TREAT Leadership: Task-orientation

[MUSIC] Hello learner. In this video, we will understand about new age
organizations and we will also look at what are some of the leadership
challenges for these organizations. As individuals who
are preparing themselves for working as well as leading
in today's organizations, we must understand what are some
of the characteristics of these organizations because that will have
a very important implication on how we lead talent in these organizations. So let us look at what are some of
the important characteristics of these organizations that we have today. The first one, I think it is very
evident that we live in digital times. It has been said in the last five years, 9 out of 10 Indian companies
have been disrupted by technology. So there is technology that is
disrupting the way we used to work. There is technology that
is coming into every aspect of the work that we are doing. The second, very interestingly, it has been said that the technological
advancements that we have made or we would be making in 100
years of the 21st century would be greater than the advancements
that we would have made or we had made in the last 20,000 years. So this is a very strong statement, the
kind of technologies that we are getting, we are developing, the kind of jobs
that are emerging because of them, they are very new, very,
very disruptive and some of these jobs people would not have
even imagined just a few years ago. The last aspect of digital times
is what digital economy has done. It has enabled gig work,
it has enabled platform-based work, What happens in this kind of work? This is
a work that is characterized by gig work: short term contracts, freelancers etc. So there is a lot of flexible work
arrangements that have come in because of the technology
that we are using. People can work from distances,
people can work remotely because they have the technology that
could enable that kind of work. Now, in a world like this, in a world that
is rapidly being disrupted by technology, there is an emergence of what I
like to call as “knowledge work”, What is knowledge work? Knowledge work is work where
people are involved in thinking for a living, so you have to think,
you have to come up with something new because you have to outpace
the disruption that is going to happen. So we all have to now think about what is
it that we can do to better ourselves? What is it that we can do to innovate and
be creative and not get stuck in the routine,
mundane jobs that we are doing? Knowledge workers therefore become
more and more important and become more and more prominent. Gone are the days when an employee was told,
you have to do this one specific thing day in and day out and
they would be doing that specific job. Today, the kind of work that we have,
the kind of people that are coming in, they are told you have to innovate,
you have to come up with new ideas, new solutions and
new ways of doing things. Now, when we talk about knowledge work, and this is something that becomes extremely
important to keep in mind, is when it comes to innovation and
creativity coming up with something new, it is fretted with risks of failures, it
is fretted with taking risk, challenges, and then a lot of times you do a lot of effort
but those efforts could be a failure. The last thing that we should all also
understand is that the generations are changing very, very fast. When we used to think about
the earlier generations of workers, the Baby Boomers who had work
as the only source of living, they will have to, they thought that they
are living because they have to work, they were coming out of the world war, they
were coming out of those difficult times. Then came the Generation X which thought
there is something more than work but work was essentially
a very important aspect. Then came the Millennials or Generation Y,
as we say, who had to actually think beyond what they were doing, this
was the generation that gave us startups. This was the generation which actually
started to think of meaningful work, so every startup during that time
thought of doing something which could give people meaning, not just work, but
also meaning at work, recognition, respect, dignity became important
buzzwords during that time. The last one which is
the current generation, the Generation Z of employees,
which talks about freelance work. Which talks about flexible
work arrangements, entrepreneurship dignity, and
respect in a lot more important sense. Now, all these things combined knowledge
work, digital times, and the changing preferences of workers create
challenges for leaders in organizations. As we define leadership,
leadership is nothing but the ability to take people along and
achieve a common purpose. It is about influencing, it is about inspiring and
we will learn about what is leadership all about in our
subsequent videos of this module. Thank you very much. [MUSIC]

Hello learner. In this video, I will introduce a
framework of leadership, which I call TREAT
Leadership and then we will discuss the first characteristic of this TREAT Leadership which is about task orientation. In an earlier video, I had discussed the
challenges that leaders have when
they are working in new age organization and the talent that exists
in a new age organization. I would like to remind
you that leadership is not about ordering
or commanding, but it is about inspiring and influencing people to
achieve a common goal. The task of today's leadership, the task of today's
leaders, is to see how can they work with an
empowered set of people. These are individuals who are knowledge workers
who are engaged in creating something
new and novel. How can they inspire these
knowledge workers to achieve this common goal and the purpose that they
have in mind as leaders? Now to look at leadership, we call this the
leadership theory or the leadership framework
that I want to discuss, is what I call
TREAT Leadership. The word TREAT reminds us that we have to treat
our employees well. It is made up of five alphabets, T, R, E, A, and T. We will look
at each one of these specifically and look at what do these specific qualities
or characteristics mean. We'll start with the first one, which is about task-orientation. I will start with the
story of JRD Tata, JRD Tata was the
first Indian pilot who got the license
to fly planes. He was also the chairman
of the Tata Group. In this photo that we see, he's standing beside a plane
that he first flew in 1931, which was actually the
first flight that happened. JRD Tata also became the
chairman of Air India. When Air India was formed, and it was actually
Tata Airlines which was then taken
over and rechristened as Air India, and JRD Tata was made the chairman of Air India. JRD Tata, there are many stories. In one such story, JRD Tata would fly in the plane, he would go around looking at if the customers
are comfortable. He would taste the wines and see if the vines are
of good quality. He would look at the counters. He would even wipe them if he finds that the counter
is not very clean. In one specific situation, he even helped the crew to clean up the toilets
of the airplane. Now this is what I call
task-orientation. Task-orientation is about accomplishing the task
in an efficient manner. Task-orientation is about
being concerned about the task and working towards ensuring that the task gets completed. This is the first aspect of TREAT and becomes
extremely important. As leaders, we have to first be good at knowing what is
it that has to be done, having that clear vision
of what is the work, what is the goal that
we have to achieve, then clarify that
work to our people. Be around to solve any problems that occur and monitor the
progress of our people. The last characteristic of
task-orientation is buffering, which I like to call as the ability to shield
good employees, to shield good people
of your team in your organization from unnecessary unwanted
office politics. It becomes extremely important. I would like to remind leaders
and those wanting to be leaders, that leaders should be like an umbrella who should
shield their employees, rather than be like
a pipe who will pass on dirty water at the
top to the bottom. That is when people
will respect you, if you can be like an
umbrella and shield them. Task-orientation
is the first and the necessary quality
of a good leader. You have to be good at the task. You have to know
what the task is, you have to clarify, you have to monitor,
solve problems, and buffer in case needed. But remember, it is not
sufficient and it has to be complemented with
the other aspects of the TREAT. Thank you very much.

Hello, learner. In this video, we will talk about the
second aspect of TREAT, which is called as
relational orientation. In an earlier video, I had explained that TREAT is a new framework
of leadership which is made up of
five characteristics. We have discussed the first one, which is task-orientation. In this video, we'll look at the second important quality or characteristic
of leadership which is relation orientation. Let me start with a story. This was the year 1979. August 10, 1979 was the time when India first attempted to set a satellite in space using its own indigenously
developed rocket. This was the time when India was not capable of launching satellites
through its own vehicles. India had launched
satellites earlier, but it was always
from a foreign soil using a rocket developed
by another nation. In 1979, this project was headed by Dr. A.
P. J. Abdul Kalam. Everything was going well. The countdown for the launch
of the rocket was happening. Forty seconds before the launch, the computer flagged
a warning signal that there's something wrong. Dr. Kalam, as the
project leader, along with this
team of scientists, looked at the numbers, looked at the algorithms, looked at the computations, and felt everything
is all right and the rocket could
still be fired. They bypass the computer and launch the rocket
in manual mode. Three hundred and seventeen
seconds into the launch, the rocket burst in the sky and fell into
the Bay of Bengal. There was a lot of media hype. There was a lot of time, energy, and resources that had been spent on this project
and the media was waiting outside to interview Dr. Kalam and know
what had gone wrong. Now, Professor Satish Dhawan was the Chairman of the ISRO; Indian Space Research
Organization at that time, he was present there that day. He walked up to Dr.
Kalam and said, let us go out and
address the media. They both go out. But Professor Satish Dhawan took all the questions and said, “We failed! But I
have [good faith] in my team that we [will try again and] we
will succeed for sure”. He did not allow Dr. Kalam
to take any questions. He answered all those
questions himself. Well, Dr. Kalam being
the man he was, very sincere, dedicated,
and committed scientist. He went back, worked extra hard, and in July 1980, India test-fired
the rocket again. It was called SLV-3; Satellite Launch Vehicle 3
and became successful in placing the Rohini
satellite into the orbit. Professor Satish Dhawan was
again present that day. He went up to Dr. Kalam and said go and address the media. Well, I noted this story because it has an
important implication. This situation is
about knowledge work. This situation is about
innovation and creativity, which is actually a dominant characteristic
of organizations today. Secondly, Dr. Kalam was
a great man himself. In 1997, he was awarded
the Bharat Ratna; India's highest civilian honor. In 2002, he became
our president. But when anybody would
ask him about leadership, he would narrate this incident and said “When failure came, the leader took the
responsibility, but when success came, [he] happily passed it
on to his [employees]”. Now, this is the characteristic of
relationship orientation. This is the quality
of being open to relationships and building
strong relationships at work. Strong relationships at work are built on open two-way
communication. If you do not have that rapport, that camaraderie
with your employees, that they can talk to you, you can talk to them, you can freely exchange
your challenges, the issues that are going on, then it is not a healthy
work environment. Relationship orientation
is about inspiring, is about emphasizing the
importance of the work. It's about supporting people, it’s about facilitating
their performance, and recognizing, appreciating
their performance at work. This is very well
demonstrated by Professor Satish
Dhawan in the story, inspiring people
by appreciating, recognizing their work, supporting them in
times of failures, and constantly
motivating them because of the importance of the
work that they are doing. It becomes important
to think about relational orientation
in leadership as well. Thank you very much.

[MUSIC] Hello learner. In this video,
we will talk about the third characteristic of TREAT
leadership which is empowerment. Let us continue to build on
the story that we had seen in the earlier video which was
about the firing of SLV-3. The first attempt that was
unsuccessful in 1979 and the second attempt which became
successful in July 1980. We talked about how Professor
Satish Dhawan said when the first attempt was a failure,
he said well “we failed, but I have full trust in my team that we will
try again and we will succeed for sure”. We had discussed this situation from
the lens of relation orientation and said that relationship is about inspiring,
supporting and recognizing. This situation is also important from
another lens, which is about empowerment. When the first attempt was unsuccessful,
there was no reprimanding, there was no scolding of Dr Kalam and
his team. Rather, what was told is
that we trust you and go back, work on your numbers, work on the
project, work on the ideas, and see what is it that you can do to
improve your past performance. Now, this is also about empowerment. Empowerment is the ability of
leaders to actually involve people in discussing and
planning about projects. When we talk about empowerment, I would want to remind you of
two important behaviors. First, which is consulting when
we are doing our projects. Do we consult? Do we take the advice of our subordinates? Do we take the advice of our people
while we are developing projects, which is very important. Remember your employees may have
a lot of ideas, they may know, they may have some nice suggestions
that would be useful for the project. And the second behavior is about
delegation which is letting People, giving them the freedom to
do things, not directing them, not micromanaging them. While
directions are useful, but to micromanage and
direct them on each and everything that can become constraining. It is very important when we
talk about knowledge work. Knowledge work and knowledge is something
which is a great leveler to think that you are the leader and therefore you will know
all the answers is not the right thing. You need to understand that people on the
ground, people who are actually working on the project, people who are actually
in the thick of things, they may know a lot more than you, specificities that
they may know may not be known to you. So it is important to consult them,
take their ideas on board, and then build your project and
decide what has to be done. And finally, if you consult people,
if you take ideas and opinions on board the decision that you are going to
develop, first of all, that may be better. And it may also have better
acceptance in your team and people may be more motivated
to do that particular work. Remember when we talk about delegation, when we talk about empowering and
giving people freedom to do things. Empowerment is one aspect of leadership
that enables creation of more time. It helps in creating more time. Now, it is important to understand
that as leaders as a person, I could do everything. But then if I end up doing even small,
small things, even things that can be done by others, then I do not have the time to think
about bigger issues and bigger problems. So empowerment is one idea,
one characteristic which frees up time for the leader to focus on bigger problems and
bigger issues. It is different from abdication. Please understand empowerment does not
mean giving up, so you give up the work to the employee and don't bother about it,
then people will not respect you. They will actually say the boss
actually does not do any work, he or she gives me all
the work that has to be done. So it is different from abdication,
you have to keep a control, you have to keep a check on how
things are progressing, but you don't have to do it, you can enable or
give the freedom to others to do it. It requires trust. If you are distrusting, if you don't trust your people,
then you can never delegate, you can never empower people. It is built over time,
it has to be learned over time and finally it is extremely motivating for
high performance. Performers, look at
Dr Kalam a high performer, very dedicated, committed individual,
he was the person who became even more motivated when he was given
the freedom to try out new things. So that's a very special recognition
when you empower high performance. It recognizes their talent and
tells them that I trust you and which is extremely motivating for
these individuals. So remember empowerment is
a quality that frees up time. That creates time for
us to work on bigger issues and it is also motivating for
high performance. So that's a great win-win for
the leader and the subordinate. Thank you very much. [MUSIC]

Hello learner. In this video, we will talk about the
fourth characteristic of the TREAT leadership,
which is authenticity. Let us start again with a story. The person on the screen, the person in this photo, is Mr. Manohar Parrikar, who passed away in 2019. He was the two-time chief
minister of Goa and was also the Union Defense Minister in the first dispensation
of the Modi government. When he passed away in 2019, then BJP General Secretary, Ram Madhav wrote a
very interesting story in the Indian Express. Ram Madhav talked about
one incident when he was to meet Mr. Manohar Parrikar
at his residence in Goa, at the Chief Minister's
residence in Goa. The meeting was scheduled
in the morning and Mr. Ram Madhav was
half an hour early. He was told that the Chief
Minister, Mr. Parrikar, is not at home and he can
take a walk in the garden, meanwhile, Mr.
Parrikar will arrive. While he was taking this walk, he saw Mr. Manohar
Parrikar entering the Chief Minister's residence driving his own Maruti Zen car. When Ram Madhav met
Manohar Parrikar, he asked him what happened. Did the government
driver not come on time today that you were driving
your own Maruti Zen car? The response of Manohar Parrikar was extremely enlightening, and he said that I
always drop my children to school in my
own Maruti Zen car, I only use the
government vehicle when I have to go to the office,
to the secretariat. Even in this photo that
you see on the screen, this is the last few days
of Mr. Manohar Parrikar, we can see he was
fighting cancer, there is a tube that is
inserted in his nose. However, he is addressing
a rally in Goa. We can see he's extremely
frail in the picture, but he's out there. He also presented the budget in Goa Assembly in
this condition. Ram Madhav goes on to write that when we talk
about authenticity, it is an extremely important
characteristic of leaders. Leadership is about
walking the talk and is about setting examples
through your own behavior. Leadership is about
doing what you preach, doing what is right, having the courage
to choose what is right over what is fast or easy, and practicing those values that you think others
should follow. If we are not authentic, our subordinates, our employees, and people around us, will never be inspired or influenced by us
as an individual, us as a leader. If we don't show it
in our behavior, then there could be no impact
of the words that we speak. No matter how much I
say to my employees, but if I am not practicing
it in my behavior, if I'm not showing
it in my actions, then those words will fall flat. I would like to remind leaders, I would like to remind everyone that when it
comes to authenticity, there are four important aspects where authenticity is
extremely important, where leading by example
is extremely important. The first one is humility. If you are a leader, you should not have
arrogance that “I'm the leader and everybody
has to listen to me”. No. It is actually as we say in the Indian
wisdom tradition, the higher you grow, the more fruits you bare, the more humble and the more close to the earth
you should become. It is important that
you must be humble, you must be modest, you must not be arrogant, and you must not have
high airs about yourself. The second is about integrity. If it is about
practicing the values, you must practice those values. You must show, demonstrate integrity in your
behaviors and actions. The third is having the
confidence and belief, having the courage to
take tough decisions. Remember as a leader, there will be many situations
which will be difficult, where you will have to
take a tough stand. Leadership is not about
being soft all the time. Leadership is also about being
hard and tough at times. At that time, you must have
the courage to do what is right over what
is fast and easy. The last is hard work. You must demonstrate it
through your own actions, through your own work, that you can work as
hard as other employees, other subordinates that you
have in the organization. That becomes extremely important
aspect of authenticity, and that is the A of the TREAT framework.
Thank you very much.

Hello learner. In this video, we will talk about
the last aspect of TREAT leadership,
which is team-building. We have seen in earlier videos the other characteristics:
the task orientation, the relation orientation,
empowerment, authenticity, and now we will look at the last one
which is team-building. Let us start with a research. Google did a research, a long research project
was undertaken. Over two years, Google followed its teams around the world and wanted to
understand one question, what makes a team perfect? What is the quality
that differentiates a successful team
from a mediocre team, from a not-so-effective team? They wanted to
understand what makes people click in a team
when they work in a group. This research found out that if we were to look at successful
and not-so-successful team, the difference can
be zeroed down to two words which they called
as psychological safety. A team that is
psychologically safe, that is, that has
an environment, that has a climate of
psychological safety, is a team that ends
up performing better than a team that does not
have psychological safety. What is the characteristic
of psychological safety? What is the defining
characteristic of psychologically safe teams? It was found that psychologically safe
teams or teams that have a climate of
psychological safety do two things differently. The first one is what they called as conversational
turn-taking. This idea tells us that people when they
are in successful teams, successful teams are those teams where everybody speaks for roughly the same amount of time. It is called as
conversational turn-taking. It was found that teams
that are effective and successful have members
which participate. It is not that those team
meetings are hijacked by one or two individuals
and everybody else is just keeping quiet and
listening to what's going on. The second is what is called as having social sensitivity. Social sensitivity means that
when people come together, they just don't hear
the spoken words, but they also make an
attempt to understand the feelings of their
team members and then reciprocate their behavior
or change their behavior according to their perception
of what is going on. They are better at understanding the feelings
of their team members. That becomes
extremely important. It creates a safe environment because you change your behavior accordingly rather than being insensitive to the
feelings of others. These two qualities, having conversational turn-taking and having social sensitivity, makes a team which has a psychologically
safe environment and ends up doing better. As leaders, therefore, it becomes extremely
important that we work towards a constructive
resolution of conflicts. In a team when people
come together, conflicts are bound to happen. It becomes important for you to think about
these conflicts, resolve them, and ensure that people keep
talking to each other, there are no heartburns, people don't take
it on their egos, people don't close themselves and stop contributing
to those team meetings, and people remain sensitive to what others may be feeling. That becomes extremely
important and that is essential
for cooperation, that is essential for creating
identification with team. So it is important for leaders to increase
such conversation, increase frequencies of
interactions that can enable creation of a safe
environment for the team. That is the last component
of the TREAT framework. To summarize, we have been talking about the
TREAT leadership, and I would say that
TREAT is about task, relation, empowerment,
authenticity, and team-building. To recognize and remember
that there is TREAT, you must remember that you have to treat your
subordinates well. The treat word would remind
us or should remind us that we should treat our people well and when we display
these five behaviors, these five characteristics,
people will find it a treat to work under
us as leaders. They will find it a treat to
work with us as supervisors. It is important to
think about TREAT and remember that as leaders
of knowledge workers, leaders of new age
organizations, we are only first among equals. We are equals because
knowledge work is one work that should create
a mindset of equality, it is a great leveler. Knowledge is a great leveler. There is nobody who
is above others because ideas can
come from anywhere. The second, because I'm
the designated leader, I happen to be
first among equals. I have to take criticisms, I have to take failures, I have to buffer my people, and also when successes come, though they will come to me, I should be large-hearted
enough to pass it on to my subordinates and employees.
Thank you very much.

Hello learner. In earlier videos, we had learnt about
the TREAT leadership. In this video, we will
start to look at what are the different ways
of treating people. I call this as the
TREATment styles. Given that we now
understand that there is the TREAT
leadership framework which we had talked about, which talked about five
important behaviors; task-orientation, relation-orientation, empowerment, authenticity,
and team building. We had also discussed
that we have to treat our people so that they can feel that they have
been treated well, and it is a treat to work
under a particular boss. We had explored this idea of
being first among equals, by equals because, in a world of today which
is driven by knowledge, we have to be working
with our people, and treating them as equals. First because as leaders, we are the ones who have
to lead our individuals, lead our subordinates, we are the first because
every recognition and every maybe ridicule because of failure has to
first come to us, and then we have to live
with it and still keep working with our
subordinates and keep motivating them
as we go forward. It is being equals, but being first because every success and every failure
first passes through us. Having said this that there
is a treat leadership, we have to now start
exploring what would be the different styles
of treating people. Now before I go there, I want you to look up this
leadership style inventory. What you have to do is
please fill this up. Before you do that let me
explain what this inventory is. This inventory talks about 16 real-life
work-like situations. Every situation has
two options, A or B, you've got to read these
situations one by one and then decide for yourself whether
you will choose A or B. You can only choose
one option that is mandatory, and not both. You will have to decide what is a better option of treating, or leading in this
particular situation, whether you would like
to select A or a B. Please take your time, look up this inventory and
fill these 16 situations, read those situations, and respond to those situations. Once you have filled the
leadership style inventory, we will start to look
at what's the framework of treatment styles that
we want to look at. Now if we want to look at
different ways of treatment, we will first need to
understand what are the different types
of subordinates that we can encounter at work. Broadly, I define that there are two broad dimensions on which we could think about
our subordinates, we could understand
the characteristics, the nature, and the behavior
of our subordinates. The first dimension is what we call as that of competence; whether the subordinate
whom we are leading, whether that subordinate has
the required competence, knowledge, skills, and abilities
to do a particular work. The second dimension
is commitment; whether the individual whom
we are leading is motivated, willing, to do the work that is assigned to
that individual. Given these two
broad dimensions, we get four categories
of subordinates. We will look at
each one of them. Let's look at the
first category, which is high on commitment, but low on competence. I call this as the
Type 1 subordinates, and these subordinates
are typically freshers. A fresher is an
individual who's very enthusiastic about the
organization he or she is joining, looking forward to work, but they don't know
what the work is, so they are low on competence. The second is the type of subordinates who are
low on commitment, as well as low on competence. I like to call
these subordinates as subordinates who are unsure. They came into the organization with high commitment,
motivation, but over time, they realize that perhaps this is not the
right organization for them. What's the growth path? What's the developmental
path for them? They find that this organization may not be the
right organization. Neither they have built
their competence, nor they have the
right motivation or willingness to do the work. These are confused,
unsure individuals. The third quadrant is that of individuals who are
low on commitment, but they are highly competent. Just think about
these individuals. I like to call
these subordinates as those who are
unfairly treated. They perceive that they
have been unfairly treated, there has been some injustice, unfairness that has
been done to them. Maybe they were due
for a promotion, maybe they were due for a recognition which has
not come their way. They are competent people, but they don't like
to work anymore, their motivation
levels are down. The last one is the type of subordinates who are both
competent as well as committed. That's the dream
of any supervisor, that's the dream of any boss. Subordinates who are committed
as well as competent, and I call this as
star performers, I call these as the Kalams. If you remember in an earlier
video I had talked about the story of Dr. Kalam and
Professor Satish Dhawan. These are our Kalams. People who should
be treated well, people who are the star
performers, and so on. Now based on these four
subordinate types, we get different
treatment styles that we'll discuss in
subsequent videos. But what I want to say upfront, is the different
subordinate types will need different
ways of treatment. There is no one size
that will fit all. There are different
subordinates you will need to adjust to adapt your style
according to the situation, and it has to be contextual. We'll discuss this in our subsequent
videos, but for now, different subordinate
types will need different treatment. Thank you.

LEADERSHIP STYLE INVENTORY

Directions: Assume you are involved in each of the following situations. Each situation has alternative actions you might initiate. Think about what you would do in each circumstance. Circle the alternative action choice which you think would most closely describe your behaviour in the situation presented. Circle only one choice.


1. Shyam is a new joinee in your team. He is new to the work content and the technological platform. He is enthusiastic about this new assignment and is willing to learn.
A. Talk to Shyam and check if there are any concerns; give task-related inputs.
B. Intentionally do not intervene and let Shyam learn new things by himself.

2. Mohan is a star performer and very committed to his work. You have been working well together. He is professionally very competent and has learnt all the necessary skills needed to excel in his career. He is being assigned to a new responsibility. He is, however, a little nervous about the new responsibility.
A. Educate Mohan about the new work skills needed to excel at work.
B. Encourage Mohan to take up the new responsibility and be supportive of his efforts.

3. You are the team leader for a project whose members have been showing improvement in performance on the assigned tasks. A team member who is working under your supervision for last year has shown very poor performance and also seems to be demotivated at his work.
A. Do what you can to make the member feel important and involved; do not bother too much about task at this stage.
B. Engage in discussion, understand his problems and provide support; also provide guidance at work.

4. As the leader, you are planning a change in your organization. You plan to develop a change plan with your top management team. The members of the team have worked with you for a long time and you are confident about their willingness and ability to undertake this work.
A. Encourage team members to develop a change plan themselves and own up responsibility.
B. Talk to the team members and tell them how to manage change.

5. You are sitting in a room and suddenly you observe that there is a short-circuit in the room. Things have caught fire. Your subordinates are in the room and have not been trained in safety procedures. You want to ensure their safety and have been trained in fire safety procedures.
A. Inform the subordinates about safety procedures and ask them to move out of the room immediately.
B. Talk to the subordinates and understand their concerns; ask them to move out of the room.



6. Meera has been one of the good and diligent performers of your team. She has come up with an idea of a new product that she considers has potential of being a revenue generator for the organization.
A. Inform Meera about how she should implement the idea.
B. Discuss the idea with Meera and give her the necessary freedom to explore her idea; be supportive of her efforts.

7. Raj has been working with you for 5 years now. His performance is very good and he has learnt all skills required to excel at work. Of late, he seems to be bored and finds that there is nothing exciting at work for him.
A. Leave Raj alone as he is mature enough to find what will keep him motivated.
B. Understand what is troubling Raj and discuss solutions; do not bother about work too much.

8. Ashok has been learning under your guidance for about a year. While he is doing well at work, he needs a lot of improvement still. Of late, he is feeling a little nervous and unsure of how he should plan his career in the organization. He has approached you for guidance.
A. Talk to Ashok, understand his concerns; provide him support as well as work-related guidance.
B. Talk to Ashok and provide support; do not bother about work too much.

9. Radhika reports to you and has worked under your supervision on various projects. She has become proficient at her work. However, in her last performance appraisal she did not get a very good rating. She finds the appraisal unfair and now is unsure if she will like to continue working like this.
A. Give Radhika inputs on the areas she needs to improve upon at her work.
B. Participate with Radhika in developing the understanding of the appraisal outcome and improvements she needs to make; ensure her your support.

10. The performance of your group is increasing. However, the group still require your task-related inputs and guidance. The group members are enthusiastic and motivated at work.
A. Allow group members to resolve their work issues; do not push your involvement.
B. Talk to the group and jointly decide the steps that will be followed to complete the work on time.

11. Your organization is a market leader in home appliances. The workplace relationships are also very good. You wish to explore what can be done to better the performance further. You have called meeting of the top managers who are very talented and motivated.
A. Allow the group freedom and encourage the members to prepare their own change plan.
B. Talk to the team and give the group directions on how to prepare the change plan.


12. Laxman is a senior member of your team and you have worked together in the same organization for some time. In the last promotion cycle, while you were promoted however Laxman missed making the rank. Laxman now reports to you. Despite your friendly approach towards Laxman, his negative attitude and poor performance in the past few months have begun to impact team morale and productivity. Your friendly conversations with him also have had no effect.
A. Talk to Laxman, understand his concerns but also emphasize the necessity of task accomplishment.
B. Make yourself available for discussion; don’t bother about work.


13. Kapil is a subordinate in your team. He has been showing good improvement in his work. He is a team player and always wants to learn and improve. You are considering putting him onto a new work for which Kapil does not have competence.
A. Explain the new work clearly to Kapil and give him all task-related guidance.
B. Provide encouragement to Kapil; do not worry about task at this time.

14. Akshita reports to you and has worked under your supervision on various projects. She has become proficient at her work. The CEO has decided that she be made to lead an independent project from now on. She is unsure if she is ready.
A. Talk to her and provide her support in developing the understanding for a change in roles.
B. Largely leave her alone; she will be able to overcome these feelings by herself.

15. Your organization’s football team has reached the finals of the prestigious all-India inter-organization football tournament. Vimal is the leader of the football team. He is very talented and committed to team’s cause. You plan to meet him today evening over tea.
A. Talk to Vimal and understand his concerns; give him inputs about how to plan for the match.
B. Trust Vimal that he knows his job the best. Talk to him and give him your best wishes, support and encouragement.

16. The performance of your team members has been declining rapidly over the last few months. You have been trying to talk to them and understand their concerns. However, they have not been responding well to your friendly conversations and concern for their welfare.
A. Provide the team task-related guidance.
B. Talk to them again to understand their concerns and emphasize the necessity of task completion; give task-related guidance.

In this video we'll talk about the educate type or educate style of treatment. In an earlier video we had learned about different types of subordinates. We had looked at two-dimensions, that of commitment and competence. Then we had looked at the four types of subordinates that we can encounter. In this video let us start with the first type of subordinates and that is freshers. Who are freshers? Freshers are individuals who are high on commitment but low on competence. These are individuals who are typically new to the organization or new to the department. This could also be transferees, people who have been transferred from another department to your department or to a new department. They were working somewhere else, they were doing well, but now they are new to the job. Their commitment levels may still be high, willingness levels, motivation levels may still be high but they may not be aware of the work that has to be done so their competence level is low. Now the question for you, question for a leader is, what should I do? How should I think about the five dimensions of TREATleadership? The task, the relationship, the empowerment, authenticity, and team-building when it comes to treating a fresher. What should that style be? Let's look at what this framework of TREAT leadership and treatment style tells us when we are working with freshers. Now, a fresher is somebody who is high on commitment level but does not know the work. The first thing about the task, we have to be high on task orientation. A fresher needs to be taught. A fresher needs to be told what needs to be done, how it has to be done, what are some of the steps you need to follow in order to accomplish the work. You may need to monitor a fresher, you may need to be there to solve any problems, and also you may need to buffer them in case there is some unwanted office politics or interference that is happening. One has to be high on task. Then it comes to relationship. Relationship, if you remember in an earlier video we had talked about the necessity to talk and we talk to support, we talk to recognize, we talk to inspire. I would say that for a fresher you don't need to be very high, extremely high, you don't need to spend a lot of time motivating them, inspiring them because they are already committed. What one needs to do is focus more on the task. I would say one has to be moderate, maybe somewhere in between, not very high, not very low, somewhere as per the situation requires, one needs to communicate. Moderate on relation orientation. Empowerment, because this is a new person we may not empower them as much. You may be low on empowerment because you may need to watch how they are performing, you may need to watch, can they be trusted? Are they exhibiting the right potential? Are they exhibiting the right way of working and so on. Authenticity, which is about leading by example. There is no question. As a leader we must always be authentic, lead by example. Set examples of hard work, humility, integrity, and courage if required. Last one, team-building. Again, one has to be very conscious of how do different people work together in a team? You must always be high on team-building. Use all possibilities, use all ways available to you to create a good team environment and a psychologically safe team environment. What's the educate style? This is a style that is dominant on task, task orientation, and is low on relation or moderate on relation orientation and low on empowerment but high on authenticity as well as team building. The first style that we should look at when it comes to freshers, when it comes to new joinees, when it comes to people who are new to the task, we must educate them. That's the style of treatment that is needed for a fresher, which is to educate and help them learn, help them build the competence that is needed to succeed at work. Thank you.

we will learn about the second style of treatment which we call as engage and execute. We had learned about the different subordinate types. Just to look at the framework once again, we think about our subordinates on two dimensions: commitment and competence. The second type of subordinate is that subordinate who is low on commitment and low on competence. We call these subordinates as Type 2 and the subordinate who is confused or unsure. Just think about from your own work life, from your own professional life. A subordinate who is neither committed at work and neither competent. Who those subordinates are what's going on with them? Typically, these are individuals who are unsure of their place in the organization. These are individuals who are unsure of their growth in the organization. These are individuals who don't really know whether this organization is the right place for them or not? They are now confused. They are now unsure about what they have to do. And is this the right place or organization to be in? Now, the challenge is as a leader as their supervisor, as their boss. What would you do on these five behaviors? The task orientation, the relation orientation, the empowerment authenticity and team building. Now, I want to give, take a pause here and I want you to think about the treatment that you would do for a person who is unsure. How would you think about these five dimensions? So take your notebook, take your pen and think about the five dimensions. How would you work with a subordinate who is unsure. Now, that you have spent some time reflecting on the subordinate and also thinking about how you would treat this person. Let's discuss what these five dimensions would be and how would we work with them? So the first dimension is task orientation, and we have to be high on task orientation. If we are not high on task orientation, the task may not be done because the person does not have the competence. So you have to be telling, clarifying, you have to tell the person what's the work, how it has to be done. You may need to monitor the progress, you may need to solve problems that may arise at work. And you may also need to buffer in case you want to give them some kind of a shield and maybe protect them from unnecessary interferences. Now, when it comes to relation orientation. Now, you can remember when we had talked about freshers in an earlier video. I had said that because they are already committed, we don't need to spend a lot of time on relationships or spending a lot of time on communication and motivating them, supporting them, etcetera. But for a person who is unsure, this is going to be another place where you may need to spend a lot of time. First of all you may need to communicate and talk to the person and understand what's going on. What is it that is demotivating? What is it that is bringing the commitment down. And you may want to understand what is it that can be done by you as a leader and also by the organization to facilitate and support their performance. Because if we don't then, we can have a problem because the commitment levels are low. So you will have to be high on task as well as relationship, relation orientation when it comes to an unsure subordinate. When it comes to the third category empowerment, well we don't empower people who are neither committed nor competent. So you will have to actually keep a close watch. You may need to communicate on a regular interval to see how the person is progressing. The fourth is authenticity. Leading by example, setting high standards on humility, integrity, courage and hard work, there is no substitute to that. You will have to be authentic, you will have to be high on authenticity. And then team building, how do people work together? How are people interacting? Are they finding the workplace to be psychologically safe? Are people able to participate, contribute? So you will again have to think carefully about team building as well. So you may need to, you will have to be high on team building aspect again, when it comes to unsure people. Now the style which is high on task, high on relation but low on empowerment and high on authenticity and team building is what I call as they engage and execute. Why engage? Because you have to engage with these people and understand what is going on? What's the problem? What is that I can do as a leader to facilitate performance and execute. Why execute? Because you have to get the work done. Remember the first T of the TREAT is task orientation. As a leader, we have to get the work done so you have to ensure that the work gets executed. You have to execute the work, execute is a double meaning word. It can be applied to the task, it can also be applied to a person. So you may need to execute the person, execute the person in the sense well it's not about killing somebody. But it is about taking a strong action if the person does not get motivated. Or taking an action if the person is not willing to put in what is needed to perform. So you may need to be ready to take a tough decision, tough action, a strong action against a person who is not improving the commitment level. The first effort is to motivate them, engage with them, try and get the work done. The last resort would be to actually take a tough action against a person who is not improving his or her both competence levels and also commitment levels. So that's the engage, execute treatment style which is applied to an unsure subordinate

Hello, learner. In this video, we will learn about the
third treatment style, which I call as the
energize TREATment style. We had seen so far that
subordinates can be thought of on two dimensions:
commitment and competence. The third type of subordinate
who are high on competence, but for some reason their
commitment levels are low. We call these as
subordinates who perceive or believe that they
have been unfairly treated. That's the third type of subordinate who is
unfairly treated. Now, let me tell two things
about these individuals before we look at how do we
treat these subordinates. The first is, these
are important people. These are important
subordinates, important employees because
they are competent people. Typically these
are senior people, these are not freshers, these are not people
who are unsure, these are people who have spent reasonable amount of time
in the organization. They have learned what it
takes to succeed at the job. They have learned the necessary
skills needed at the job, but for some reason, their commitment levels are low. The second thing that
you must remember about these people
is that these are the most difficult people to handle out of the four quadrants or the four types of people, or subordinates that
we are discussing. These are, I would say, headache for a leader. These are competent people
important for your groups. They know things, but they are not willing
to put in the effort. They are perhaps not
committed or motivated. Now again, let's do
a small reflection. I would want you to think about from your professional
experience, how would you treat a person who believes he or she has
been unfairly treated? What would you do
on task, relation, empowerment, authenticity,
and team building? What would you do about
the TREAT for them? Now that you have
thought about it, let's look at what
and how we can treat a person who
is unfairly treated. The first is task. Well, I would recommend
that you don't need to be too high on task. You can be low to moderate for
a person who is competent, we don't need to tell them
how work has to be done and different things
about the work, etc. It can be low about
the task orientation. Second, relation orientation. This is where you
will have to spend a lot of time with
these individuals. Remember, these
are senior people, these are important people. You need to talk to them. You need to understand
what's the reason, what's the cause for their perceived
unfairness and justice? What is it that you can do to facilitate their performance? What is it that you can do to
support them at their work? You need to find out the
reason and maybe work towards eliminating or
alleviating those causes, which is causing that perceived
unfairness at workplace. There is a lot of
time and energy that has to be
spent in relation, in communication
and understanding the reason for the problem. The third, empowerment. Now, empowerment is
our critical lever, in this case, a critical
thing to think about. Now, you have to empower. The ideal thing is you need to empower a person
who is competent. The empowerment should
typically be high, but I would like to say that
you need to moderate it because the person is
not very committed. You may need to
exercise judgment. You must think about giving
them more responsibility, listening to them, delegating, consulting, but
being a little more, just a little skeptical when you empower these individuals. Definitely it should not be low. You can look at moderate to high when it comes
to empowerment. Authenticity, leading by
example and leading teams. Well, both these things
have to be high. You have to lead by example, and you have to think about building teams that are
psychologically safe, where people can participate and people can listen
to each other. There are no conflicts
in this team. This is the style that I call as the energize
treatments style. This is a style
that is dominant on energizing a person who is
competent but has lost energy, has lost commitment and
motivation to work. You have to be high
on relationship. You can be moderate to high
when it comes to empowerment. Not so much on task. It is not so needed
because they are already committed,
competent individuals. That's the style of treatment. If a subordinate has
perceived injustice, you need to energize them. You need to talk to them
and see what is it that you can do to help them and support
them at work. Thank you.

Hello learner. In this video, we'll talk about the fourth
and the last treatment style, which we call as the
empowered treatment style. The subordinates that
we have been talking about who can be classified
on two-dimensions, which are competence
and commitment. Now we get the last
type of subordinate, who we call as the star performers or
the kalams of a team. These are individuals
who are high on both competence as
well as commitment. These are individuals who have been with us, with
the organization, with our teams for a
reasonable amount of time and they have learned what it takes to succeed and excel in the team at work. They have the right knowledge, they have the right abilities, they have the right skills, they are also committed. They are willing and
motivated to work and achieve the goals of
the team, of the leader. These are, in two
sense, kalams. I want to remind you of that situation that we had
discussed earlier about the SLV3 when we said that Professor Satish Dhawan
empowered Dr. Kalam, even when he had failed in the first attempt
of launching the SLV3. These are the people who
need to be empowered. These are the people, these are the achievers, these are the star performers
who need to be empowered. What's this style? What's the treatment style? Well, this style is
dominant on empowerment. Task, not so much because they now already understand
what has to be done. What's the task, how it has to be done, they have learned it. A task orientation could be low. We don't need to tell them
every day what has to be done. Relational orientation,
I will say moderate because you still have to communicate
to recognize. Maybe inspiration and
support may not be needed so high because they
are already inspired to work. They are already working well. They are committed
so they don't really need to seek so much of support every now and then but you
still need to communicate, recognize, appreciate their
work and their performance. I will say not low for
relationship, but moderate, somewhere in-between
and not high also because you don't need to
spend a lot of time with them, as compared to the other two
that we had talked about, the type three subordinates
who were unfairly treated and the type two subordinates who were
unsure where we had said, you have to be high on
relation orientation, so moderate on
relation orientation. The third one, which
is empowerment, no questions about it. These are the people who
have to be empowered. These are the individuals
who like to be empowered, who like to be given more
freedom, autonomy at work. They know the work,
they are competent, they are committed and
therefore as a leader, you must empower them. You must delegate work
to them and you must also take their ideas on
board very, very seriously. Authenticity as we have been
talking about all this, there is no
question about it, you must lead by example. You must be authentic. Team-building, again, getting people work together, getting them to do
things together is very important and you
need to work there as well, so team-building has
to be high, creating that psychologically
safe environment is absolutely critical. This is the style that is
dominant on empowerment and therefore I call this as the empowered treatment style. You need to empower your kalams. You need to empower
your star performers. Low on task, moderate
on relationship, high on empowerment,
high on authenticity, and high on team-building. The best thing is these are individuals who also
like to be empowered, so this is a win-win. You empower people, you empower your
star performers, you get their
motivation levels up, you ensure their
motivation levels are high and they remain
high by empowerment. For star performers, for a high achiever, there is nothing more motivating
than being empowered. They like to be
given more freedom. They like to be trusted. They like to be given
more responsibility. That's a very important
source of motivation. That's a very
important signal which conveys that they are respected, their contributions
are recognized. It's a recognition for them. When you empower your
star performers, you do yourself justice
because you empower, you get more hands to do things, and you also do the justice to the other individual by recognizing them
with greater effort, with greater support, greater recognition,
greater responsibility. That's the empowerment
style which is necessary for
a star performer, which is necessary for
our kalams. Thank you.

Hello learner. In this video, we'll learn about
how do we score ourselves when it comes to the leadership style inventory. Now, we have learned
this framework of TREAT leadership styles
or TREATment styles, which is the four styles that we have discussed,
the educate, engage, and execute, the energize, and
the empower style. We had also looked at
in an earlier video, the leadership style inventory. There were 16 situations. Each situation had two options, A or B, and I had requested you
to please fill it up and mark the best option for
each of these situations. In case you have not
filled the inventory yet, I would request that you
please take this test, fill the inventory, look at
all these 16 situations, and mark the best
alternative for you for each of
these 16 situations. Now, once you have filled this leadership style inventory, we'll learn how do we score
ourselves on this inventory. There is a scoring key
available in the resources. You can download and look at this scoring key
from the resources. When you open the scoring key, there are two pages
to this inventory. The first page has two tables. We call these as the
leadership style table and the second one the style adaptability table. You will notice that
there are 16 rows, each row stands for one situation that was
there in the inventory. Let's look at how do
we score ourselves. Look at the first situation, which was about Shyam. Shyam is a new
joinee in the team, and there is something
that happens to him and we were given two options A or B, and you had to
choose what will you do in this particular situation. In case, let's say, you have chosen A as
the option for you, you will highlight
option number A in the leadership style table, highlight row number 1, which is the first situation. You will highlight option A, then go to the style
adaptability table and highlight the
number under A. The number under A is 3, so you will highlight 3. Go to the second situation, look at what's the option
you have marked A or B. Go to second row of
the scoring key, both the tables,
leadership style table, go to second row, and highlight A or B depending
on what was your answer. Then in the style
adaptability table, highlight the number under
A or B for row Number 2. As an example, I have
done a table for you, the first page of the
scoring key as an example. You see there are 16 situations. For Situation number 1, I had marked A as
the right answer, so I have highlighted A, and I have highlighted
number 3 in row number 1. row Number 2, I had highlighted
B as the right answer, so I highlight B in the leadership style table
and the adaptability table, I highlight number 3, which is given under
B row number 2. I do this for all 16 situations
and then what do I do? In the leadership style table, I add up the number of
highlights in each column. In column number 1 of the
leadership style table, there were three highlights, so I have written three. In column number 2, there were six highlights, so I have written six. In column number 3, there were five highlights
and in column number 4, there were two highlights
so I have written number 2. In the right side table, I have added the numbers
highlighted in each column. There were three highlighted five times in the first column, so the sum is 15. Similarly, in the second column, three was highlighted
five times 15, and the grand total is 30. Now, the left side table,
leadership style table, gives you your
TREATment style scores. You have a score of
three on educate, you have a score of six
on engage and execute, you have a score of
five on energize, and you have a score
of two on empower, and you have a total score of
adaptability, which is 30. Now, we will transport
these scores of treatment styles to the second
sheet of the scoring key, which gives this framework
which we have discussed, and you will see educate, engage and execute,
energize, and empower. Write these scores 3, 6, 5, and 2. That's your profile
of TREATment, and the second set of scores given on the second
sheet is about adaptability. It gives you three
different ranges. You can see where your range is and that indicates
your adaptability. Once you have scored yourself on both leadership styles
and adaptability, we will discuss in
further videos, what's the implication and what can we learn about managing subordinates once we understand our style of working. Thank you.

[MUSIC] Hello learner, in this video,
we'll understand a very important aspect about leading and
that is situational leadership. Or leadership effectiveness that
is determined and also dependent on the situational awareness and
contextual awareness for a leader. So we have learned so far that
there is a framework of treatment, there are different styles of
treating subordinates depending on the different types of
subordinates that exist. In the previous video,
we had also looked at how do we score ourselves on
the leadership style inventory. I'm sure you will now have your
own profile of treatment and what are the different schools you have
for the different treatment styles? So let us spend some
time reflecting on and understanding the profile that emerges for
us. So I had given you as an example
in the video that this is the leadership profile that emerges for
me, this is: 3 on educate, 6 on engage and execute,
5 on energize, and 2 on empower. Now let me tell you for this inventory,
there were 16 situations and the ideal profile that should
emerge is a 4, 4, 4, and 4. That means, there are 16 situations, there were 16 real life
problems that came before us. Four of them were situations where
we should have demonstrated and educate kind of treatment style. Four situations where we should have
demonstrated engage and execute, four situations where we should
have thought about energizing, and four situations which is
off about empowerment. First of all,
the leaning is towards engage and execute, that means there are situations which
may not require you to actually spend a lot of time in relationship building or
talking or communicating. But you tend to spend time thinking
about what can be done here in terms of relationship,
in terms of communication? So you could actually save some time
by not spending it in relationship building and thinking about doing or using
it more beneficially somewhere else. Similarly energize,
there's a little difference from energize, where the ideal score should
have been 4 but it is a 5, there is again not a real need to speak or
spend more time on relationship. So there is something that could be done,
which is you can move or you can bring that skew or
you can balance it out. You only empower in two situations
that means there are points or places where people can be trusted, where people can be empowered,
which I am not doing enough. Look at this exercise as an awareness
exercise, there are no right or wrong answers as we say with typically
all psychometric instruments. I want to remind you that look at this
inventory that we've discussed only as an awareness exercise, let's become more
aware of the dominant ways of behaving. And then can we become a little
more situationally aware to see can I move to other styles
of treatment rather than staying in some dominant styles of
treatment that I know of or I have? Now what does this
adaptability score tell us, we scored in the example that I gave,
we scored a 30, I scored a 30 or the example had a 30 score which
is you are more greatly adaptable. If you are in the middle range,
you are quite not very intelligent enough to move yourself from
one style to the other. If it is between 37-48 extremely good, you must continue to think
about situations and not think that there is
one ideal way of behaving, you have to be adaptable depending
on this situation that you are in. If it is between zero and
24 again there is a lot of scope for improvement, lot of scope for
awareness, lot of scope for being more situationally aware and
modulating your ways of treatment. So what's situational leadership or
what's being situationally aware and which determines our effectiveness? Remember there is no one
style of leadership. What I'm trying to demonstrate through
this framework is that different subordinates will need
different treatment. You cannot have the same treatment for
every subordinate. The style that you demonstrate,
the treatment style that you demonstrate must match the context and the context in
this case is nothing but the subordinate. As a leader, as a boss you must
understand what's the competence and the commitment level of
your subordinate and then appropriately demonstrate
the right leadership style. Also understand that different situations
will need you to be adaptable. Again it depends on your flexibility, your willingness to actually
move from one style to another. It is absolutely critical for a leader's effectiveness that
they must be first of all, a good judge of their subordinates both
in terms of commitment and competence. And then be able to demonstrate
the right style of treatment, be adaptable and flexible to demonstrate
the right style of treatment. That is where our effectiveness,
that is where your effectiveness, that is where leaders’
effectiveness really lies. Thank you. [MUSIC]

Hello learners. In this video, we'll learn about the
third important aspect of leadership effectiveness, which is taking good care of your demotivated employees or managing demotivated
individuals. Now, we have learned
that there are four types of subordinates while the type 4 is the dream of
a leader, star performers. But we need to
think about what do we do about the three
other types, the freshers, the unsure, and the demotivated, unfairly
treated individuals. Let's look at each one of these categories in detail
and think about what must a leader do
when it comes to working with these three
types of subordinates. The type 1 subordinate
is the fresher. These are the individuals
who are easiest to manage. These are the individuals
who are easiest to lead. These are people
who are motivated. When you have a person who is motivated by himself or herself, the only thing that you
need to do is to educate. Educate them about the work. Educate them about the skills, the knowledge that is needed
to succeed at the work. You need to ensure that they
are given the right support. They are given the right
infrastructure to work, to learn things required
to do their work. However, when it
comes to freshers, one thing that you have
to watch out for is that these subordinates should not slip into the type 2 quadrant. These subordinates
should not move into the quadrant of
unsure employees. What is it that you
can do is while you are teaching
them about the work, while you are educating them about the work that
has to be done, please find out
regular opportunities to talk to them and
see how they're doing. Talk to them, inspire
them about the work. Inspire them about
the organization. Inspire them about the projects you are working on and so on. You need to talk to them, find opportunities to check if they are feeling all right, if they are feeling
comfortable with their growth, with their development, their development plan
in the organization. They should not
start to feel that they are perhaps lost
in the organization. They don't really see a
growth path for them. That's a very important
way to think about and to work with freshers while your
dominant style is educate. But once in a while,
talk to them. Your relation
orientation remember, has to be moderate, not high, but also not very low. Let's look at the
second kind which we said were the
unsure subordinates. Unsure subordinates are
subordinates who are neither competent nor they are committed to the work
that they're doing. Now, what becomes extremely important is
that you talk to them. Sit down, find out
an opportunity, talk to them at length
and see what's going on. If they don't see a
growth path for them, if they don't see that they are wanted in
the organization, that there is a
developmental path. What's the future
prospects for them? It is your responsibility that you talk to them, support them, facilitate them, and see what piece of information that is needed while
they are working. Find opportunities to inspire. Emphasize the importance of
the work that is being done. At times people just don't see the big picture and they
get demotivated at work. While you are doing this also remember that you
have to educate, you have to tell them what's the work that has to be done. You have to emphasize that the work has to be done as well. Talking and also ensuring that the work that gets done
becomes extremely important. But you must also stand
up to deviant behavior. In case, after all you're tries, after all your honest, sincere attempts of
talking to them, understanding what can be done, they do not show improvement at competence and
also at commitment. Then you must be open enough, courageous enough, determined
enough to let them go. You must be able to
execute if needed. You must be able to
show them the door, show them that we cannot tolerate such a
behavior in our team. Lastly, it comes to the
unfairly treated people. These are individuals who are, as we have said, are important to the team. They are competent people, but for some reason they have lost their commitment
and motivation. They are difficult
to manage but it is important for you to see
what could be possible ways. At times, relationship
orientation is extremely important. You have to talk, you have to understand
what is troubling them, what can be done to
improve their situation. At times, empowerment
is a very good tool. You can empower them, motivate them through giving, through greater
responsibilities, greater autonomy,
greater freedom. That may give them an indication that you respect
them as individuals. You are willing to
trust them and that can help support them in
whatever ways you can. At the end, I want to tell you your task as a leader is to see if you can bring the
fresher directly from type 1 to type 4. Can you move the unsure subordinate from
type 2 to type 4? Can we move the type 3
subordinate to type 4? The task of a leader is is to create more star performers,
to enable the creation of star performers and
Kalams in our team. That is the only
way we can succeed. That is the on way we
can expand the pie. We can create greater
resources and greater talent for our
organizations and for our teams. That's the only way
we can succeed by creating more star performers in our team and organization. We must learn how do we manage the star
performers as well, but we must also keep working
to ensure that type 1, type 2, type 3 type of
subordinates can be transitioned into the type 4 subordinates who are our star performers.
Thank you very much.

Hello learners. In this video, we'll talk about
the second aspect of leadership effectiveness, which is our ability to
manage high performers. In an earlier video, when we were discussing about the subordinate types and
the leadership styles, we have learned that the Type 4 subordinate
is the most important. You can say the dream
of every leader that is star performers,
high achievers, the kalams, these are
individuals who are both high on competence as
well as commitment. They know what the work is. They are also motivated to work. They are a critical
resource, important people. That's the dream of a leader. We must try to take good care of our star performers
and high performers. However, I would like to
talk about in this video, two threats that are high
performer can pose to a leader. The first threat is that
this high performer can at any time slip
into the third quadrant, which is the Type 3 subordinate, who is an unfairly treated
or who perceives and beliefs that he or she has
been unfairly treated. Now, it becomes extremely
important for leaders of high performers to keep
a watch for this event. They need to be very
careful that their high performers should not
slip into the Type 3 quadrant, which is the quadrant
of unfairly treated. What is it that a leader must do when it comes to
avoiding this slip? The first is when we talk
about relational orientation, remember in an earlier
video when we were discussing the empower
style of treatment, I had talked about that
relationship should not be low. Relationship orientation
should not be low, it should be moderate. Why? Because you must find appropriate places,
appropriate opportunities, appropriate junctures
where you recognize and appreciate the work and the efforts of your
star performers of your high achievers. Recognition becomes an
extremely critical tool when it comes to motivating and keeping the commitment
levels high. You must take, the adequate precautions that are high performers should not perceive that our
recognition that was due to him or her has not
been given to them. You must be a fair, you must be transparent, you must ensure that there is equity, there is meritocracy. The high performers
are appreciated and congratulated for the
good work they are doing. It has to be a
healthy environment. That has to be a healthy
communication that must happen and the communication must
be open, transparent. The recognition
should be fair and equitable for a high performer. That's the first
threat and that's the first set of recommendations for
managing high performance. Now, the second threat that a high performer
could also pose, which is actually these
high performers can come into this quadrant
of competent jerk. This is a very nice
framework that has been talked about
in literature that says that employees
could be thought of on two-dimensions, likability
and competence. A competent jerk is a
person who is competent, who is highly competent, but is not liked by the
others in the team. They are arrogant,
they are rude, they are snobbish, they looked down upon
other members in the team. Now, these are people, while they are good performers, they are competent people, but they can pose a threat to the team spirit of your team. They can pose a
threat to the harmony that exists between
the team members. It becomes extremely
important that as a leader, you look out for your high performers turning
into competent jerks. You don't want competent
jerks in your team, because then nobody is
breaks down the team really. You must be on the lookout
for any such member. You must check that action. You must ensure that those behaviors of high
performers are kept in check. They must not be arrogant, rude, and look down
upon other team members. That is something that a leader must be on
a watch out for. You must be strong enough. You must have the courage. You must have the
determination to rein in those high performers and
correct their behaviors. Because only then
others in the team, will be comfortable
working with you, working with those
high performers. Keep these two things in
mind about high performers. Don't let them slip
into the quadrant of unfairly treated
individuals and don't let them transform into competent
jerks. Thank you very much.