Session Four - A Leading and supervising D-style behavior: Promoting Excellence

1. Session Four - A Leading and supervising D-style behavior: Promoting Excellence

2. Lesson Objectives: At the end of this lesson: 1. You should have a gained important insights into and learned important strategies related to Promoting Excellencewith respect to D-style behavior. 2.You should be able to identify and choose appropriate responses in leading and supervising D-style behavior. Hit Esc to exit Click or Page Down to advance Page up to go back

3. Leading and supervising D-style behavior: Promoting Excellence 1. Take care to provide a competitive environment. Winning is an important motivator. Excellence through competition D is the regional supervisor for a pharmaceutical firm. He initiated a sales competition that included his own sales route. The day before the competition closes, D pulls off a mega deal with a medical practitioner to come from behind and top the competition. Winning produces a sweet taste in the mouth and as an added bonus, it wins a fair amount of respect. Hit Esc to exit Click or Page Down to advance Page up to go back

4. Leading and supervising D-style behavior: Promoting Excellence 2. Allow for goal orientation. Vision and mission are central considerations to the D-style. Excellence through goal orientation Jacob lives under an ancient dispensation. He falls prey to Rachel’s charm and makes an agreement with her father, Laban, to work 7 years for her hand. At the end of 7 years, he is tricked and offered her elder sister Leah instead. He makes a new deal to work a further 7 years for Rachel. Love has its disadvantages but it sure is able to focus a man’s mind! Ref: Bible – Book of Genesis Hit Esc to exit Click or Page Down to advance Page up to go back

5. Leading and supervising D-style behavior: Promoting Excellence 3. Present the ‘big picture’. The D-style performs best when their role in the overall plan is understood. Excellence through presenting the ‘big picture’ D works on the assembly line of a luxury car manufacturing plant. When D is asked what he does for a living, it is difficult to establish whether he actually owns the plant or merely works at some important, if lower level job. Identification with the over-arching objective inspires a great feeling of ownership – literally! Hit Esc to exit Click or Page Down to advance Page up to go back

6. Leading and supervising D-style behavior: Promoting Excellence 4. Focus on salient features versus details. The D-style wants to be judged on bottom-line results. Excellence through ‘bottom-line’ focus The hurdling coach is at great pains to explain to D that his hurdling technique does NOT fit the classical pattern. He indicates that unless D makes significant changes, he would have limited prospects as a hurdler. D hears the comments but recognizes his outstanding successes with his existing technique. The coach is a lot quieter on the issue when D becomes the dominant hurdler in the world. Hit Esc to exit Click or Page Down to advance Page up to go back

7. Leading and supervising D-style behavior: Promoting Excellence 5. Work with identifiable deliverables. The D-style benefits from having milestones in place. Excellence through identifiable deliverables The champion cyclist plots his strategy and identifies how fast he needs to go on each stage of the race. He does not allow himself the luxury of not achieving the established objectives. Marking off deliverables on the way to overall achievement is one of his secrets of success. Hit Esc to exit Click or Page Down to advance Page up to go back

8. When Directing D-style behavior • For best results, identify an area of operation with identifiable deliverables and assign the responsibility to achieve set targets. • Avoid micro-management – do not try to control every detail. • Set up performance measures that lead to overall objectives. • Allow scope for the use of initiative. • Put incentives in place. Hit Esc to exit Click or Page Down to advance Page up to go back

9. When Directing D-style behavior • Your leadership strategy should take into consideration the fact that the D-style prefers to lead rather than to follow. • You should be conscious of the risk that the D-style might choose to emulate a strong role model rather than submit to a more accommodating leader. • The domination of colleagues is a distinct possibility and you must be prepared for the challenge of maintaining control of the group in the event of such an eventuality. Hit Esc to exit Click or Page Down to advance Page up to go back

10. When Leading Change from a D-style perspective • There is a tendency for the D-style to be unhappy with the status quo. This is usually manifested in: • A fundamental interest in trying to fix things and to experiment with new ideas and approaches. • A willingness to act as a change agent, be it in a formal or informal context. • Many leaders are threatened by this drive for change and take steps to suppress or to eliminate the source of the perceived threat. Your best bet is to work towards a balanced approach to managing change. Hit Esc to exit Click or Page Down to advance Page up to go back

11. When Leading Change from a D-style perspective • Potential pitfalls include: • Failure to count the cost • Challenging cherished values. The new head of the government agency swept through the agency like a tornado. Many high profile executives with years of service were prodded to fit into the new mould and ultimately, forced to leave. The cherished memory and well manicured image of the former head and the institution were tarnished in the process. Hit Esc to exit Click or Page Down to advance Page up to go back

12. Lesson exercise • Application of lessons learned • 1. Recall at least 2 keys to success forPromoting excellence • with respect to D-style behavior. • 2. Prepare an appropriate strategy that incorporates at least one of the keys to success in Promoting Excellence with respect to D-style behavior. Hit Esc to exit Click or Page Down to advance Page up to go back