Leadership (for trainers) 11. full slide deck

This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement No 643330

Leadership Skills

Dean Hogan


• Your views on leadership (please complete doc, your thoughts on leadership)

• Agreed Leadership characteristics

• The skills or traits of leaders

• Some leadership models and what they teach us

• Maintaining leadership momentum

• Group Activities: Addressing leadership questions & Your Leadership Model


What qualities do you personally require in a leader?

What type of person would you be willing to follow?


1.) To what extent can leadership be taught?

2.) If I aspire to, or would someday like, a leadership role how should I prepare myself for when/if an opportunity arises?

3.) How do we recognise good leaders and support them?

4.) Is mentoring/coaching potential successors a true measure of great leadership? How realistic is this aspiration? How would it work in reality?


A Leader…Has volunteer followers

Creates an inspiring vision of the future.

Motivates and inspires people to engage with that vision.

Manages delivery of the vision.

Coaches and builds a team, so that it is more effective at achieving the vision.


Leadership Values How the value translates into personal leadership behavior

Integrity

Positivity

Excellence

Accountability

Leader Roles Key Words Problem solver

Referee (settles interpersonal conflict)

Process Manager (ensures that goals are met)

Procurer (finds and manages resources)

Visionary

Crisis Manager (puts out everyday fires)

Motivator

Task Master

Counselor (helps reports with personal issues)

Risk Taker

Expert

Tom Siebold


Many people wonder if leadership can really be taught.

Some people, perhaps with vested interests, are convinced that it can. Many successful leaders, however, have never had any formal training. For them leadership is a state of mind, and it is their personalities and traits that make them successful leaders.

For us, the challenge is to spot potential “expert” leaders and help them to develop leadership skills through soft skills training & leadership opportunities that will present situational leadership challenges.


Italian researcher Daniele Trevisani offers these models: "Leadership is a holistic spectrum that can arise from:

(1) Primal Leadership: Higher levels of physical power, need to display power and control others, force superiority, ability to generate fear, or group-member's need for a powerful group protector. (Can the group suggest examples/leaders that fit this description?)

(2) Psychoenergetic Leadership: Superior mental energies, superior motivational forces, perceivable in communication and behaviors, lack of fear, courage, determination. (Can the group suggest leaders that fit this description?)


(3) Macro Leadership: Higher abilities in managing the overall picture. (Examples?)

(4) Micro-Leadership: Higher abilities in specialised tasks.

(5) Project Leadership: Higher ability in managing the execution of a task.

(6) Spiritual Leadership: Higher level of values, wisdomand spirituality.”

“Any Leader derives its Leadership from a unique mix of one or more of the former factors".


The search for the characteristics or traits of leaders has continued for centuries. Philosophical writings from Plato's Republic to Plutarch's Lives have explored the question "What qualities distinguish an individual as a leader?“

Underlying this search was the early recognition of the importance of leadership and the assumption that leadership is rooted in the characteristics that certain individuals possess. This idea that leadership is based on individual attributes is known as the "trait theory of leadership".

“The Great Man Theory”


In the late 1940s and early 1950s, however, a series of qualitative reviews of these studies (e.g., Bird, 1940; Stogdill, 1948 Mann, 1959) prompted researchers to take a drastically different view of the driving forces

behind leadership. In reviewing the extant literature, Stogdill and Mann found that while some traits were common across a number of studies,

the overall evidence suggested that persons who are leaders in one situation may not necessarily be leaders in other situations. Subsequently, leadership was no longer characterised as an enduring individual trait, as situational approaches posited that individuals can be effective in certain situations, but not others. The focus then shifted away from traits of leaders to

an investigation of the leader behaviours that were effective. This approach dominated much of the leadership theory and research for the next few decades.


Individuals can and do emerge as leaders across a variety of situations and tasks.

• If I aspire to or would someday like a leadership role how should I prepare myself for when/if an opportunity arises?

• How do we recognise good leaders and support them?


Significant relationships exist between leadership emergence and such individual traits as:

• Intelligence• Adjustment• Extraversion• Conscientiousness• Openness to experience• General self-efficacy• Assertiveness

However, each key trait may be applied to situations differently, depending on the circumstances.


Other traits that may be found in those who seek and/or gain leadership roles:

• Determination, drive, initiative • Energy, perseverance & sometimes dominance • Wholeheartedly pursue their goals, work long hours • Ambitious, and often very competitive

Cognitive capacity includes: • Analytical and verbal ability • Behavioural flexibility • Good judgment.

Individuals with these traits are able to formulate solutions to difficult problems, work well under stress or deadlines, adapt to changing situations, and create well-thought-out plans for the future.


Intelligence: Information, analytical, verbal, emotional, social Adjustment: Mentally flexible, non-dogmatic in your approach

Extraversion: Social intelligence, interested in peopleConscientiousness: Integrity, values

Openness to experience: Intellectual curiosity, new solutions General self-efficacy: Belief in your values and mission

Assertiveness: Capable of standing up for your beliefs & followers

Determination – Drive – Initiative – Energy - Perseverance – Dominance Pursuit of goals - Working long hours – Ambitious Competitive:

Self-discipline. Commitment & denial of short-term reward.


Self-confidence encompasses the traits of high self-esteem, assertiveness, emotional stability, and self-assurance. Self-confident people do not doubt themselves or their abilities and decisions; they also have the ability to project this self-confidence onto others, building their trust and commitment.

Providing researchers with training in areas that they have identified as a need will boost their self-confidence.


Some Other Styles of Leadership, Leadership Models & Theories

Fred Fiedler’s contingency leadership model bases the leader's effectiveness on what he called situational contingency. This results from the interaction of leadership style and situational favourability (later called situational control).

The theory defined two types of leader: Those who tend to accomplish the task by developing good relationships with the group (relationship-oriented), and those who have as their prime concern carrying out the task itself (task-oriented).


According to Fiedler, there is no ideal leader. Both task-oriented and relationship-oriented leaders can be effective if their leadership orientation fits the situation. When there is a good leader-member relation, a highly structured task, and high leader position power, the situation is considered a "favourable situation".

Fiedler found that task-oriented leaders are more effective in extremely favorable or unfavorable situations, whereas relationship-oriented leaders perform best in situations with intermediate favorability.


The path-goal theory identifies four leader behaviours, achievement-oriented, directive, participative, and supportive, that are contingent to the environment factors and follower characteristics.

In contrast to the Fiedler contingency model, the path-goal model states that the four leadership behaviors are fluid, and that leaders can adopt any of the four depending on what the situation demands.

The theory also emphasises the reciprocity (two-way) behaviour between the leader and the followers.


Functional Leadership

This theory argues that the leader's main job is to see that whatever is necessary to meet group needs is taken care of; thus, a leader can be said to have done their job well when they have contributed to group effectiveness and cohesion.


When the functional theory is applied to organisational leadership:

• Environmental monitoring• Organising subordinate activities• Teaching and coaching subordinates• Motivating others• Intervening actively & positively in the group's work

A variety of leadership behaviours are expected to facilitate these functions.


Research work identifying leader behaviour observed that subordinates perceived their supervisors' behaviour in terms of two broad categories referred to as consideration and initiating structure.


Consideration includes behaviour involved in fostering effective relationships. Such as showing concern for a subordinate or acting in a supportive manner towards others.

Initiating structure involves the actions of the leader focused specifically on task accomplishment. This could include role clarification, setting performance standards, and holding subordinates accountable to those standards.

However, the lesson learned from the previous models is that, while people skills are important, being mainly people/relationship oriented will only get you so far.


Situational Leadership

Situational Leaders learn to demonstrate four core, common and critical leadership competencies:

• Diagnose: “Understand the situation they are trying to influence”• Adapt: “Adjust their behaviour in response to the contingences of the situation”• Communicate: “Interact with others in a manner they can understand and accept”• Advance: “Manage the movement”


Leader–member exchange (LMX) theory focus on the interaction between leaders and individual followers. The leader provides certain benefits such as task guidance, advice, support, rewards & the followers reciprocate by giving the leader respect, co-operation, commitment to the task and good performance.

However, LMX recognises that leaders and individual followers will vary in the type of exchange that develops between them. The type of exchanges between the leader and specific followers can lead to the creation of in-groups and out-groups. In-group members are said to have high-quality exchanges with the leader, while out-group members have low-quality exchanges with the leader.


In-group members are perceived by the leader as being more experienced, competent, and willing to assume responsibility. The leader comes to rely on these individuals to help with especially challenging tasks.

If the follower responds well, the leader rewards him/her with extra coaching, favourable job assignments, and developmental experiences. If the follower shows high commitment and effort followed by additional rewards, both parties develop mutual trust, influence, and support of one another.

Research shows the in-group members usually receive higher performance evaluations from the leader, higher satisfaction, and faster promotions than out-group members. In-group members are also likely to build stronger bonds with their leaders by sharing the same social backgrounds and interests.


Out-group members often receive less time and more distant exchanges than their in-group counterparts.

With out-group members, leaders expect no more than adequate job performance, good attendance, reasonable respect, and adherence to the job description in exchange for a fair wage and standard benefits.

The leader spends less time with out-group members, they have fewer developmental experiences, and the leader tends to emphasise his/her formal authority to obtain compliance to leader requests.

Research shows that out-group members are less satisfied with their job and organisation, receive lower performance evaluations from the leader, see their leader as less fair, and are more likely to file grievances or leave the organisation.


Group Leadership

In contrast to individual leadership, some organisations have adopted group leadership. In this situation, more than one person provides direction to the group as a whole. In some situations, the team members best able to handle any given phase of the project become the temporary leaders. Additionally, as each team member has the opportunity to experience the elevated level of empowerment, it energises staff and feeds the cycle of success.

Group leadership is an excellent way for researchers to learnleadership skills through trial/error & experiencing situations


Some Necessities of Leadership

1. Be willing to have people disagree with you. When setting appropriate boundaries and taking strong positions, some people may not only disagree with you but actively dislike you. Don't take it personally.

2. Know when to spend time building a consensus and when to make an executive decision. Sometimes everyone involved needs to agree before progress can be made. Other times waiting for a consensus risks failure. Learn to recognise the right time to take over.

3. Care about the people you lead. Genuine concern is always perceived & appreciated, & far more motivating than any punitive measure could ever be.

4. Fully visualise every repercussion of each of your decisions in advance. Plans often fail because of unforeseen consequences. Follow the predicted results of your decisions and take a 360 degree look around in your mind. The more concretely you can do this, the more likely you'll be able to predict results no one else can.


Maintaining Momentum

When a new project begins you will probably have lots of enthusiasm for it and it's often easy to win support.

However, it can be difficult to find ways to keep your vision inspiring after the initial enthusiasm fades, especially if the team or organisation needs to make significant changes in the way that they do things.

Leaders recognise this, and they work hard throughout the project to connect their vision with people's individual needs, goals, and aspirations.


As well as organising their time and their teams, leaders need to spend some time on themselves, and particularly on their self-motivation and development.

A leader who lacks self-motivation will struggle to motivate others, as people are quick to detect a lack of sincerity.

10% EDUCATION

20% DEVELOPMENTAL RELATIONSHIPS

HOW DO LEADERS LEARN?

• Feedback, criticism, advices, opinions,

• mentors, coaches• Role models

• Crucibles –deeply intensive tryouts• Challenging tasks• Personal challenges

70% CHALLENGING EXPERIENCES

• Crucial for new knowledge, understanding concepts



Is Good Leadership Selfless?

Leadership also includes looking for leadership potential in others.

By developing leadership skills within your team, you create an environment where you can continue success in the long term.

Is this a true measure of great/enduring leadership?


In recent years there has been huge interest in what is called "emotional intelligence" (EQ as opposed to IQ).

Emotional intelligence is the ability to communicate with others at an emotional level, to use emotions to help guide decision making, to be able to regulate emotions, & possessing knowledge about emotions and emotional processes.

Is EQ related to leadership? Yes, to some extent. It's important for creating good relationships between leaders and followers, and charismatic leaders seem to have an extraordinary ability to communicate at the emotional level. Again, however, the relationship between EQ and leadership is significant but small.


There is another form of intelligence that is important for leaders, and it has not received much attention to date.

Social Intelligence is the ability to understand social situations, to play social roles, and to influence others.

It involves being able to see others' perspectives and to understand the complex and abstract social norms, or informal "rules" that govern all types of social situations.

Social intelligence is what some refer to as "street smarts" or "everyday intelligence."


Research suggests that social intelligence may be the most important type of intelligence for leaders.

So, how does this relate to those of us in or aspiring to leadership positions? The good news is that the last two forms of intelligence, emotional & social, are pliable. They can be developed.

EQ and SQ both relate to interpersonal skills, & the more we develop our interpersonal or people skills, the more we will enhance our emotional & social intelligences.


Characteristics of a Team

• There must be a sense and awareness of unity within all its members

• There must be interpersonal relationship. Members must have a chance to contribute, and learn from and work with others

• The members must have the ability to act together toward a common goal


10 Characteristics of well-functioning teams:

• Purpose: Members proudly share a sense of team identity & are invested in accomplishing its mission and goals• Priorities: Members know what needs to be done next & by when to achieve team goals.• Roles: Members know their roles in getting tasks done & when to allow a more skillful member to do a certain task.•Decisions: Authority and decision-making lines are clearly understood.•Conflict: Conflict is dealt with openly and is considered important to decision-making and personal growth.


10 Characteristics of well-functioning teams cont:

• Personal traits: Members feel their unique personalities are appreciated & skills are well utilised• Norms: Group norms for working together are set and seen as standards for everyone in the groups• Effectiveness: Members find team meetings efficient and productive and look forward to this time together• Success: Members know clearly when the team has met with success and share in this equally and proudly• Training: Opportunities for feedback and updating skills are provided and taken advantage of by team members


Leaders who become unmotivated or stale typically fail because of personality factors rather than job performances.They can develop unrealistic opinions of themselves and/their role.

Unrealistic optimism fallacy: Believing they are so smart that they can do whatever they want.Egocentrism fallacy: Believing they are the only ones who matter, that the people who work for them don't count.Omniscience fallacy: Believing they know everything and seeing no limits to their knowledge.Omnipotence fallacy: Believing they are all powerful and therefore entitled to do what they want.Invulnerability fallacy: Believing they can get away with doing what they want because they are too clever to get caught; even if they are caught, believing they will go unpunished because of their importance.


Final Group Exercise

As group, what activities can you offer researchers to develop their leadership skills within the budget and capabilities of your

organisation?

Each group’s list will feed into our final leadership PIPERS model

Use the two leadership posters as a guideline. What additions/changes would you make to

the posters?What leadership development activities can your

organisation offer to prospective leaders?



Thank you for your time, attention and participation.

Dean Hogan & Trevor [email protected]

Education

Leadership (for trainers) 11. full slide deck