Established as per the Section 2(f) of the UGC Act, 1956

Approved by AICTE, COA and BCI, New Delhi

Leadership and Planning

School of Management Studies

Established as per the Section 2(f) of the UGC Act, 1956
Approved by AICTE, COA and BCI, New Delhi

Program: MBA
Course Title: Leadership and Planning
Course Code: M19MB3214
Course Type: SC
Course Presenter: Dr Urmila Itam
Course Mentor:
Semester & Section: III
Academic Year: 2020-2021
Course Pre-requisites: HRM and MOB
L T P: 2:1:0
Pedagogy: Open ended instructions
Course Objectives:
1. interpret and summarize the Determinants and Theories of Leadership.
2. acquaint and demonstrate the concepts of Organization and Strategic
Leadership.
3. illustrate the concept of Leader – Follower relation.
4. judge and exhibit the fundamentals of strategic HR planning and Human
Resource Accounting.

Course Outcomes:

1. Develop the prospects and understand implications of Leadership styles for

sound Management.
2. Demonstrate the practical applications of Organization and Strategic
Leadership.
3. Interpret and establish the factors affecting Leader – Follower relation.
4. Administer and Record the factors affecting Human Resource Information
System and Human Resource Accounting.
 Syllabus:
Unit Topics Course Program
Outcomes Outcomes
1 UNIT – I 1 7
Introduction to Leadership: Importance of Leadership, Roles of a Leader,
Traits of leader, Leadership attitudes, Styles of leadership, Personal
characteristics that support effective leadership. Leader and values. The
significance of self-knowledge for the role of leader (identity and integrity
of leader). Emotions and self-management, emotional intelligence and its
significance in the role of leader. Handling emotions and stress. Personal
risk of leader: personal traits endangering effective leadership.

2 UNIT – II 2 7,8
Effective Leadership Communication: Principles of effective
communication: authenticity, clarity, credibility, and empathy, Persuasion
including body language, posture, facial expressions, gestures, Effective
feedback (vs. criticism), Communication in various settings (face to face,
team, audience), Entries into the personal development plan: insights and
action plan for improving communication skills. Competency and
behaviour approach to leadership: Model of four competencies for
leadership. The contingency theory of leadership; situational leadership I and
II. Transactional and transformational leadership. Models of well-balanced
and authentic leadership.
Syllabus:

Unit Topics Course Program

Outcomes Outcomes
3 UNIT – III 3 8
Leader-follower relations: Followers, Evolution of Dyadic
theory, Leader-member exchange theory, Fellowship,
Delegation, Coaching and Managing Conflict, Leadership of
workgroups and teams, Indian cases on leadership.

4 UNIT – IV 4 1,7
Human Resource Planning and Leadership- Macro and Micro
Level Manpower Planning – Significance – Process – Factors
Influencing. Systems Approach to Human Resource Planning –
Manpower Inventorying – Methods – Manpower Forecasting –
Models and Techniques. Strategic planning for leadership -
Creating a vision, Analyse the strengths and weaknesses of an
organization, Organisational Design, The basics of a planning
process
 
Program outcomes:
After undergoing this programme, a student depending on subject
specialization will be able to:
1. Formulate human resources policies for the organization
2. Recruit, train and monitor human resources of an organization
3. Manage operations of an organization
4. Plan and manage finances
5. Plan and execute marketing and sales activity
6. Perform project management activity
7. lead a team to ensure that projects are completed satisfactorily, on time, and
within budget
8. conform to cultural, environmental, sustainability and ethical issues
9. communicate across teams verbally, visually and by writing
10. choose an appropriate online educational programmes for further learning,
participate in seminars and conferences
Reference Books:
1. Effective Leadership – Lussier/Achus, Tjird edition, Thomson South western,
2007
2. Leadership – Enhancing the lessons of experience, Hughes, Ginnet, curphy,
Fifth edition, Tata McGraw Hill, 2006
3. Business Ethics and Corporate Governance-GhoshB.N,Tata McGraw-Hill,2012.

E-Resources:

Suggested Readings Unit wise:

1. Leadership in Organizations, Gary Yukl, PerasonEducation , 6th Edition.
2. Business Ethics - Bajaj P. S & Raj Agarwal, Biztantra, 2012.
3. Bass, Bernard. M., The Bass Handbook of Leadership, Theory, Research &
Managerial Applications, 4thedition, New York, 2008
4. DUBRIN, A J Principles of leadership South-Western/CengageLearning 2013
 
 Presentation Topics:
The Leader-Follower Relationship: Practitioner Observations by Don Grayson
(2006). Read the below link and present the group activity
https://www.regent.edu/acad/global/publications/lao/issue_6/grayson_speckha
rt.htm
Group activity – students are divided into five groups and there are five
practical observations written by author. Each group should understand one
observation and choose a case of their choice and present.

Assignment:
The Leadership-Follower Relationship: Correlation of Free Will (Prof Dr. Frank E. Billingsley, 2017)
https://www.ripublication.com/ijbml17/ijbmlv8n1_01.pdf
Critically analyze the above research paper and share your understanding about leaders-
follower relationship theory.
 Unit-III Leader-follower relations

Learning Objectives
•List the four stages of development of the dyadic approach.
•Define the two kinds of relationships that can occur among leaders and followers under
the vertical linkage model.
•Describe the main focus of team building from a Leader–Follower perspective.
•Discuss the focus of the systems and networks approach from a Leader–Follower
perspective.
 Unit-III Leader-follower relations

Learning Objectives
•Describe three determining factors of high-quality LMX relationships.
•Discuss the key limitation or drawback with LMX application.
•Explain the cycle that leads to the Pygmalion effect.
•Explain how LMX relationships can lead to unintended bias in HR practices.
•Discuss the three follower influencing characteristics.
•List five things a leader should delegate.
 EVOLUTION OF THE DYADIC
THEORY

1. Dyadic
Refers to the individualized relationship between a leader and each follower in a
work unit
2. Dyadic theory
Is an approach to leadership that attempts to explain why leaders vary their behavior
with different followers
3. Dyadic theorists focus on the development and effects of separate dyadic
relationships between leaders and followers

11
 THE DYADIC APPROACH

1. Concentrates on the heterogeneity of dyadic relationships

2. Argues that a single leader will form different relationships with different followers
3. Leaders provide support for self-worth
• A leader’s support for a follower’s actions and ideas
• A leader building follower’s confidence in his or her ability, integrity, and
motivation
• A leader paying attention to the follower’s feelings and needs

12
 DYADIC APPROACH:
STAGES OF DEVELOPMENT

Vertical Dyadic Individualized leader–follower

interactions creating in-groups
Linkage (VDL) Theory and out-groups

Leader–Member Focus is on the quality of each dyad

and its effects on organizational
Exchange (LMX) outcomes over time

Leaders can aspire to build

Team Building positive relationships with all
followers, not just a few
special individuals

Creating positive dyadic relationships

Systems and across traditional boundaries to
Networks include a larger network of
participants
Lussier, R. and Achau, C. (2007): Effective Leadership, 3rd Edition, South-Western, Cangage Learning
13
 VERTICAL DYADIC LINKAGE
(VDL) THEORY

1. Examines how leaders form one-on-one relationships with followers, and how these
often create in-groups and out-groups within the leader’s work unit
2. In-group
Includes followers with strong social ties to their leader in a supportive relationship
characterized by high mutual trust, respect, loyalty, and influence
3. Out-group
Influences followers with few or no social ties to their leader, in a strictly task-
centered relationship characterized by low exchange and top-down influence

14
CHARACTERISTICS OF IN-GROUPS

1. Participate in important decision making

2. Are given added responsibility
3. Have greater access to the leader
4. Experience greater support and positive influence from the leader
5. Reciprocity
6. High exchange
7. Granted special favors from the leader
8. Mutual reinforcement based on common needs and interests
9. More likely to share with own group members than with members of other groups

15
 CHARACTERISTICS OF OUT-
GROUPS

1. Are managed according to the employment contract requirements

2. Receive little inspiration, encouragement, or recognition
3. Do not experience positive relationships and influence

16
 DISCUSSION QUESTION #1

In your opinion, can a leader maintain a personal friendship with some

members of his or her work group or team without creating the perception
of in-groups (those in his or her social circle) and out-groups (those outside
his or her social circle)?

17
DISCUSSION QUESTION #2

What should a leader do to dispel any notion or misperception that

there are in-groups and out-groups in his or her work unit?

18
 LEADER–MEMBER EXCHANGE
(LMX) THEORY

1. Is the quality of the exchange relationship between an employee and his or her
superior
2. Face-to-face leader–member interaction is critical in organizations
3. Assumes that leaders have limited amounts of social, personal, and organizational
resources, and tend to distribute them among followers selectively
4. Leaders do not interact with all followers equally, which ultimately results in the
formation of LMXs that vary in quality

19
 HIGH-QUALITY LMX RELATIONSHIPS
VS. LOW-QUALITY LMX RELATIONSHIPS

1. High-quality LMX relationships are characterized by:

• Better social support
• More resources
• More guidance for career development
• Greater follower input in decision making
• Greater negotiating latitude

20
 HIGH-QUALITY LMX RELATIONSHIPS
VS. LOW-QUALITY LMX RELATIONSHIPS

2. Low-quality LMX relationships are characterized by:

• Less support
• More formal supervision
• Little or no involvement in decision making

21
 TEAM BUILDING

1. Involves a primary concern to motivate a group of individuals to work together to

achieve a common objective, while alleviating any conflicts or obstacles that may
arise while striving toward that objective
2. The emphasis is on forming relationships with all group members, not just with a
few special individuals

22
 TEAM BUILDING (CONT.)

1. It is not possible to treat all followers exactly the same

2. Each person must perceive that he or she is an important and respected member of
the team rather than a non-entity
3. Workplace social exchanges between individual employees, work groups, and
managers are critical to team building

23
 SYSTEMS AND NETWORKS

1. There is a noticeable trend of organizations seeking and getting involved in a

variety of collaborative agreements for the purposes of entering new markets and
gaining innovations or new products
By collaborating, organizations hope to exchange strengths with others, which
will allow all partners to develop timely, innovative, synergistic solutions to
complex problems they could not address on their own

24
SYSTEMS AND NETWORKS (CONT.)

1. From a network perspective, the focus is on relations among actors, whether they
are individuals, work units, or organizations, who are embedded within networks
of interconnected relationships that provide opportunities and constraints on
behavior
2. A systems-oriented prospective focuses on how the quality of the LMX
relationship affects followers at the interpersonal, group, and organizational levels

25
SYSTEMS AND NETWORKS (CONT.)

1. Proponents of the systems and networks view contend that leader relationships are
not limited to followers, but include peers, customers, suppliers, and other relevant
stakeholders in the collectives of workgroups and organization-wide networks
2. The organization is viewed as a system of interrelated parts
3. To be effective, groups need to manage “boundary-spanning” relationships with other
groups and external members in their organization in order to gain access to
information and resources

26
 LEADER–MEMBER EXCHANGE
THEORY

1. Leaders form high-quality social exchanges (based on trust and liking) with some
members and low-quality economic exchanges with others that do not extend beyond
the employment contract
2. The quality of LMX affects employees’ work ethics, productivity, satisfaction, and
perceptions
3. There is a sense among followers in the exchange relationship to reciprocate their
leader’s trust and liking through “citizenship behaviors” and excellent performance

27
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR

1. The special relationship with in-group followers creates certain obligations and
constraints for the leader
2. The followers are therefore said to have developed social capital
The set of resources that inheres in the structure of relations between members of the group, which
helps them get ahead

28
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR

3. To maintain the relationship, the leader must:

Pay attention to in-group members
Remain responsive to their needs and feelings
Rely more on time-consuming influence methods such as persuasion and consultation
Not resort to coercion or heavy-handed use of authority

29
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR (CONT.)

The basis for establishing a deeper exchange relationship with in-group members is the
leader’s control over outcomes that are desirable to the followers, which include:
1. Helping with a follower’s career
2. Giving special favors
3. Allowing participation in decision making
4. Delegating greater responsibility and authority

30
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR (CONT.)

4. Delegating greater responsibility and authority

5. Sharing more information
6. Assigning interesting and desirable tasks
7. Giving tangible rewards

31
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR (CONT.)

1. In return for these benefits, in-group members are expected to:

• Be loyal to the leader
• Be more committed to task objectives
• Work harder
• Share some of the leader’s administrative duties

32
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR (CONT.)

2. To the leader this also represents social capital that gives him or her power and
influence over followers
3. Unless this cycle of behavior is interrupted, the relationship is likely to develop to a
point where there is a high degree of mutual dependence, support, and loyalty

33
 THE INFLUENCE OF LMX
ON FOLLOWER BEHAVIOR (CONT.)

4. The quality of LMX is central in influencing followers’:

• Affective, cognitive, and behavioral experiences
• Roles
• Fate in their organizations

34
THE THREE-STAGE PROCESS FOR DEVELOPING POSITIVE
LMX RELATIONS

Stage 1
1. The leader and follower conduct themselves as strangers
2. The leader and follower test each other to identify what kinds of behavior are
acceptable
3. Each relationship is negotiated informally between each follower and the
leader

35
 THE THREE-STAGE PROCESS FOR DEVELOPING POSITIVE
LMX RELATIONS (CONT.)

Stage 1 (cont.)
Involves:
– Impressions management
Is a follower’s effort to project a favorable image in order to gain an immediate benefit or improve a long-term
relationship with the leader

– Ingratiation
Is the effort to appear supportive, appreciative, and respectful

– Self-promotion
Is the effort to appear competent and dependable

36
DISCUSSION QUESTION #3

What do you say to those who argue that tactics used by followers to
get noticed by their leader (such as impressions management,
ingratiation, and self-promotion) are shameful and self-serving and
should be avoided?

37
 THE THREE-STAGE PROCESS FOR
DEVELOPING POSITIVE LMX RELATIONS
(CONT.)
Stage 2
1. The leader and follower become acquainted
2. They further refine the roles they will play together
3. Mutual trust, loyalty, and respect develop between leader and follower
4. Relationships that do not move beyond Stage 1 may deteriorate and remain at
the level of an out-group

38
 THE THREE-STAGE PROCESS FOR DEVELOPING
POSITIVE LMX RELATIONS (CONT.)
Stage 3
1. The roles reach maturity
2. Exchange based on self-interest is transformed into mutual commitment to the
mission and objectives of the work unit
3. The end result of the life cycle model of LMX relationships is the creation of
actual and perceived differences between in-group and out-group members

39
 FACTORS THAT
DETERMINE LMX
QUALITY
1. Followers’ attributes
1. Proactive followers:
– Show initiative even in areas outside their immediate responsibility
– Possess a strong sense of commitment to work unit goals
– Show a stronger sense of responsibility for unit success

2. These follower attributes influence leaders to:

– Show support
– Delegate more
– Allow greater discretion
– Engage in open communication
– Encourage mutual influence between themselves and their followers

40
 FACTORS THAT DETERMINE LMX QUALITY

1. Followers’ attributes
Proactive followers:
– Show initiative even in areas outside their immediate responsibility
– Possess a strong sense of commitment to work unit goals
– Show a stronger sense of responsibility for unit success

41
 FACTORS THAT DETERMINE LMX QUALITY

These follower attributes influence leaders to:

– Show support
– Delegate more
– Allow greater discretion
– Engage in open communication
– Encourage mutual influence between themselves and their followers

42
 FACTORS THAT DETERMINE LMX QUALITY

2. Leader–follower perceptions of each other

The leader’s first impressions of the follower can influence the leader’s behavior toward
the follower
A positive relationship is more likely when:
– The follower is perceived to be competent and dependable
– The follower’s values and attitudes are similar to those of the leader

43
 FACTORS THAT DETERMINE LMX QUALITY

3. Leader–follower perceptions of each other (cont.)

A favorable exchange relationship is said to correlate with:
– More supportive behavior by the leader toward the follower
– Less close monitoring
– More mentoring
– More involvement and delegation

From the follower’s perspective, leaders that are perceived to be competent,

experienced, fair, and honest are more likely to be supported

44
 FACTORS THAT DETERMINE LMX QUALITY

4. Situational factors
Refer to random or planned events that provide the opportunity for leaders to
evaluate a follower’s work ethic or character
“Tryouts” (or “role episodes”)
Give leaders clues about employees

45
 EFFECTIVE LEADER–FOLLOWER FEEDBACK

• Many leaders avoid confronting below-average performing followers

• Can degenerate into personal conflict
• May fail to deal with the underlying problem
• Correcting deficiencies can help the follower improve
• Must be done so that the leader–follower relationship is preserved

46
 GUIDELINES FOR EFFECTIVE
LEADER FEEDBACK

Pre-feedback—Leader should:
Remind self to stay calm and professional
Gather accurate facts on follower performance
Remind self to avoid rush to judgment

47
 GUIDELINES FOR EFFECTIVE
LEADER FEEDBACK

During feedback session—Leader should:

1. Be specific in stating performance deficiency
2. Explain negative impact of ineffective behavior
3. Help follower identify reasons for poor performance
4. Ask follower to suggest remedies
5. Arrive at mutual agreement on specific action steps

48
 GUIDELINES FOR EFFECTIVE
LEADER FEEDBACK
Post-feedback session—Leader should:
1. Follow up to ensure implementation of action steps
2. Show desire to be of help to follower
3. Build follower’s self-confidence

49
 LIMITATIONS OF LMX - THEORY APPLICATION

A major limitation of LMX is measurement difficulty

LMX-7 scale
Is the most commonly used instrument for defining and measuring the quality of
relationships
Measures vertical dyad linkages and not social exchanges

10 20 30 40 50
High-quality LMX relationship Low-quality LMX relationship

50
BIAS IN LMX: EMPLOYEE CAREER IMPLICATIONS

1. Pygmalion effect
Occurs when selected group members demonstrate loyalty, commitment, dedication, and trust, and
as a result, win the liking of leaders who subsequently give them higher performance ratings

These ratings, which may or may not be tied to actual performance, then influence the
member’s reputation, often become a matter of record, and may ultimately be used in
future selection, development, and promotion decisions

51
 BIAS IN LMX:
EMPLOYEE CAREER IMPLICATIONS (CONT.)

2. This may have possible adverse implications for the development and career
advancement of group members who (regardless of their work performance) are not
similar to, familiar to, and well liked by their leader
3. Leaders, managers, and human resource management specialists need to be aware
of the potential bias associated with high-quality LMX relationships

52
 BIAS IN LMX:
EMPLOYEE CAREER IMPLICATIONS (CONT.)

4. These relationships could result in negative consequences and discrimination

against out-group followers
5. One possible approach to minimizing this type of bias is simply to train and
encourage leaders to maintain high-quality LMX relationships with all followers, not
just a few

53
FOLLOWERSHIP AND FOLLOWERS

1. Followership
Refers to the behavior of followers that results from the leader–follower
influence relationship
2. Follower
Is a person who is being influenced by a leader

54
 FOLLOWERSHIP AND FOLLOWERS

• Effective leadership requires effective followers

• There are no leaders without followers
• The influencing process of leaders and followers is a two-way street, with
followers also influencing leaders

55
FOLLOWERSHIP TYPES

High
Effective Conformist
follower follower
Level of Involvement

Pragmatic
follower

Alienated Passive
follower follower

Low

Low Critical Thinking High 56

 FOLLOWERSHIP TYPES (CONT.)

1. Alienated followers
• Are low on involvement yet are high on critical thinking
• Feel cheated or unappreciated
• Are capable but unwilling to participate in developing solutions to problems

57
 FOLLOWERSHIP TYPES (CONT.)

2. Conformist followers
• Are the “yes” people of the organization
• Carry out all orders without considering the consequences
• Avoid conflict

58
 FOLLOWERSHIP TYPES (CONT.)

3. Passive followers
• Are neither high on critical thinking nor involvement
• Look to the leader or others to do all the thinking
• Require constant supervision
• Never go beyond the job description

59
 FOLLOWERSHIP TYPES (CONT.)

4. Effective followers
• Are high on critical thinking and involvement
• Are not risk-averse nor do they shy from conflict
• Have the courage to initiate change
• Serve the best interest of the organization
• Tend to function very well in self-managed teams
• Complement the leader’s efforts and can be relied upon the relieve the leader
of many tasks

60
 FOLLOWERSHIP TYPES (CONT.)

Pragmatic followers
• Exhibit a little of all four styles—depending on which style fits the prevailing
situation
• Present an ambiguous image, with positive and negative sides
– On the positive side, when an organization is going through desperate times, the
pragmatic follower knows how to “work the system to get things done”
– On the negative side, this same behavior can be interpreted as “playing political games,”
or adjusting to maximize self-interest

61
 GUIDELINES TO BECOMING AN EFFECTIVE FOLLOWER
1. Offer support to leader
2. Take initiative
3. Play counseling and coaching roles to leader when appropriate
4. Raise issues and/or concerns when necessary
5. Seek and encourage honest feedback from the leader
6. Clarify your role and expectations
7. Show appreciation
8. Keep the leader informed
9. Resist inappropriate influence of leader

62
FACTORS THAT DETERMINE
FOLLOWER INFLUENCE

Power
Position

Education and
Locus of Control Experience
 FOLLOWER RELATIVE POWER POSITION

1. Leaders need to realize that they are no longer the sole possessors of power and
influence in their work units
2. Some followers may have personal, referent, expert, information, and connection-
based sources of power that can be used to boost upward influence
3. As more and more employees come to rely on a particular follower for information,
expertise, or simply because of his or her personality, the follower’s relative power
position increases

64
 FOLLOWER LOCUS OF CONTROL

• Followers with an internal locus of control prefer a work environment that facilitates:
• Communication with leaders
• Participation in decision making
• Opportunities to be creative

• Followers with an internal locus of control prefer a participative style of leadership

65
 FOLLOWER LOCUS OF CONTROL

• Followers with an external locus of control prefer a directive style of leadership

• Followers with an internal locus of control are more likely to be more influential with
other followers than those with an external locus of control

66
 FOLLOWER EDUCATION AND EXPERIENCE

• Followers with less education and experience need more guidance, coaching, and
feedback
• To improve their performance, inexperienced employees often seek the assistance
of experienced employees
• Today’s workers are far more educated, mobile, diverse, and younger than the
workforce of 20 years ago

67
 FOLLOWER EDUCATION AND EXPERIENCE (CONT)

• The need for continuing education and training on the job is increasing
• Leaders have to shift away from the top-down directive style of leading where
tasks are highly structured and power tends to be centralized
• They need to move toward a more decentralized, participative style of managing

68
 DUAL ROLE OF BEING A
LEADER AND A FOLLOWER

• Good leadership is found in highly effective followers

• A person can be a leader and also a follower
• The roles can change back and forth throughout the course of a work day
• Self-managed teams require members to alternate between playing leadership and
followership roles
• To execute both roles effectively is a challenge, given the high potential for role
conflicts and ambiguities

69
 DELEGATION

• Is the process of assigning the responsibility and authority for accomplishing

objectives
• Refers to giving employees new tasks
• Success depends on a manager’s ability to know what to delegate and what not to
delegate

70
 DELEGATING

The leader should consider the following factors when delegating:

1. Task
2. Time required
3. Follower characteristics

71
 BENEFITS OF DELEGATION

1. Gives managers more time to perform high-priority tasks

2. Gets tasks accomplished and increases productivity
3. Enables leaders to mobilize resources and secure better results than they could have
got alone
4. Trains employees and improves their self-esteem
5. Eases the stress and burden on managers
6. Enriches followers’ jobs

72
 OBSTACLES TO DELEGATION

1. Some managers want to do it all themselves because of:

• Habit
• Fear
– That employees will fail

73
 SIGNS OF DELEGATING TOO
LITTLE

• Taking work home

• Performing employee tasks
• Being behind in work
• A continual feeling of pressure
• Stress
• Rushing to meet deadlines
• Requiring that employees seek approval before acting

74
 DELEGATION DECISIONS

Successful delegation is based on:

• Selecting what task(s) to delegate
• Selecting who to delegate the task(s) to

75
 What to Delegate

Paperwork
Solving
employees’ Routine tasks
problems

What to
Delegate
Tasks with
developmental Technical
potential matters
76
 What Not to Delegate

Personnel Confidential
matters activities

What Not to
Delegate
Activities
Crises delegated to
you personally

77
THE DELEGATION MODEL

Step 1
Explain the need
for delegating and
the reasons for Step 2
selecting the Set objectives
employee. that define
responsibility,
level of authority,
Step 3
and deadline.
Develop a plan.

Step 4
Establish control
checkpoints and
hold employees
accountable.

78
THANK YOU