A Sustainable Master Model of Leadership

1  

•  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  

3  

Two  main  trends  of  thinking  regarding  leadership:    

!  Personal  and  innate  characteris2cs  of  the  individual.  

!  Social  learning  from  the  individual  –  process  of  leadership  approach.  

4  

•  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.  

5  

•  The  proposal  of  a  new  model  of  leadership.    

6  

Statement  of  the  problem  

•  Who  manage  and  who  is  managed.  

7  

•  How  one  may  find  such  leader?    

•  Change  the  concept  that  leadership  is  an  innate  ability  of  each  person.    

8  

•  Ac2vity  that  is  directly  related  to  people.  

•  Vital  to  have  a  strong  rela;onship  of  trust  between  those  involved.  

Leadership

9  

However,  to  gain  that  trust:    

Leaders  must  follow  personal  development  

10  

•  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?    

11  

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.  

12  

•  Human  being  =  natural  propensity  to  acculturate,  learn  and  be  adaptable.    

Thus:    

Leadership  may  be  trained  and  improved.    

13  

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.    

14  

15  

Literature  Review    

16  

•  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.  

17  

•  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);  

18  

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);  

19  

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).  

20  

a)      Odete  Fachada  –  theory  of  the  Personality  Traces:    

!  Leader  possesses  personal  characteris;cs  

21  

b)      Lourenço  Parreira  in  Liderança  e  eficácia:  

!  Leadership  =  intrinsically  individual.    

22  

Further:  

•  The  Trace  Theory  =  capability  of  leadership  could  be  diagnosed  through  tests  and  ques;onnaires  

23  

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.  

24  

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?  

25  

•  Limita2ons  around  the  Trace  Theory  made  authors  to  re-­‐define  the    

         Theory  of  Leadership.  

26  

Leader  vs.  Non-­‐Leader  

Process  of  leadership                                    vs.    

   Analysing  solely  the          Individual  Leader.  

27  

•  The  process  of  leadership  approach:  

•  Leadership  may  be  trained  and  acquired  (Parreira,  cited  in  Cotrim,  2012).  

28  

5  par;cular  theories        =      process  of  leadership  approach.  

29  

•  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)  

30  

Peculiar  co-­‐rela;on  and  interdependency  between  those  theories.    

31  

Emo)onal  Intelligence      =    Key  factor  

32  

Goleman  Literature  Reviews  

1.   Emo)onal  Intelligence  –  EI  

“The  ability  to  manage  ourselves  and  our  rela2onships  effec2vely”.  

           Consists  of  four  fundamental  capabili;es:    

33  

•  Self-­‐awareness  

•  Self-­‐management  

•  Social  awareness  

•  Social  skill  

34  

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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36  

2.    The  Six  Leadership  Styles  –  SLS  

Coercive  Authorita)ve  

Affilia)ve  

Democra)c  PaceseMng  

Coaching    

37  

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

38  

Quintessen;al  Leadership  Theory  

39  

①  The  Mysteries  of  Quintessen;al  Leadership  Revealed  

by  Sandra  Ross.  

40  

Not  good  enough  to  just  be  (or  be  called)  a  leader.    

                       Leader    =                                                                                            =      quintessen)al  one  

41  

How  do  you  recognize  one?    

How  do  you  become  one?  

42  

Quintessen;al  leader:    

=      Analy;cal  skills  

=      Honest  with  him/herself    =      Look  within  and  without  fear  

The process starts with you

43  

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

44  

②  The  8  Quintessen;al  Ques;ons  for  Leaders    

by  Shawn  Doyle.  

45  

Respond  in  a  very  honest  and  realis;c  way  

46  

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?    

47  

Model  of  Team  Development  Theory                                                            by  Bruce  Tuckman.  

1  –  Forming  

2  –  Storming  

3  –  Norming  

4  –  Performing  

48  

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

49  

Self-­‐Monitoring  Theory  by  psychologists  Richard  Lennox  and  Raymond  Wolfe.  

Leader    =    evaluate  and  assess  poten;al  leadership  aAributes.    

50  

Self-­‐monitoring  Tool:  

!  Realis;c  diagnosis  

! Main  traits  of  personality  

!  Leadership  aAributes  

51  

13  ques;ons  ques2onnaire:  

!  AAributes  that  may  need  improvement.  

52  

7  ques;ons    =    one’s  ability  to  modify  self-­‐presenta;on  

53  

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?  

54  

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?  

55  

6  ques;ons      =      one's  sensi;vity  to  expressive  behaviours  of  others  

56  

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?  

57  

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?  

58  

Final  considera;ons  –  Interpre;ng  the  analysis  of  the  literature  review  

59  

!  5  theories      =      process  of  leadership  approach  

All  the  key  leadership  aAributes      =      may  be  trained,  acquired  and  mastered.    

60  

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.  

61  

Proposed  Leadership  Model  Figure 1 – The interdependence of 5 key elements

62  

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.  

63  

Concrete  benefits  of  the  model?    

=      result  in  boos;ng  the  leadership  capabili;es  of  a  leader.    

64  

Conclusion  

65  

5  theories    =      fundamental  pillars  of  being  a  leader.    

66  

Several  factors      =      affect  the  effec;veness  of  leadership.  

KEY    =    master  EI  aAributes.  

Element  of  EI    =    at  core.  

67  

Key  important  aspects      =      closely  co-­‐related  and  interdependent.  

Quintessen;al  Leadership  

Goleman’s  theories  

Tuckman’s  theory        =    EI  element  is  a  keystone    

68  

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