a sustainable master model of leadership
DESCRIPTION
Presenting a Sustainable Master Model of Leadership, where it is stressed the fundamental leadership attributes of a leader in the workplace. Special emphasis is given to the element of "Emotional Intelligence".TRANSCRIPT
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• Introduc)on
• Statement of the problem
• Brief overview of the paper study
• Literature Review
• Goleman Literature Reviews
• Emo;onal Intelligence Theory related literature
• Six Styles of Leadership Theory related literature
• Quintessen;al Leadership Theory
• Model of Team Development Theory
• Self-‐Monitoring Theory
• Final considera;ons – Interpre;ng the analysis of the literature review
• Proposed Leadership Model
• Conclusion 2
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Two main trends of thinking regarding leadership:
! Personal and innate characteris2cs of the individual.
! Social learning from the individual – process of leadership approach.
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• Explore new ways of looking at leadership.
• Crucial elements and factors play a decisive role in the quality of the leadership applied by a leader.
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• The proposal of a new model of leadership.
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Statement of the problem
• Who manage and who is managed.
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• How one may find such leader?
• Change the concept that leadership is an innate ability of each person.
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• Ac2vity that is directly related to people.
• Vital to have a strong rela;onship of trust between those involved.
Leadership
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However, to gain that trust:
Leaders must follow personal development
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• What does it take to be (or become) an effec;ve leader?
• What responsibili;es does it entail?
• What should one expect from a leader?
• What key leadership aAributes should one leader have in the workplace?
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Brief overview of the paper study • Leadership largely depends on the social learning from
the individual.
• Not exclusively only on the personal and innate characteris2cs of the individual.
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• Human being = natural propensity to acculturate, learn and be adaptable.
Thus:
Leadership may be trained and improved.
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Consequently, concepts as:
• Emo)onal intelligence (Goleman, 2000)
• Self-‐monitoring (Lennox & Wolfe, 1984)
= Two tools = Leaders to establish new types of rela2onships and approaches to work.
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Literature Review
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• Max Weber’s, James MacGregor Burn’s and Bernard Bass’s models of Transac;onal and Transforma;onal Leaders.
• Bennis & Nanus’ theory of Transforma;onal Leaders.
• Schein’s theory of Culture Change as Transforma;on.
• Robert Goffee and Gareth Jones’ contribu2on.
• Eve Mitleton-‐Kelly’s contribu2on.
• Mark Maletz and Ni2n Nohria’s contribu2on.
• Peter Drucker’s contribu2on.
• Jim Collins’ contribu2on.
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• Some of key accounts = most valuable for the present analysis.
Leadership:
The capability of promo2ng a coordinated ac;on, aiming to achieve organiza2onal objec2ves (Gomes, A.D., Cardoso, L. &
Carvalho, C. 2000);
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A phenomenon of interpersonal influence applied in a par2cular situa2on trough the process of human communica2on,
aiming the communica;on of par;cular objec;ves (Fachada, 1998);
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A process of influence and performance of a given func2on from a group oriented for the consecu2on of results accepted by the members of the group. To lead is to pilot a team, a group, a union of people; it’s to predict, decide, organize (Parreira,
2000).
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a) Odete Fachada – theory of the Personality Traces:
! Leader possesses personal characteris;cs
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b) Lourenço Parreira in Liderança e eficácia:
! Leadership = intrinsically individual.
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Further:
• The Trace Theory = capability of leadership could be diagnosed through tests and ques;onnaires
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Nevertheless:
• This theory = own limita2ons.
• Parreira’s account:
! Very difficult to isolate a finite set of characteris2cs and traces that define all leaders (and that are present in all leaders).
! Very difficult to assure that those characteris2cs aren’t also akributes existent in non-‐leaders.
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In other words:
• There may be people (non-‐leaders) that present traces that are iden2fied as being ones of a leader.
• So why aren’t those people leaders too?
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• Limita2ons around the Trace Theory made authors to re-‐define the
Theory of Leadership.
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Leader vs. Non-‐Leader
Process of leadership vs.
Analysing solely the Individual Leader.
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• The process of leadership approach:
• Leadership may be trained and acquired (Parreira, cited in Cotrim, 2012).
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5 par;cular theories = process of leadership approach.
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• Emo)onal Intelligence (Goleman, 2000)
• The Six Styles of Leadership (Goleman, 2000)
• Team Development Model (Tuckman, 2010)
• The Quintessen)al Leadership (Doyle, 2006)
• The Self-‐Monitoring (Lennox & Wolfe, 1984)
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Peculiar co-‐rela;on and interdependency between those theories.
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Emo)onal Intelligence = Key factor
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Goleman Literature Reviews
1. Emo)onal Intelligence – EI
“The ability to manage ourselves and our rela2onships effec2vely”.
Consists of four fundamental capabili;es:
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• Self-‐awareness
• Self-‐management
• Social awareness
• Social skill
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Self-‐Awareness Self-‐Management Social Awareness Social Skill Emo;onal self-‐awareness:
The ability to read and understand your emo2ons as well as recognize their impact on work performance,
rela2onships, and the like.
Self-‐control: The ability to keep disrup2ve emo2ons and impulses under
control.
Empathy: Skill at sensing other people's emo2ons, understanding their perspec2ve, and taking an ac2ve
interest in their concerns.
Visionary leadership: The ability to take charge and inspire
with a compelling vision.
Accurate self-‐assessment: A realis2c evalua2on of your strengths and limita2ons.
Trustworthiness: A consistent display of honesty and
integrity.
Organiza;onal awareness: The ability to read the currents of organiza2onal life, build decision networks, and navigate poli2cs.
Influence: The ability to wield a range of
persuasive tac2cs.
Self-‐confidence: A strong and posi2ve sense of self-‐
worth.
Conscien;ousness: The ability to manage yourself and
your responsibili2es.
Service orienta;on: The ability to recognize and meet
customer's needs.
Developing others: The propensity to bolster the abili2es
of others through feedback and guidance.
Adaptability: Skill at adjus2ng to changing
situa2ons and overcoming obstacles.
Communica;on: Skill at listening and at sending clear,
convincing, and well-‐tuned messages.
Achievement orienta;on: The drive to meet an internal
standard of excellence.
Change catalyst: Proficiency in ini2a2ng new ideas
and leading people in a new direc2on.
Ini;a;ve: A readiness to seize opportuni2es.
Conflict management: The ability to de-‐escalate
disagreements and orchestrate resolu2ons.
Building bonds: Proficiency at cul2va2ng and
maintaining a web of rela2onships.
Teamwork and collabora;on: Competence at promo2ng
coopera2on and building teams.
Table 1
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2. The Six Leadership Styles – SLS
Coercive Authorita)ve
Affilia)ve
Democra)c PaceseMng
Coaching
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Coercive Authorita;ve Affilia;ve Democra;c PaceseXng Coaching
The leader's modus operandi
Demands immediate compliance
Mobilizes people toward
a vision
Creates harmony and
builds emo2onal bonds
Forges consensus through
par2cipa2on
Sets high standards for performance
Develops people for the
future
The style in a phrase
"Do what I tell you."
"Come with me."
"People come first."
"What do you think?"
"Do as I do, now." "Try this."
Underlying emo2onal intelligence competencies
Drive to achieve,
ini2a2ve, self-‐control
Self-‐confidence, empathy, change catalyst
Empathy, building
rela2onships, communica2on
Collabora2on, team
leadership, communica2on
Conscien2ousness, drive to
achieve, ini2a2ve
Developing others,
empathy, self-‐awareness
When the style works best
In a crisis, to kick start a
turnaround, or with problem employees
When changes require a new vision, or
when a clear direc2on is needed
To heal rirs in a team or to mo2vate
people during stressful
circumstances
To build buy-‐in or consensus, or to get input from valuable employees
To get quick results from a
highly mo2vated
and competent
team
To help an employee improve
performance or develop long-‐term strengths
Overall impact on climate Nega2ve Most strongly
posi2ve Posi2ve Posi2ve Nega2ve Posi2ve
Table 2
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Quintessen;al Leadership Theory
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① The Mysteries of Quintessen;al Leadership Revealed
by Sandra Ross.
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Not good enough to just be (or be called) a leader.
Leader = = quintessen)al one
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How do you recognize one?
How do you become one?
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Quintessen;al leader:
= Analy;cal skills
= Honest with him/herself = Look within and without fear
The process starts with you
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Quintessen;al leader:
= Willingness to do something radically different from the status quo and it will require thinking outside of the box
The process starts with you
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② The 8 Quintessen;al Ques;ons for Leaders
by Shawn Doyle.
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Respond in a very honest and realis;c way
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8 ques2ons are:
1. Do you have a mission, vision and values statement?
2. Do you have a short, mid, and long-‐term strategy? 3. Do you hire people smarter than you?
4. Do you communicate well with the team? 5. Have you created a mo;va;onal environment?
6. Do you reward for excep;onal performance? 7. Do you hold people accountable? 8. Are you commiXed to employee development?
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Model of Team Development Theory by Bruce Tuckman.
1 – Forming
2 – Storming
3 – Norming
4 – Performing
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Bruce Tuckman’s Model of Team Development
Stage Characteristics Team leader role
Forming Team meets (formation); begins collective work
Outlines mission; looks for agreement on team roles, rules, guidelines for decision-making
Storming Team deals with confusion and conflict over goals, decision-
making, roles and control
Facilitates discussion; ensures common understanding of
agreements
Norming Team accepts goals, roles, rules; works positively
Encourages norming process; supports and coaches; celebrates
success
Performing
Team focuses on achieving goals; personal growth for team
members; conflict handled positively
Encourages high performance; facilitates communication;
celebrates success
Table 3
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Self-‐Monitoring Theory by psychologists Richard Lennox and Raymond Wolfe.
Leader = evaluate and assess poten;al leadership aAributes.
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Self-‐monitoring Tool:
! Realis;c diagnosis
! Main traits of personality
! Leadership aAributes
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13 ques;ons ques2onnaire:
! AAributes that may need improvement.
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7 ques;ons = one’s ability to modify self-‐presenta;on
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1) In social situa2ons, I have the ability to alter my behaviour if I feel that something else is called for?
2) I have the ability to control the way I come across to people, depending on the impression I wish to give them?
3) When I feel that the image I am portraying isn't working, I can readily change it to something that does?
4) I have trouble changing my behaviour to suit different people and different situa2ons?
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5) I have found that I can adjust my behaviour to meet the requirements of any situa2on I find myself in?
6) Even when it might be to my advantage, I have difficulty pusng up a good front?
7) Once I know what the situa2on calls for, it's easy for me to regulate my ac2ons accordingly?
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6 ques;ons = one's sensi;vity to expressive behaviours of others
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8) I am oren able to read people's true emo2ons correctly through their eyes?
9) In conversa2ons, I am sensi2ve to even the slightest change in the facial expression of the person I'm conversing with?
10) My powers of intui2on are quite good when it comes to understanding others' emo2ons and mo2ves?
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11) I can usually tell when others consider a joke to be in bad taste, even though they may laugh convincingly?
12) I can usually tell when I've said something inappropriate by reading it in the listener's eyes?
13) If someone is lying to me, I usually know it at once from that person's manner of expression?
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Final considera;ons – Interpre;ng the analysis of the literature review
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! 5 theories = process of leadership approach
All the key leadership aAributes = may be trained, acquired and mastered.
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Leader must master all the five elements (theories)
Leader must master the element of EI.
EI = key and central in a model to be applied.
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Proposed Leadership Model Figure 1 – The interdependence of 5 key elements
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Leader should master:
! All the EI akributes.
! All six leadership styles (as each given situa2on/problem requires and demands the applica2on of a different style).
! All key qualifica2ons and akributes of a quintessen2al leader.
! The team work development.
! The element of self-‐monitoring.
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Concrete benefits of the model?
= result in boos;ng the leadership capabili;es of a leader.
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Conclusion
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5 theories = fundamental pillars of being a leader.
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Several factors = affect the effec;veness of leadership.
KEY = master EI aAributes.
Element of EI = at core.
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Key important aspects = closely co-‐related and interdependent.
Quintessen;al Leadership
Goleman’s theories
Tuckman’s theory = EI element is a keystone
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Another Key element = self-‐monitoring tool.
= assess and measure the leadership capabili;es.
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E-‐Card: hAp://cotrimjoao.wix.com/personal-‐card 70