientations.
4. Determine behavior
Values are fundamental, and define actions within the organization to a large extent.
Therefore, through employee behavior, the manager will introduce improvement in
the way desired.
5. Helps in bringing change

Organizations bind through principles. Values are enabled cultural improvement
when re-evaluated and matched with the goals of the organizational structure. This
practice has already transformed several individuals and organizations.
6. Determine attitudes
Values form the foundation for understanding behaviors, motivations and beliefs.
7. Promote leadership
Managers are people who exercise their leadership by values'. They can be effective
leaders by practicing the spiritual values in their managing jobs.
8. Bring creativity
Managers will remain innovative by examination of many ethical principles in
unpredictable and ever-changing times. Some traditional ideals tend to improve the
cognitive capacity resulting in a different way of understanding those challenges and
circumstances.
9. Managing in Borderless
Management is no longer limited to a national entity, but is completely without
boundaries. Specific international governments do not oversee the management
activities and decisions. For many "lawless territories" administrators have a greater
responsibility than ever before. Consequently, value-based management has become
a key requirement. Owing to the need for social and ethical standards, administrators
must follow not just rules.
10. Involve in managerial goals

Values are universal since they include task, goal, and adjective selection. The role of
planning, coordinating and managing people's actions should also be consistent with
the principles of the managers.
11. Guide to life, profession, and character

Moral, ethical and professional values determine the character of employees and
managers. They guide their profession and life. They should guide the real character
of our lives as we serve our nations. Value can become the basis for the behavior of
its members.
12. Personality development

Managers tend to be involved in cultivating staff and fellow leaders 'personalities.
Personality is the total amount of a number of factors, However, the selection of
moral and fundamental values is an essential consideration as values include and the
right way of thinking, the right motivation the passion for improvement.
13. Work ethic

Knowledge, effort, behaviors, attitude, manners of work, interpersonal vision, a
Commitment to change and the standard of work generated are important elements
of every worker’s mentality today. Ethical and eternal importance places a major role
in doing good Work. Values may establish a perception that work has its own intrinsic
worth.
The Importance of Workplace Values
The ideals in the workplace are the guiding principles that are most important to you
about the way you work. You use these deeply held values to distinguish between right and
wrong ways of working and they help you make crucial career choices and decisions.
Some examples of workplace values include:
 Being accountable.
 Making a difference.
 Focusing on detail.
 Delivering quality.
 Being completely honest.
 Keeping promises.
 Being reliable.
 Being positive.
 Meeting deadlines
 Helping others.
 Being a great team member.
 Respecting company policy and rules, and respecting others.
 Showing tolerance.
The ideals of the workplace of your company set the tone for the atmosphere of your
organization and they define what your organization cares about as a whole. It is critical that the
beliefs of your people match with those. When this happens, people understand each other, for
the right reasons, everybody does the right things and this shared intention and understanding
allows people to develop a better working relationship.
Alignment of principles supports the organization's main mission as a whole. If beliefs

are out of alignment, individuals are working for different ends, with different motives and
different results. It can hurt relationships with jobs, productivity, job satisfaction, and creative
ability.


CFLM2
Formative
Date : ________________________
Name : ____________________________ Course: ____________________

1. Explain behavioral management.
2. What are the behavioral management techniques?
3. Give 10 examples of workplace values.


CFLM2
Task Sheet (quiz # 6)
Date : ________________________
Name : ____________________________ Course: ____________________

Identify the points that highlight the role of values in management write only the best answer.
1. _______________________________________ knowledge, effort, behavior, attitude, and

manners of work.
2. _______________________________________ management is no longer limited to a
national entity but is completely without boundaries.
3. _______________________________________ which underlies managerial behavior’s value
orientations.
4. _______________________________________ the role of planning, coordinating and
managing people’s actions should also be consistent.
5. _______________________________________those help in the creation of employee or
workers’ awareness and moral growth.
6. _______________________________________ they can be an effective leader by practicing
the spiritual values in their managing jobs.
7. _______________________________________the right motivation the passion for
improvement.
8. _______________________________________values will work inside you to awaken your
secret talents.
9. _______________________________________values form the foundation for understanding
behaviors.
10. ______________________________________ moral, ethical and professional values
determine the character of employees and managers.


CFLM 2
Topic: Decision Making

Objective:
a. Discuss correctly the environmental influence in decision – making;
b. identify appropriately the nine characteristics of a good decision;
c. demonstrate precisely the decision-making approaches and techniques;
d. distinguish correctly the decision making models in criminal justice;
e. identify appropriately the different traits and values and their essentials in decision-
making;
f. explain perfectly r=the effect of culture on decision making.
DECISION - MAKING CONCEPTS
Decision-making can be seen as a problem-solving process that generates a solution that

is considered to be ideal, or at least acceptable. Consequently, it is a mechanism that can be
more or less logical or irrational and based on overt or implicit knowledge and beliefs. In
dynamic decision-making processes, implicit information is often used to fill holes
(Brockmann,2016 Typically, all, implicit and explicit, of these forms of information are used
together in the decision-making process.
The Multiple-Criteria Decision Analysis (MCDA) focuses on solving these problems.

While very old, this field of decision-making has drawn attention from many researchers and
practitioners, and is still widely debated as there are many MCDA approaches that can produce
very different results when applied to exactly the same data (Triantaphyllou, 2000).
ENVIRONMENTAL INFLUENCE IN DECISION MAKING
The environment of decision makers will play a role in the decision-making process. A
factor affecting cognitive performance, for example, is environmental uncertainty (Davidson,
2006).
A complex environment is an environment with a great number of potentially different

states that come and go over time (Godfrey-Smith, 2001). Studies conducted at the University of
Colorado have shown cognitive performance, suggesting the setting can affect a decision. One
experiment assessed complexity in a space by the amount of small objects and devices present;
less of those items were in a Simple environment. The higher measure of environmental
uncertainty has positively improved executive performance, making it harder to think about the
situation and make a rational decision.
CHARACTERISTICS OF DECISION-MAKING
(Monahan,2000).
 Objectives have to be set first.

 Requirements must be graded and placed in order of importance.
 We need to build alternate acts.
 The alternatives must be measured against all targets.

 Tentative decision is the option which can accomplish all the objectives.
 The tentative decision is evaluated for more possible consequences.
 The preliminary decision is reviewed for more potential implications.
 Decisive action is taken and further action is taken to avoid any negative effects from
being issues and to continue all processes all over again.
 There are usually followed steps leading to a decision model that could be used to
assess an optimal production schedule.
THE NINE (9) CHARACTERISTICS OF A GOOD DECISION
If you don't know how to handle tension or if the results are less than optimal, decision-
making can be the single-greatest weight on your shoulders, So, how do you know what makes a
strong decision? Here are the nine attributes of a positive decision:
1. Decisions positively impact others.
2. Decisions are replicable.
3. Decisions foster opportunity. (Empowers others to act)
4. Decisions include others.
5. Decisions are executable.
6. Decision is systematic.
7. Decisions are accountable.
8. Decisions are pragmatic.
9. Decisions involve self-awareness.
DECISION-MAKING TECHNIQUES
Decision-making techniques can be separated into two broad categories:
1. Group Decision-Making Techniques

2. Individual Decision-Making Techniques
Individual decision-making techniques can also often be applied by a group.
GROUP DECISION-MAKING
 Also known as "Collaborative Decision-Making", is a situation faced when individuals

collectively make a choice from the alternatives before them. The decision is then no
longer attributable to any single individual who is a member of the group.
 Collaborative decision taking in Workplace environments 1S one of the most effective

models for creating buy-in from other stakeholders, building trust and promoting

innovation. In keeping with the concept of cooperation, collective decisions often
appear to be more successful than decisions made by a single person.
 Collaborative or collective decision-making would often be preferred under normal daily
circumstances and will produce more benefits than individual decision- making when
there is room for proper deliberation, negotiation and dialogue.
 On the other hand, additional considerations must also be taken into account when
evaluating the appropriateness of a decision-making framework.
INDIVIDUAL DECISION-MAKING
In general, a person takes prompt decision. When in a group, keeping any one person
responsible for a wrong decision is not easy. Human decision taking usually saves time,
resources, and energy as individuals make timely and rational choices. Although taking group
decision takes a lot of time, money and energy.
DECISION MAKING APPROACHES
We make the majority of the decisions, as individuals. It is important to look at the

approaches that we follow in our individual decision-making in the effort to take more
successful decisions.
There are a variety of ways to describe decision-making methods but we will find three
broad groupings for our purposes. For certain cases, we all prefer to take actions at one time or
another using all of the methods. Think about which approach will better describe how you
make most of your choices, or prefer making your choices.
1. RATIONAL OR ANALYTICAT, APPROACH
 Exemplified by systematic decision-making.

 Defines upfront success factors
 Looks for details and objectively explores how each solution meets each success factor.
 Decision-making is organized and decisions be taken under the assumption of the
desired solutions except for major unforeseeable or unpredictable incidents.
 Consideration of the implications of the final decision.
2 INTUITIVE DECISION MAKING APPROACH
 Relying on emotions and feelings.

 Careful planning is not possible or not desired.
 People will point to a "gut feeling" or "hunch" as the cause for a choice, reflecting that
explanation is not accessible through conscious thought.
3. RANDOM OR CHANCE APPROACH

 In this approach a decision is made on impulse, without thought.
 Flipping a coin or using a "decision wheel" would be representative of employing this
approach.
 It is sometimes considered a dependent style because this approach can promote denial
of responsibility.
DECISION MAKING APPROACHES A CONSEQUENCE OF PERSONALITY
Any of our emotional and thought processes can be defined by personality, so it's
natural to assume that our preferred approach to decision making is a feature of our
personality. There's ample proof that our personality develops over time and evolves. This may
also imply changes in personality result from our approach to decision taking that contribute to
improvements in our thought processes.
SUGGESTIONS FOR IMPROVEMENT
Rational or Analytic Decision Makers
a. Have ready a decision-making process that you know works. This helps you to jump
directly through a decision-making phase without having to postpone deciding the steps
you will be taking.
b. Gain knowledge of pitfalls and prejudice in decision taking so they can be avoided ln
making a decision.
Intuitive Decision Maker
a. Ask or accept broad questions well in advance of a decision.

b. Know where and where your intuition is working and not.
c. Increasing reflection.
d. Play games which involve decision-making.
Random or Chance Decision Maker
a. Improve awareness and appreciation.

b. Apply know-how. It will increase the basis for
c. Know the risks and the uncertainties.
SIMILAR DECISION-MAKING
1. GOFER (Mann, L., 1980)
FIVE DECISION-MAKING Steps:
1. Goals clarification: Survey values and objectives.
2. Options generation: Consider a wide range of alternative actions.

3. Facts-finding: Search for information.
4. Consideration of Effects: Weigh the positive and negative consequences of the

options.
5. Review and implementation: Plan how to review the options and implement them.
2. DECIDE (Guo, K., 2008)
1. Define the problem
2. Establish or Enumerate all the criteria (constraints)
3. Consider or Collect all the alternatives
4. Identify the best alternative
5. Develop and implement a plan of action
6. Evaluate and monitor the solution and examine feedback when necessary
3. OTHER
1. SEVEN DECISION-MAKING PROCESSES

(Brown, P., 2001)
a. Outline the goal and outcome.
b. Gather data.
C. Develop alternatives (i.e., brainstorming).
d. List pros and cons of each alternative.
f. Immediately take action to implement it.
e. Make the decision.
g. Learn from and reflect on the decision.
2. EIGHT STAGES OF MORAL DECISION-MAKING

(Pijanowski, J., 2009)
a. Create and nurture the relationships, norms and procedures that will influence how
problems are understood and communicated.
b. Recognize that a problem exists.
c. Identify competing explanations for the problem, and evaluate the drivers behind
those interpretations.
d. Sift through various possible actions or responses and determine which is more
justifiable.
e. Examine the competing commitments which may distract from a more moral course
of action and then prioritize and commit to moral values over other personal,
institutional or social values.

f. Follow through with action that supports the more justified decision.
g. Reflection in action.
h. Reflection on action.
DECISION MAKING MODELS IN CRIMINAL JUSTICE
For criminal justice, decision-making requires more than studying the rules and applying
them to individual cases. Decisions are based on discretion, that is, the exercise of human
judgment in order to make decisions about alternative courses of action.
DECISION MAKING CHALLENGES FOR CRIMINAL JUSTICE PROFESSIONALS
Events of over-exposure, which are characterized as unpredictable, erratic, volatile and

under conditions of high stress, impair the capacity of a criminal justice professional to make a
reasonable, rational decision. Criminal justice practitioners will experience a lag period in their
decision-making skills during these events. Many obstacles called psychological prisons may als0
have an negative impact on the willingness of a police officer to take decisions.
The Consequences of Making the Wrong Decision
 Loss of life.
 Departmental or jurisdictional administrative costs.
 Negative media attention and public opinion.
 Demotion in position and/or loss of job.
 Post-traumatic stress disorder (PTSD), family problems and other psychological
concerns.
Due to the aforementioned consequences, it is important that criminal justice

leadership provide the training needed to make reliable, ethical decisions in all circumstances.
RECOMMENDATIONS FOR AN EFFECTIVE DECISION MAKING ON THE JOB
Scenario-based conditioning and preparation are required to prepare criminal justice

personnel to take critical duty-focused decisions. Simulators for police training are constantly
dependent on criminal justice experts to refine the decision-making capabilities of officers as
finely as possible. ln a built use-of-force Scenario, some simulators also require trainees to
experience near-misses or an impact. This will bring truly comprehensive experience.
In addition to simulator training, there are other tips that criminal justice practitioners
may apply to their decision-making processes, which can save a life like:
 To increase the number of options, look at a problem from multiple viewpoints and
angles.

 Assess the situation with a view to recognizing threats and non-threats; seek to make
rational decisions about how to respond accordingly.
 Visualize the way situations play out before they act. Challenge assumptions about a
situation.
 Seek support and advice from colleagues in circumstances that require it.
 Make choices about the most important information, and seek to commit it to memory.
 Be mindful of and accept the feelings before making a conscious move to make rational
decisions.
 Practice verbal and non-verbal communication skills with colleagues to communicate
information about how to respond to a situation.
Criminal justice professionals are responsible for their own mental, emotional and
physical health which all affect their decision-making capacity. Criminal justice leaders will also
respect their team's ongoing mental and physical decision-making preparation. This rigorous
preparation makes a huge difference in the willingness of criminal justice practitioners to take
action in both operational and strategic situations.
DECISION MAKING STYLES IN MANAGEMENT AND ADMINISTRATION
Many people believe that decision-making is not a rational option but a product of
personality. With that, leaders must understand that personality cannot stand in the way of
critical decision making. Good leaders will adapt their decision-making strategy to match the
demands of various Circumstances.
FOUR STYLES OF DECISION-MAKING
1. DIRECTIVE DECISION-MAKING
Usually a Policy decision-maker sorts out the pros and cons of a situation based on what
they already know. Decision-makers in the directive are very rational and have little tolerance
for uncertainty. Instead of going to others for more detail, their decisions are rooted in their
own intelligence, experience and reasoning. The upside to this style is that decision-making is
fast, ownership is transparent, and no extra communication is needed. Often, however, directive
decisions can be taken impulsively, without all the necessary details.
 When to use Directive Decision-Making
In situations characterized by continuity repeated patterns, and predictable events, this

style of decision-making is fine. For situations where there is a straightforward and unchallenged
cause-and-effect relationship, reserve guideline decisions; in other words a correct response
exists and is collectively understood.
 A leader's role in Directive Decision-Making
A leader has to sense the situation, categorize it as a scenario that calls for a clear
decision and an appropriate response. Ensure best practices are in place for ongoing
procedures. Remember to ask yourself when classifying the situation: Is this my decision to

make. and do I have all the details necessary to make this decision? Where appropriate,
delegate but remember to communicate in a simple, direct language. It's the role of a leader to
realize when there's no need for intensive interpersonal contact and to make clear decisions
based on the knowledge they already have.
 Signs you need to use a different approach
Once operations run smoothly it is easy for leaders to become victims of complacency.
Leaders must be mindful of the changing complexity of specific situations. When you start
making complicated jobs simply by using simple decisions, you need to change your approach.
Understand that changing circumstances demand changing styles of decision making.
2. ANALYTIC DECISION-MAKING
Before taking action, strategic decision-makers analyze a lot of details. Analytic leaders,
for example, rely on direct observation, data, and facts to back their decisions. Like decision-
makers in the guideline, however, an analytic decision maker may seek information and advice
from others to affirm or refute their own expertise. These decision-makers have a high degree of
uncertainty tolerance and are extremely adaptable but they prefer to monitor certain aspects of
the decision process. This style is a well-rounded decision-making strategy that can be time-
consuming.
 When to use Analytic Decision-Making
In situations where there may be more than one right answer, analytical decisions are
helpful. Use this decision-making style to solve issues where the relationship between cause and
effect is discoverable but not immediately apparent. You use this approach mainly to evaluate
multiple options or approaches, and to use fact-based management to direct effective action.
 A leader's role in Analytic Decision-Making
Unlike decision-making directives, before agreeing on a course of action, leaders must

evaluate all the details they have available. Assembling a team of experts to assist with
analytical decisions is advantageous; Leaders must therefore freely consider contradictory
advice and ideas. At the same time, to make the most of the analytic decision-making process,
leaders need to consider non-expert perspectives.
Decision paralysis is the most important warning sign of overuse of the logical decision
form. When you find yourself living in a state of over-analysis or Over- thinking without taking
action or making a decision, this strategy must be removed.
3. CONCEPTUAL DECISION-MAKING
Compared with the guideline or empirical approaches, the relational decision-making

process takes a more collaborative approach. Conceptual decision-makers promote innovative
thinking and teamwork and take a wide variety of viewpoints into Consideration. These

decision-makers are based on success and want to look well into the future when it comes to
making critical decisions.
 When to use Conceptual Decision-Making
Apply logical decision taking to issues involving several conflicting ideas. This decision
style is ideally suited to circumstances that are marked by unpredictability and tailored to
creative and inventive approaches. You see no immediate solution in these situations but trends
emerge over time. The use of a conceptual decision-making style accounts for long- term
planning and the unknown variables.
 A leader's role in Conceptual Decision-Making
To be successful in analytical decision taking, leaders need to create an atmosphere that

fosters experiments designed to uncover instructive trends over time. Leaders will need to make
a point of growing coordination and interaction. Build groups of people who can share new
ideas and assist with difficult decision taking and execution. Patience is the key and leaders need
to take the time to reflect.
If the decision you need to make includes a situation that needs structure and
established outcomes, a Conceptual approach should not be employed. Often, decisions that
need to determine immediate consequences and situations in which there is no space for error
are not subject to logical decision taking.
4. BEHAVIORAL DECISION-MAKING
Behavioral decision-seek to make sure that everyone is working together well. Like the
conceptual method, behavioral decision-is group-oriented; however, the community is given the
choices available to them, rather than brainstorming alternative solutions. From there the
community will discuss each choice's pros and cons. This decision-making method takes into
account several different viewpoint and views in the process.
When to use behavioral decision-making
The behavioral style requires proactive communication, as with conceptual decision-

making. This style takes a more introspective approach by discussing solutions that have worked
in the past, rather than attempting to disclose new patterns.
A leader's role in behavioral decision-making
Leaders in this style of decision-making need to open lines of communication. Again,

build groups of people who can contribute their opinions and promote democratic debate. Don't

only impose a course of action when using the behavioral decision-making method. Consider
what decision generates the most unity within the company, instead.
Signs you need to use a different approach
If group discussion sessions cannot reach a resolution, a new strategy will need to be
considered. Conversely, if new ideas never come up or no one questions views, then behavioral
decision-making might not be the best choice. Although this style of decision works for the good
of the community as a whole, a clear and definitive leader is required to get things done. Look
for ways and experiments where possible to push people to think outside of what's familiar.
TRAITS AND VALUES IN DECISION-MAKING
Decision-Making and Personality Traits
Personality characteristics have a much greater role to play in decision taking than you
would expect. Some people are indecisive, because of their very existence. They find most
decisions quite difficult to make. These people I also find very committed to the decision when
they do. I am sure you know this kind of people. Others make choices way too easily without
taking into account all the consequences. Those are more impulsive people.
HOW TO FACTOR YOUR PERSONALITY INTO YOUR DECISION-MAKING
As much logic as you bring in your choices, the way you make a choice will always affect
your personality. Individual personality is an unavoidable consideration combined with maturity
and experience but constructive self-awareness can help you weigh how much your intuition
impacts your decision-making process.
How Your Brain Makes Decisions
Decision-making is multiply-determined, meaning that there are multiple 1orces at work

simultaneously. Your personality characteristics and influences blend with your beliefs, your
desires and your inspiration as you navigate the decision-making process every day. Your “style"
informs whether you rationally or emotionally, impulsively or cautiously, spontaneously or
deliberately approach decisions. If you have bold and adventurous components to your
personality, you will find that you make decisions easily, even impulsively, unlike your rational
equivalent, who may need to consider every angle before weighing in.
CULTURAL INFLUENCES IN DECISION MAKING
Decision-making is a mental process that is an important part of preparing and taking

action in a variety of ways and at a wide range of levels, including, though not limited to, budget

preparation, educational preparing, policy making, and career building. Such events include
people all over the world. The underlying cross-cultural disparities in decision-making can be a
major contributing factor in cross-cultural communication, negotiation, and conflict resolution
performance.
DECISION-MAKING MODELS
Based on the perspective the researcher takes on the role that culture plays in decision-
making, one of the following models is used to think about and forecast behavioral trends in
decision-making in a given community:
1. The Universal Model. Typically, the scientists who use this model believe there is only
a small difference in how people from different cultures make their choices.
2. The Dispositional Model. The adherents of the dispositional view recognize that
decision-making differences are cross-cultural and support the cause of cross-Cultural
study.
3. The Dynamic Model. Adherents of this view often consider cross-cultural variations.
THE EFFECT OF CULTURE ON DECISION MAKING
Cross Cultural Variances
Western theories are known for the systematic use of logical analysis, a methodical
approach to solving complex problems by splitting them into their constituent parts and defining
the patterns of cause and effect of the constituent parts; While oriental philosophies are well
known for their focus on holism-the notion that the properties of a given system cannot be
defined or clarified solely by the parts of its components, but the system as a whole decides how
the components behave.
The individuals from high- and low-context cultures also differ in their communication
styles. The former prefers the less direct style, and thereby they are less explicit in stating their
feelings, desires, and intentions when communicating verbally. The latter, on the contrary, are
less likely to camouflage their message and conceal their intentions.
THE CONDITIONS ACCELERATING OR HINDERING THE SALIENCE OF CROSS-CULTURAL

DIFFERENCES IN DECISION MAKING
1. Priming
The automatic cognition literature indicates behavior is influenced by exposure to

elements of the social environment in a manner that occurs below consciousness or purpose.
2. Time pressure
Cultural and personal information is accessible to all through cultures. Cultural

knowledge appears to represent a broad sampling of the events in life, whereas personal

knowledge is more based on individual or atypical experiences. The other difference between
their accessibility is the cultural and personal awareness.
3. Peer Pressure
Individuals in collectivist societies are less likely to behave when they do not encounter
social pressure according to their cultural values. According to what collectivist culture dictates,
Japanese and Chinese students are more likely to decide, compared to American and Italian
students, whether they will eat in fast-subject to the norms adopted in their societies, and less
likely to make choices dependent on their personal attitudes.
The Pressure to Provide Reasons for The Decision
When individuals need to offer reasons for their decision, cultural awareness is
recruited. The need to include explanations evokes an information-processing approach focused
on top-down application of rules and standards, rather than bottom-up processing based on
personal experience. This can be clarified with the aid of the supposition that when asked to
offer reasons, individuals feel the need to adapt because they do not want to be the outsiders.
They feel more able to rely on their own experience when they are not asked to justify their
choices.
The Individual Tolerance for Cognitive Ambiguity
Widespread common cultural awareness offers a validated context for individuals to

view potentially ambiguous interactions, providing their followers with a sense of epistemic
protection and protecting against ambiguity and unpredictability. The degree to which persons
of all cultures need firm answers varies. It is found that the people with high tolerance for
ambiguity are less likely to act with the consent of their society.
The universal effects of situational1 demands on decision mode selection across cultures
Culture shapes the prevalence of cultural factors- nature of decisions, motivations for
decisions, and situational demands and affordances-and shapes how functional factors are
converted into decision-making modes-modes of measurement, acknowledgement, law,
position, and impact-based decision making Nevertheless, societies do have a variety of
common tendencies.


CFLM2
Task Sheet (quiz # 7)
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Decision Making

Encircle the correct answer. Erasure means wrong
1. It can be regarded as a problem-solving activity yielding a solution deemed optimal, or at

least satisfactory.
a. decision – making b. conflict resolution
c. management d. administration
2. Which of the following is not a characteristic of decision - making?
a. Objectives are last to be established.
b. Objectives must be classified and placed in order of importance.
c. Alternative actions must be developed.
d. The alternatives must be evaluated against all the objectives.
3. Which of the following is a character of a good decision?
a. Decisions negatively affect others.
b. Decisions are irreplaceable.
c. Decisions foster opportunity.
d. Decisions include only the top priority.
4. What is the other term for group decision making?
a. cooperative decision - making
b. collaborative decision making
c. individual decision - making
d. operational decision making
5. It is an approach in decision making which relies on emotions and feelings. Careful planning
is not possible or not desired. People will point to a "gut feeling" or "hunch" as the cause for a
choice, reflecting that explanation is not accessible through conscious thought.
a. Chance approach
b. Intuitive Decision Making Approach
c. rational approach
d. random approach
6. It is an approach in decision making where decisions are planned, and choices are made
under
the premise desired solutions can be achieved except for large unforeseeable or unknowable
events.
a. Chance approach b. Intuitive Decision Making Approach
c. rational approach d. random approach
7. It is sometimes considered a dependent style because this approach can promote denial of
responsibility.
a. analytical approach
b. Intuitive Decision Making Approach
c. rational approach
d. random approach
8. Which of the following is not a consequence of making the wrong decision?
a. Loss of life for a law enforcement specialist or an innocent party
b. Monetary costs to a department or a jurisdiction
c. Public scrutiny and negative public perception
d. Being promoted
9. It examines much information before taking action.
a. directive decision- making
b. analytic decision - making
c. Conceptual decision - making
d. behavioral decision - making
10. This style of decision-making considers many different outlooks and opinions in the
process.
a. directive decision - making
c. conceptual decision - making
11. Alex acts and decides impulsively, without all the necessary information. What type of
decision making 1s he portraying?
a. directive decision- making
c. conceptual decision - making
12. What situations can a conceptual decision making be of use?
a. situations characterized by unpredictability and suited to creative and innovative
approaches.
b. situations which needs to be decided promptly.
c. situations which there is a need to discussed solutions that worked in the past
d. situations that there is no need for extra communication among its members
13. It assume that whatever differences found in the studies indicate the omnipresence of
cultural inclinations in the minds of individuals and are bound to emerge under all
circumstances and in all situational contexts.
a. universal model
b. dispositional model
c. dynamic model
d. episodic model
14. It view cultural knowledge not as a monolithic, continuously present construct, but as a set
of discrete knowledge that becomes operative as a function of the situation.
a. universal model b. dispositional model
c. dynamic model d. episodic model
15, We learn the stereotyped attitudes, which later influence our decisions from the shared
schematic representations in a certain culture. What condition accelerating or hindering the
salience of cross-cultural differences in our decision-making?
a. time pressure b. peer pressure
c. priming d. individual tolerance


CFLM2
Formative
Date : ________________________
Name : ____________________________ Course: ____________________
Topic : Decision Making
1. What is Administration? In your own idea
2. What is the Difference between the Administration and Management (The definition of this
terms are not discuss in the module however you may seek the answer through interview or in
the dictionary)

which
are
Concerned with coordinating and managing an
organization or organization's work. There is also
administration of government, charities, and many
other forms of organizations.
managing
Administration refers to actions which are an
and
work.
There
is
also
"Administration" is the performance of tasks
needed to operate an agency for general purposes.
It can
It can have a function of course, or of policy. For
example, as companies change their plan, it is the duty
of administrative personnel to make the appropriate
communication adjustments to end the previous policy
and begin enforcing the new direction.
by
Typically, the administration is defined by
the person representing the organization appointed
or elected to an position and is responsible for the
administrative functions and policy decisions of the
organization they are appointed or elected to manage.

Administration is essential to ensure that all
departments within the organization work effectively. It
is the link between the managers and the workers. This
provides the workforce with inspiration and helps themn
understand the organization's goals.
The Basic Functions of Administration
a. Planning
b. Organizing
C. Directing
d. Controlling
Principles of Administration (Henri Fayol)
1. Planning
2. Organizing
3. Unity of Command
4. Hierarchical transmission of orders
5. Separation of powers, authority, subordination,
responsibility and control
6. Centralization
7. Discipline and Order
8. Meetings and reports
9. Accounting
Difference between Administration and Management
ADMININSTRATION
MANAGEMENTT
Is an act of administering the
whole organization by a group managing people and things
of people.

|Administration is a high-level|Is an activity of business and
activity.
Is a systematic way of
within the organization.
functional level.
Policy formulation
is performed by the
administration.
Focuses on policy
implementation.
Functions include legislation
Functions of management aree
executive and governing.
and determination.
Administration takes all the
important decisions of the
organization.
Management makes decisions
under the boundaries set by
the administration.
Administration role is decisive
in nature.
Management plays an
executive role in the
organization.
Administration is concerned
with framing policies and

setting objectives.
Management is all about planss
and actions.
Administrator is responsible
for the administration of the
organization.
The manager looks after
the management of the
organization.
Administration focuses on
making the best possible uti-
l1zation of the organization s
Management focuses on
managing people and their
work.
resources.
WHAT IS AN ADMINISTRATOR?
An administrator is a person who makes sure an
organization is running at full capacity. Their particular
roles depend on the form of company, organization,
or agency they operate in.
be someone assigned to oversee an organization for its
affairs.
An administrator may
An Administrator as an Organizer
Administrators formulate short-and long-term
strategies that set specific priorities and objectives. To

put it another way, they strive to get the organization
where it needs to go. To ensure that these plans work,
the planner must above all understand how, where, and
who of the program as a whole. The functions of the
administrators are essential to the organization they
operate. Their roles usually involve a wide variety of
duties including filing and administration.
Clerical Level Administrator
An administrator may be someone in charge of the
smooth and effective operation of a single office. Their
responsibilities include handling all the paperwork and
will typically report inside the office to all individuals.
Their role is likely to depend upon what the duties of
the other colleagues are.
It is the responsibility of most office administrators
to manage or distribute all posts within an office. Mail
duties can include opening all letters that come in,
and ensuring that they meet the people concerned. In
addition, they are responsible for all of the outgoing
post. They are also going to plan and arrange filing for
the court. Filing requires not only fetching the correct
documents but also returning them after they have been
used by citizens.
For some organizations the administrator is the
first port-of-call for office communications. They then
send the emails to the appropriate people in the samne
way they do with the message.

WHAT MAKES A GOOD ADMINISTRATOR?
To be a good administrator, a person must be:
a. deadline-driven and possess a high level of
organization.
b. capable of balancingmultiple tasks simultaneously
and delegate when appropriate.
C. capable of planning and have the ability to think
strategically.
d. an excellent communicator, both in person and
in writing.
e. always looking for opportunities to improve
productivity in the organization.
SKILLS OF AN EFFECTIVE ADMINISTRATOR
Ability implies a capacity that can be created, not
inherently inborn, and that is expressed in output, not
mere potential. Therefore, the main ability requirement
must be successtul action under various circumstances.
Although good
administrators are widely
recognized for their selection and training, there is
surprisingly little agreement amongg executives or
educators on what makes a good administrator. This
subject indicates what could be a more useful approach
to manager selection and growth. This is not based on
what good executives are but on what they do.
Three Basic Developable Skills of Administrators
It is assumed here that an administrator is one who:

a. directs the activities of other persons and
b. undertakes the responsibility for achieving certain
objectives through these efforts.
Within this definition, successful administration
appears to rest on three basic skills, which we will cal:
1. Technical
2. Human and
3. Conceptual
may be impractical, but there may be real value in
evaluating each person separately and improVing them
independently.
Asserting that these skills are not interrelated
Technical Skill
Technical skills require an understanding and
expertise of a particular form of operation, particularly
one involving methods, processes, procedures, or
techniques. It requires advanced expertise, analytical
skill within that field, and facility in the use of the
particular discipline's methods and techniques.
or
Technical skils are perhaps the most common of
the three skills mentioned in this topic because they
are the most practical and because they are the skills
needed by the largest number of people in our age of
specialization. Most of our on the-job and vocational
training programs focus largely on developing this
specialized technical skill.

o
Human Skill
The person with highly developed human ability
is aware of his own emotions, opinions and perceptions
about other individuals and groups; he can see the
importance and weaknesses of those feelings. Through
acknowledging the presence of various perspectives,
opinions, and values than his own, he is able to consider
what other people actually mean through their language
and actions. He is similarly skillful at expressing what
he means by his actions to others in their own ways.
Human skill is the ability of the executive to
function efficiently as a member of the community and
create cOoperative effort within the team which he leads.
Since technical ability is primarily about working witn
things, processes or physical objects, human ability
is primarily about working with people. This ability is
reflected in the manner in which the person perceives
and understands the views of his superiors, equals and
subordinates, and the manner in which he subsequently
acts.
The administrator works to build an environment
of acceptance and protection in which subordinates
feel free to express them without fear of censorship or
criticism, by enabling them to engage in the preparation
and implementation of the issues that affect them
directly. He is sutficiently responsive to other people's

needs and motives in his organization to be able to
judge the likely reactions and consequences of different
courses of action that he may pursue. Knowing this
awareness, he is able and eager to behave in a manner
that takes into account the views of others.
Human performance can't be a "sometime thing."
Strategies can't be implemented randomly, nor can
personality characteristics be placed on or removed as
Overcoats. As all that an executive says and does has
an impact on his colleagues, he must demonstrate in
his true self, in time. Therefore, to be successful, this
ability must be established naturally and demonstrated
unconsciously, as well as consistently, in every action
of the person. This needs to become an important part
of his whole being
1. Conceptual skill
This Competence is the unifying, organizingg
Component of the administrative process, and of
Overwhelming ultimate significance because the overall
performance of an organization depends on the strategic
capacity of its executives to formulate and execute policy
decisions.
Conceptual competence requires the ability to see
the organization as a whole; it includes understanding
how the organization's different functions depend on
one another, and how all the others are influenced h. en
omotes he general

be able to behave in a way that promotes the general
interest of the entire organization, understanding theese
ts
changes in any component. The administrator will the
relationships and perceiving the significant elemente
of each case. Consequently, the effectiveness of anv
decision depends on the analytical ability of the decision.
the effectiveness of any
makers and those who bring it into effect.
Not only does the successful coordination of
the various parts of the operation depend on the
analytical abilities of the concerned managers, but
the entire future course and tone of the organization
also depends. The attitudes of a top executive color the
entire character of the response of the organization, and
decide the "personality" that distinguishes the ways one
organization does its services trom the ways of another.
Those attitudes reflect the analytical capacity of the
on the
administrator.
RELATIVE IMPORTANCE OF TECHNICAL, HUMAN
AND CONCEPTUAL SKILLS o
We may recognize that analytical ability represents
understanding of the organization's technological as
well as human aspects in a very real sense. HOwever,
the definition of skill as the ability to turn information
into practice will allow one to differentiate between the

three skills of conducting the technical tasks (technical
skills), knowing and motivating individuals and groups
(human skills), and organizing and combining all of the
organization's tasks and objectives towards a commonn
purpose (conceptual skills).
The separation of effective administration into
three core competencies is mainly useful for theoretical
purposes. Both skills are so closely interrelated in
practice that it is hard to decide where one ends ana
where another starts. Nevertheless, just because the
skills are interrelated does not mean that looking au
them separately or varying their importance does not
give us any benefit.
At Lower Levels
Technical expertise is responsible for many of
modern organizations and enterprise's great advances.
Effective activity is indispensable. Even at the lower
levels of government it is of utmost importance. When
the administrator ventures farther away from the actual
physical activity, this need for technological expertise
professional
is less important, given that he has professional
Own
is
subordinates and can help them solve their own
problems.
At the top, technological abilities may be almost

non-existent, and if his interpersonal and analytical
abilities are highly established the executive Will still be
able to work effectively.
Example:
The subordinate officer was called on in one large
police organization to replace the Chief of Police, who
had been unexpectedly struck with a serious illness. The
subordinate officer did not have any prior managerial
experience but he had been with the department for
more than 20 years and had intimate knowledge of
many of the main police personnel. He was able to
devote himself to managing the various functions by
setting up an advisory committee, and by delegating an
unprecedented amount of authority to his department
heads. Through this he built a highly productive team.
The result was greater efficiency, and morale higher
than the organization had ever experienced before.
Management had worked out that the willingness of
this man to deal with people was more important than
his lack of experience in management, and the risk paid
off.
At Every Level
Human skill, the skill to collaborate with others,
is important for successful management at all levels. A
current research study has shown that human capacit
at the supervisory level is of greatest importance, findin
out that the supervisor's chief role as an administrato

is to attain the cooperation of people in the workino
group.
Another study supports this finding and applies
it to the middle-management Community, adding that
the main concern of the administrator is to promote
cooperation within the organization. And yet another
report, specifically dealing with top management,
highlights the need for executives at that stage to be
self-aware and sensitive to human relationships. These
results may appear to suggest that human ability at
any stage is of great importance, but note the difference
in focus.
Human ability appears to be the most important
at lower levels, where there is the largest number of
direct communications between administrators and
subordinates. When we go higher and higher in the
administrative echelons, the number and duration of
such personal encounters decreases, and the need
for human skills decreases in comparison, but not
but
necessarily absolute. Around the same time, conceptual
skill becomes even more relevant with the need for
strategic decisions and wide-ranging action. The human
capacity to interact with individuals then is inferior
to the mental ability to incorporate group desires and
behaviors into an overall perspective.
At the Top Level1

As demonstrated in the precedingarticle, analytical
capacity is increasingly important in more accountable
executive roles where its effects are maximized and
easiest to observe. Nevertheless, recent research results
lead to the conclusion that this analytical capacity 1s
the most essential attribute of all at the highest level
of administration. As the president of Bridgeport Brass
Company Herman W. Steinkraus said:
aOme of the most important lessons which I learned on
iob (the presidency) 1S the importance of coordinating
the various deparunenLS tnto an effective team, and.
11. to recognize the shftng emphasis from time to
second
fime of the relative importance of various departments to
the business.
T+ would seem, then, that the greatest need for
technological and human skills is at the lower levels of
administrative responsibility. Technical skills at higher
levels are becoming increasingly less important as the
need for analytical skills is rapidly growing. Conceptual
slkills are the most essential skill for effective management
at the highest level ot an organization. A chief executive
can lack technological or human skills, and be successful
if he has subordinates with strong skills in those areas.
But if its conceptual skill is poor, it may jeopardize the
performance of the entire organization. This three-skill
approach makes it possible to test trait gun and replaces

it with procedures that evaluate the capacity of a man
to deal with the real problems and circumstances that
he will face on his job. These procedures are the same
for selection and for measuring growth, indicating what
a man can do in specific situations.
Developing the Skills
This approach indicates that executives should
not be recruited on the basis of their apparent possession
O a variety of habits, attributes or personalities, but
ne basis of possessing the necessary skills for the
particular degree of responsibility involved.
Many people have argued for years that the
that the
We're thinking about "born leaders, and born
administrators. It's definitely true that certain men,
inherently or innately, have greater aptitude or ability in
Certain skills. But studies in psychology and physiology
will also suggest, first, that those with good skills and
abilities can enhance their ability through practice
pacity to lead is innate in those individuals chosen.
"born
and
leaders,
through practice
their ability
preparation, and second, that even those without
135

natural talent can boost their pertormance and overa
quality.
erall
Administrative competence conception suggests
we will expect to boost our administrative efficiency and
build better administrators for the future. This definitio
of ability means learning by doing. Ditferent people learn
in various ways, but skills are built by practice and
through linked learning to the personal experience and
context of their own. If done well, training in these basic
administrative skills will improve executive skills more
safely and faster than through unorganized practice.
Technical Skill
Creation of technical skills has been attracting
tremendous attention from industry and educational
institutions for many years, and much progress has been
made. Strong grounding in the individual specialty's
values, systems, and procedures, combined with real
practice and experience through which an person is
supervised and encouraged by a superior, appears to
be most successful.
Human Skill
Nevertheless, human ability was much less
less
known and systematic progress has only recently been
made in improving it. Today through organizations and
experts are following several different approaches to the

development of human skills.
Many of these methods find their application in
applied psychology, "human engineering," and a host
of other forms that involve professional technicians to
support the businessman with his human problems.
However, as a practical matter, the executive must
develop his own interpersonal skills, instead of relyin8
on others' advice. To be effective, he must develop his
own personal point of view toward human activity, so
that he will:
a. recognize the feelings and sentiments which he
brings to a situation;
b. have an attitude about his own experiences
rhich will enable him to re-evaluate and learn
from them;
develop ability in understanding what others by
C.
their actions and words are trying to communicate
to him; and
A develop ability in successtully communicating his
ideas and attitudes to others.
Some individuals may build the human capacity
urifhout formalized training. Others can be supported
individually by their immediate supervisors as an
integral part of the later mentioned "coaching" method.
This assist obviousiy depends on the degree to which the
superior possesses human capacity for performance.

The use of case issues combined with impromptu
role-playing can be very useful for larger groups. This
training can be formally or informally defined, but
requires a professional instructor and a sequence of
activities coordinated. It provides an approximation
to fact as well as can be given on an ongoing basis in
the classroom and creates an opportunity for critical
reflection not always encountered in actual practice.
An significant part of the process is self-examining the
rainee S Own principles and values which that enable
him to develop more useful attitudes about himself
and others. Hopefully with the shift in mindset, some
Successful abilities can also come in solving human
problems.
series of analyzes of detailed accounts of real
also
Scenarios requiring administrative action were also
action were
cvauated in the classroom, within acceptable limitS,
f Wth a variety of role-playing opportunities where
the participant is expected to execute the specifics of
ha On he has suggested. In this way an offender can
sted for understanding the overall situation and
his own ersonal capacity to do something about it.
On the job a superior should be given regular
opportunities to evaluate the ability of an individual to
work efficiently with others. They can seem extremely

subjective judgments and rely on the rater's human
skills for validity.
Conceptual Skill
Conceptual ability was not generally understood
as was human abilities. A varietyy of methods have been
attempted, with varying results, to help 1mprove this
skill. Some of the best outcomes were often obtained by
superior "coaching" of subordinates. One way a superior
can support his subordinate "coach" is by assigning a
specific task, and then by asking for feedback or thoughts
instead of providing answers if the subordinate needs
assistance.
Benjamin F. Fairless, chairman of the board of the
United States Steel Corporation, described his coaching
activities:
"When one of my vice presidents or the head of
one of our operating Companies comes to me for
instructions, I generaly counter by asking him
questions. First thing I know, he has told me how
to solve the problem himself."
It is, of course, an ideal and completely normal
administrative training technique and relates to the
growth of technological and human skills as well as
analytical skills. His success, however, will ultimately
be dependent on the superior's skill and willingness to
support the subordinate.
Another excellent way of improving analytical

ability is through swapping jobs, i.e. through shifting
promising young men through different work functions
but at the same level of responsibility. It practically gives
the man the ability to "be in the other fellow's shoes.
Conceptual
skills
were
reasonable effectiveness in the classroom by providing
also
tested with
t Of comprehensive explanations of real, complex
situations. In these, the person being examined is
asked to formulate a course of action that reacts to the
Conside the effects of this action on the various roles
ask ental forces operating in each situation and that
and parts of the company and its overall environment.
On the job, the alert supervisor should consider
regular opportunities to Observe the degree to which the
employee is able to respona to the other organization or
organization's roles and operations.
Unlike physical intelligence, intellectual capacity
must also become a normal part of executive make-up.
Different approaches for cultivating various individuals
can be Suggested by reason of their experiences,
behaviors, and experience. For each case, howeveer,
the approach should be chosen which will allow the

executive to develop his own personal ability to envision
the organization as a whole and to organize and
incorporate its various parts.
ADMINISTRATIVE CHALLENGES
Administrative professionals are the organization
leaders who keep operations running smoothly.
Therefore, losing a member of the administrative staff
or witnessing unexpected changes in workload will pose
tough administrative challenges.
HOW TO
CHALLENGES
HANDLE
TYPICAL ADMINISTRATIVE
1. Vacations
Once people get a chance to relax and retresh,
productivity and work satisfaction increase. Yet worker
absences may create vacancies that can spread out
LOo 1ar to cover other workers. Bringing temporary
workers to bridge those gaps helps maintain sm0oth
running of things. While the idea of getting a temporary
professional up to speed might seem like an additional
administrative challenge alongside the vacancy staffing
Many experienced workers want to make a career out of
temporary work because they might not be able to take
time off when they need a full-time job.
2. Leaves of Absence
As Chief Executive, when an individual needs to

take time off for maternity or paternity leave, extended
illness or other personal matters, you are compassionate
and supportive. Even, it can leave you Scratching
without a star player in your line-up.
Covering an absenceleave can seem overwhelming,
but specialized staffing agencies may help you solve
those administrative challenges. Organizations should
pre-evaluate applicants who are willing to fill in before
the full-time employee returns for a few weeks or several
months. In fact, working with a temporary long-term
candidate provides you with a fantastic opportunity to
evaluate his or her on - the-job success in the event
that the incumbent will not return, or you choose to fill
a similar role in the future.
3. Busy Seasons and Special Projects
When you encounter seasonal peaks or land a
special project at your company or organization, bringinng
in part-time employees will help alleviate core working
people at these instances. Specialized recruiting firms
will recommend applicants who completed similar tasks
and have the skill set you need to fill out the team on a
project-based basis.
4. The Unexpected Loss of an Employee or Personnel
If an employee quits suddenly, you will be saddled
to get a handle on in-progress work concurrently and
find a replacement- perhaps with as little as two weeks
notice. In addition to recruiting skilled applicants

Jooking for temporary-to-full-time jobs, a professional
staffing agency will even have applicants ready to meet
you the very next day. This quick turnover can also
give your outgoing employee time to help with your new
hire onboard. A company or organization may decide to
revamp the job, restructure the department or merge
positions upon the leave of an employee or staff.
This quick turnover can also
Administrative Theory (Henri Fayol)
Henri Fayol's developed the administrative
philosophy is also known as 14 management principles.
Henri Fayol was born into a French family in the year
1841. He was a prolific writer on technological, science,
and management matters. The Financial and General
Management' was his most excellent writing. He named
to a Mining firm as an engineer. By 1888 he had risen
to the company's position of Managing Director. He
retired from the Executive position in 1918. He was the
company's managing director until his death. Henri
Fayol was an accomplished management practicioner.
administrative
The Fourteen Managerial Concepts are:
1. Division of Work: This principle the same as
Adam Smith's Division of labor.
2. Authority: Manager must be able to give the
order. Authority gives this right.
3. Discipline: Employees must obey and respect

the rules and regulations which governs the
organization.
4. Unity of Command: Every employee should
receive order or direction from only one immediate
superior.
5. Unity of Direction: Each group of the organization
should be direction by one manager using one
plan.
6. Subordination of Individual Interests to the
General Interest: The management must see that
the aims of the businesses are always supreme.
7. Remuneration of Personnel: The labours must
be paid a reasonable salary for their work.
nust
8. Centralization: The process of transforming
assigning decision
higher level of an organizational hierarchy, it is
centralization that should follow this.
making
authority to
9. Scalar Chain: Line of authority from top
management to the lower ranks represents the
hierarchy or scalar chain.
10. Order: people and materials should be in the
right place at the right time.
11. Equity: In running a business, a combination of

kindness and justice is need.
12. Stability of Tenure of Personnel: Staffs work
is well if job safety and career improvement are
guarantees to the team.
13. Initiative: Allowing all personnel to show their
tsinitiative in some way is a source of stretch for
the organization.
14. Esprit de Corps: Promoting team spirit wil1 build
unity and harmony within the organization.
REVIEW QUESTIONS
1. It refers to activities that deal with organizing
and managing the work of a company or an
organization.
a. Supervision
b. Evaluation
C. Management
d. Administration
2. Which of the following is not a basic function of
administration?
a. Planning
b. Communicating
C. Directing
d. Controlling
3. Which of the following does not
administration?
a. It takes all the important decisions of the
organization.

b. It is concerned with framing policies and
setting objectives.
define
C. It
C. It focuses on making the best possible
utilization of the organization's resources.
d. It is focus on policy implementation
4. It is a person who ensures that an organization
operates efficiently. Their specific duties depend
on the type of company, organization, or entity
where they work.
a. manager
b. supervisor
C. producer
d. administrator
5. It is the executive's ability to work effectively as
a group member and to build cooperative effort
within the team he leads.
a. technical skill
b. human skill
C. expert skill
d. conceptual skill
145
6. It is a skill, which involves the ability to see the
enterprise as a whole; it includes recognizing how
the various functions of the organization depend
on one another, and how changes in any one part

affect all the others.
a. technical skill
b. human skil
C. expert skil
d. conceptual skill
7. It is the most important at lower 1evels, where thhe
number of direct contacts between admninistrators
and subordinates is greatest.
a. technical skill
b. human skill1
C. expert skill
d. conceptual skill
8. It is also known as the 14 Principles of
Management.
a. Hawthorne effect
b. bureaucracy
C. administrative theory
d. management theory
9. He was a prolific writer on technical and scientific
matters as well as management who was
considered as the proponent of the 14 Principles
of Management.
a. Elton Mayo
b. Richard Peel
C. Edwin Sutherland
d. Henry Fayol
10. It is a concept where employees must obey and

respect the rules and regulations which governs
the organization.
a. authority
b. division of work
C. centralization
d. discipline
11. It refers to a combination of kindness and justice.
a. equity
b. order
C. chain of command
d. remuneration
12. The process of transforming assigning decision-
making authority to a higher level of an
organizational hierarchy.
a. remuneration
b. division of work
C. centralizatioon
d. authority
13. Which of the following illustrates scalar chain?
a. hierarchy
b. justice
C. respect
d. total no of subordinates
14. What best define unity of command?
a. Each group of the organization should be
direction by one manager using one plan.
b. The labors must be paid a reasonable salary

for their work.
C. Every employee should receive order or
direction from only one immediate superior.
d. Manager must be able to give the order
15. What is the other term for team spirit will build
unity and harmony within the organization?
a. hierarchy
b. authority
C. esprit de corps
d. discipline

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Sulu College of Technology, Inc.

Tanjung, Kajatian, Indanan Sulu

Information Sheet 1.1 and 1.2

Reference: Character Formation 2

Personal leadership is not a singular experience

SHILMA D. YNAWAT – CFLM2 2

Self-leadership is the first stage, or leadership level. Self-leadership is of great

Thus, the effectiveness of organizational objectives accomplishment depends on the

As mentioned earlier, everybody is a future leader. Leadership is therefore not an inborn

2. Aim at Success and Take Reasonable Risks

3. Spend Time to Reflect on Your Life

4. Don't Tolerate Just Anything

SHILMA D. YNAWAT – CFLM2 3

1. Know your Values and Stick to Them

2. Move Towards Purpose

3. Keep Improving Yourself

4. Make Mistakes But Never Make The Same Mistake Twice

"All leaders make mistakes. They are a part of

SHILMA D. YNAWAT – CFLM2 4

"Leadership is practiced not so much in words as in attitude and in actions."

SHILMA D. YNAWAT – CFLM2 5

Assessment Sheet 1.1

Name : ____________________________ Course: ____________________

Topic : Acknowledgement and Dedication

Reference: Character Formation 2

Answer the following:

4. How self-leadership be developed in a person?

SHILMA D. YNAWAT – CFLM2 6

Assessment Sheet 1.2

Name : ____________________________ Course: ____________________

Topic : Acknowledgement and Dedication

Reference: Character Formation 2

REVIEW QUESTIONS Encircle the best answer. Erasure means wrong

2. It was considered as the first level or stage of leadership.

3. What best define self -leadership?

5. What is the importance of self - leadership to subordinates?

SHILMA D. YNAWAT – CFLM2 7

6. Which of the following is not a positive outcome of practicing self - leadership?

7. The success of the achievement of organizational goals is dependent on the self-leadership

8. What does the statement "keep improving yourself" means?

9. Primarily, what makes a good leader?

10. Which of the following statement is conclusive?

SHILMA D. YNAWAT – CFLM2 8

Information Sheet 1.3

Reference: Character Formation 2

FOUR PRIMARY FACTORS OF LEADERSHIP (U.S. Army, 1983)

An individual appointed as a leader must understand himself honestly, what he knows

SHILMA D. YNAWAT – CFLM2 9

Different people expect different leadership styles. A newly-employed deserves more

Being a leader, you lead by bidirectional communication. A great deal of that is

2. Great Events Theory

3.Transformational or Process Leadership Theory

SHILMA D. YNAWAT – CFLM2 10

Sulu College of Technology, Inc.

Assessment Sheet 1.3

Name : ____________________________ Course: ____________________

Topic : Organizational Leadership

Reference: Character Formation 2

Name : ________ Course:

Name : ________ Course:

Name : ________ Course: