Leading Intergenerational Groups and Interpersonal Skills for Leaders - Research Paper Example

? Paper on Leading intergenerational groups and Interpersonal skills for leaders Paper on Leading intergenerational groups and Interpersonal skills for leaders 1. Leading intergenerational groups When having to lead intergenerational groups, a leader faces a series of issues: the criteria used by each group in order to respond to the leader’s decisions may be differentiated. Such differentiation can be also identified within each group, meaning that a leader managing such groups may have to confront oppositions from two different directions: from groups as autonomous units and from the members of the groups individually (Haight and Gibson 2005). From this point of view, it is rather difficult to evaluate the success of a leader in regard to his ability to lead intergenerational groups. However, there are certain facts that indicate the potentials of a leader to lead successfully such groups. In accordance with Haight and Gibson (2005) the successful leadership of intergenerational groups can be identified through a series of positive outcomes: ‘a) amelioration of suffering, b) overcoming of disability, c) the chance for new experiences of self-fulfillment and so on’ (Haight and Gibson 2005, p.92). The above outcomes are related to the healthcare sector but they can be used as criteria for developing similar assumptions in regard to leadership in other sectors. Hickman (2009) refers to the differences of generations, as these differences are highlighted in the social psychology. Reference is made specifically to the view of Karl Mannheim, a social scientist, who has studied the different responses of generations to various social phenomena. In accordance with Mannheim, people belonging to a particular generation are likely to have common values and attitudes; moreover, ‘people who have born in the time period between two different generations they are likely to incorporate the values and attitudes of both generations’ (Hickman 2009, p.475). From this point of view, leading intergenerational groups requires a good understanding of these groups’ values and attitudes, otherwise the communication with the members of these groups would be quite difficult. It is implied that a leader who has to deal with intergenerational groups would be able to understand each group’s values and beliefs, as differentiated from the values and beliefs of the other groups. The management of intergenerational groups can be quite challenging when referring to the state. In fact, it has been proved that the introduction of appropriate policies for addressing the needs of intergenerational groups within a particular state requires the full understanding of each group’s needs, potentials and attitudes. This issue is highlighted in the study of Dannefer (2010). In the above study, emphasis is given on the potential effects of failures in leading intergenerational groups at state level. It is suggested that intergenerational programs would be employed for ensuring that the needs of all the groups are addressed (Dannefer 2010). In accordance with Dannefer (2010) the incorporation of intergenerational programs by state is limited, usually related only to schools and communities, a fact that decreases the benefits of these programmes for a high portion of the population. The use of intergenerational programs as an effective means for leading intergenerational groups is also highlighted in the study of Kaplan (1998). It is noted however that these programs can be effective only under the following term: that they are expanded in all sectors, including educational, cultural and economic activities. Moreover, it is suggested that these programs would be developed at different levels of the state, especially the communities (Kaplan 1998). The support of these programs by the state would be a critical term for their success (Kaplan 1998). 2. Interpersonal skills for leaders Different approaches have been used in order to explain the key characteristics of a successful leader. In accordance with the most common view, technical skills cannot ensure the ability of a leader to perform effectively within his environment. The term technical skills indicates the ability of the leader to identify appropriate solutions in regard to a series of issues (Rothstein 2010). Rather, a successful leader should be also able to communicate effectively with people, a condition that is often described with the term ‘interpersonal skills’ (Rothstein 2010, p.165). The value of interpersonal skills in leadership has been emphasized through a series of theories, such as ‘the transformational leadership theory’ (Rothstein 2010, p.165). One of the key problems in regard to interpersonal skills, as an element of successful leadership, is the content of the specific concept. In accordance with the literature, interpersonal skills of leaders usually refer to the ability of leaders ‘to engage others in quality interactions’ (Rothstein 2010, p.165). Communicating effectively, meaning both speaking and listening, is another common element of interpersonal skills, as part of leadership. However, there have been also different approaches for explaining the content of interpersonal skills. More specifically, the term interpersonal skills, as referring to leaders, can also include ‘negotiation skills and conflict management’ (Rothstein 2010, p.166). On the other hand, Gold, Thorpe and Mumford (2010) noted that the success of a leader can be evaluated by referring to the performance of the leader in regard to four key processes: to promote aspirations to others, to effectively organizing groups, to develop the awareness of others in regard to the needs of their organization and to develop strategic decisions, meaning those decisions that are critical for the performance of a particular organization. It is further noted that the performance of a leader in regard to the above processes is depended on his interpersonal skills (Gold, Thorpe and Mumford 2010). From a different point of view, Northouse (2011) notes that interpersonal skills can be characterized as ‘people skills’ (Northouse 2011, p.89), and are those skills that allow to a leader to cooperate effectively with people at all levels of the organizational hierarchy, i.e. ‘the subordinates, the peers and the superiors’ (Northouse 2011, p.89). At the next level, it is explained that interpersonal skills can be divided into three major categories: a) they can be social perceptive, meaning the ability of the leader to understand the needs of others within his environment, b) they can reflect the emotional intelligence of the leader, meaning the ability of a leader to identify and understand the emotions of others and c) they can refer to the management of interpersonal conflicts (Northouse 2011, p.89), meaning the management of conflicts in general across a particular organization. In any case, the interpersonal skills of a leader need to refer to the management of issues related to individuals but also to groups. This means that a successful leader has to be able to manage conflict and provide solutions both at individual and at group level (Singh 2009). The specific characteristic of a leader is part of the leader’s interpersonal skills and reveals the ability of the leader to communicate effectively both with individuals and groups. The second case, the management of groups, can be a challenging task requiring the understanding of the group’s needs and characteristics so that group’s problems are addressed with no delay, in order to avoid problems in the development of various organizational activities. The leader who is able to communicate effectively with groups has an advantage towards his rivals; his subordinates are expected to support him in regard to all his decisions, a fact which is quite important for the avoidance of conflicts. References Dannefer, D. (2010). The SAGE Handbook of Social Gerontology. London: SAGE. Gold, J., Thorpe, R., & Mumford, A. (2010). Handbook of leadership and management development. Surrey: Gower Publishing, Ltd., 2010 Haight, B., & Gibson, F. (2005). Burnside's working with older adults: group process and techniques. Burlington: Jones & Bartlett Learning. Hickman, G. (2009). Leading Organizations: Perspectives for a New Era. London: SAGE. Kaplan, M. (1998). Intergenerational programs: support for children, youth, and elders in Japan. New York: SUNY Press. Northouse, P. (2011). Introduction to Leadership: Concepts and Practice. London: SAGE. Rothstein, M. (2010). Self-Management and Leadership Development. Cheltenham: Edward Elgar Publishing. Singh, K. (2009). Organizational Behaviour: Text and Cases. New Delhi: Pearson Education India. Read More