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RESPONSIVE PRACTICAL LEADERSHIP AND GOOD GOVERNANCE Contents Purpose Outcome Introduction Methodology & Approach Responding to the 21 ST Century Dynamics.

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Presentation on theme: "RESPONSIVE PRACTICAL LEADERSHIP AND GOOD GOVERNANCE Contents Purpose Outcome Introduction Methodology & Approach Responding to the 21 ST Century Dynamics."— Presentation transcript:

1 RESPONSIVE PRACTICAL LEADERSHIP AND GOOD GOVERNANCE Contents Purpose Outcome Introduction Methodology & Approach Responding to the 21 ST Century Dynamics Context Management & Leadership Understanding Leadership Power, Authority & Leadership Managerial Leadership Six Leadership Style Leadership Dynamics of Partnerships Qualities for Sustainable Cooperative and Good Governance Conclusion 1

2 PURPOSE Educators to lead themselves Lead their team members and all critical stakeholders towards achieving organizational goals Effective execution of curriculum Building greatness and the culture of excellence Ensuring improvement in their areas of responsibility 2

3 OUTCOME The course will enable educators and principals to develop facilitative and personal empowering leadership principles Understand leadership dynamics and the challenges of the 21 st Century. Understand the elements of managerial and strategic leadership. Apply the elements of emotional intelligence to their areas of responsibility. Apply a suitable leadership style for each situation to achieve the desired outcome. Understand and apply the six leadership styles of Daniel Goleman to the work environment. 3

4 OUTCOME Identify and experience internal barriers such as beliefs, judgements which limit intrapersonal connection and relationships. Learn and understand tools to effect good relations, communication, influence and connecting with self, others, the school and its context. Enhance truthful communication to foster effective delegation, enhance continuous learning, and improve understanding and instil problem-solving paradigm Enhance ability to create win-win solutions and also learn to disagree with each other 4

5 INTRODUCTION Focused areas: Understanding what a leader is and how to be effective The difference between leaders and managers The various elements of holistic leadership Leadership behaviour resulting in positive influence In this session we are going to focus on the practical application of leadership on areas of your work environment. The session will therefore focus on the practical application of leadership on: Leading and influencing people Being hands-on while providing space for self leadership Leading strategically and being of inspiration and modelling effectiveness 5

6 METHODOLOGY & APPROACH (1) The course enables educators and principals to develop facilitative and empowering leadership Instill excellence and meaningful relationships that add value to the schools This is achieved through the development of ability to connect by focusing on three key areas:  Leading self – you know what you want and what you don’t want 6

7 METHODOLOGY & APPROACH (2) Influencing others – helping others to connect with themselves People want to be heard and have their intentions acknowledge without judgment and prejudice Understanding the context and organizational imperatives – current leadership dynamics of this century are about managing change, relationships, influence and partnerships, yet remaining focus on the critical business goals that give maximum benefits Enhancing purposeful partnership 7

8 METHODOLOGY & APPROACH (3) According to S.A constitution and democratic environment, the following principles are imperative to know, understand and apply as stated in Batho Pele: Consultation which enforces dialogue and participation Service standards as a means for benchmarking outputs and outcomes Access and equal basis to the provision of services Courtesy as values for high consideration Information which is detailed, relevant and accurate Openness and transparency Redress where apology and full explanation should be given if promises are not met Value for money for efficient and effective services 8

9 RESPONDING TO THE 21 st CENTURY DYNAMICS Challenges faced today globally in general: Realisation that real fundamental change comes through transformation Breaking with the past and discover a breakthrough to the future The above can be achieved through true partnership with the public, community and the private sector Socio economic crisis Globalization Competitiveness Cutting edge knowledge Interdependence Diversity and right based paradigms Equality 9

10 CONTEXT Consultation Joint ownership and accountability Delegation of authority on areas of policy formulation (Government) Effective implementation (civil society) and effective monitoring and evaluation (jointly) People centred driven approach to management and leadership Therefore the school is a centre of such attention and pressure as a physical and visible resource to many communities. Therefore it has to position itself differently in today’s environment and needs. 10

11 MANAGEMENT & LEADERSHIP ACTIVITY 1: Management - formulate your personal “definition” for the term “ management” Leadership – formulate your personal “ definition” for the term “leadership” 11

12 MANAGEMENT & LEADERSHIP From an organizational point of view: Leadership is the ability of the manager to affect the behaviour of their people in order to achieve organizational goals. To succeed in this a manager must know how to affect the behaviour of their followers 12

13 UNDERSTANDING LEADERSHIP Leadership is central to management As a leader you see the best in others and also know how to get the best out of them Being a leader means building commitment to goal attainment among those being led As well as a strong desire for them to continue following LEADERSHIP, HOWEVER, GOES BEYOND FORMAL POSITION 13

14 UNDERSTANDING LEADERSHIP Activity Consider below elements of the leadership triangle. Explain why there is a strong need for leadership in your organisation. 14

15 PRACTICAL LEADERSHIP Influence is the most important leadership quality. No influence – no leadership Guidelines with regard to exerting influence What you do and what you say counts Do you talk about problems, or do you DO something about them? Empower I know exactly what is expected of me everyday I have the right tools and equipment to do my work right I have the opportunity to do what I can do best everyday Individual Concern Someone at work cares about me as a person Someone at work cares about my development 15

16 Individual Concern Leaders have a special ability to influence emotions that make managers uncomfortable Henry Ford: “Why do I always get a whole person when I really only need a pair of hands?” A mere pair of hands is just a number and a means to an end Top predictor of trustworthiness – “does the company care about me as a person? Large percentage of employees who perceive to be numbers only: – Will cheat when they think they can get away with it – Will resign when they get the opportunity – Will find it difficult to accept a leader of a different race or gender 16

17 POWER, AUTHORITY AND LEADERSHIP One of the characteristics of leadership is that leaders exercise power. Concept of power as the ability to induce or influence behaviour. Position Power Is defined as the extent to which you as a leader have rewards, punishments and sanctions which you can bring to bear in reference to your subordinates. This is the authority which has been delegated to you by your superiors. Personal Power Is the extent to which followers respect, feel good about, and are committed to their leader and see their goals as being satisfied by the goals of their leader. It is the extent to which you gain the confidence and respect of your people.Your ability to generate cohesiveness and commitment among the people you are attempting to lead. 17

18 POWER, AUTHORITY AND LEADERSHIP Personal Power versus Positional Power There is a very important interrelationship existing between position power and personal power. Personal and position power is interdependent to the following extent: The amount of position power delegated to you by superiors depends to a great extent on perception of how much personal power you have, i.e. the extent to which your people will follow your lead. The amount of personal power given to you by your subordinates depends to a great extent on their perception of how much position power you have, i.e. " the amount of rewards, punishments and sanctions you are able to exercise as a result of management's trust in you. 18

19 POWER, AUTHORITY AND LEADERSHIP Perception of Power When considering power, as with leadership style, it is not reality that evokes behaviour on the part of superiors or subordinates it's their perception of reality that evokes behaviour Leadership and Power Since power influence potential, the particular combination of personal and position power you have at a given time affects the leadership styles you can apply effectively to the extent you intend to operate as an autocratic manager, be sure you have plenty of position power (rewards, punishments, sanctions). Activity Considering the above model, which style of exerting power will result in growing, contributing team members and eventual organisational growth? Provide reasons for your answer please. 19

20 TIPS ON ENHANCING INFLUENCE Develop the reputation of being an expert in something of perceived value Make time for individual critical relationships Develop and apply sound networking skills Ensure you apply your “influence tactics” effectively Select the correct combination of power bases For a good leader is not a "know it all", but rather someone who freely accepts, and encourages involvement from his or her followers. 20

21 ENHANCING INFLUENCE Influence doesn’t come to us instantaneously. It grows by stages. You don’t have to be a professional It does not go according to gender No marital status Age group or fame Or of a certain ethnic group, race or nationality Activity: Name people you know that had influence on your life or other people. In what way have they influenced you or other people? 21

22 ENHANCING INFLUENCE Everyone has influence Everyone is an influencer of other people A politician such as the president of RSA has influence on millions of his followers A teacher, such as the late Leepile Taunyana, who taught Irvin Khoza, touched the life of his own student and also indirectly influences all the people Irvin grow to influence If your life connects with other people, then you are an influencer Everything you are at home, church, in your job, or in ball field has an impact on the lives of other people American poet-philosopher Ralf Waldo Emerson said, ”Every person is a hero and an oracle to somebody, and to that person, whatever he says has an enhanced value” 22

23 INTEGRITY Integrity is adherence to moral and ethical principles; soundness of moral character; honesty Ethical principles are not flexible A little white lie is still a lie, theft is theft whether R1 or R1 million It commits itself to character over personal gain, to people over things, to service over power, to principle over convenience, to long view over immediate Integrity is crucial for business and personal success Integrity is more critical if you want to be an influencer Foundation upon which many other qualities are built, such as respect, dignity and trust 23

24 INTEGRITY Integrity is not based on credentials Character comes from who we are, but some people want to be judged not by who they are, but the titles they have earned or by the position they hold, regardless of the nature of their character Credentials never accomplish what character can Look at some differences between the two: CredentialsCharacter Are transientIs permanent Turn the focus to rightsKeeps focus on responsibilities Add value to only one personAdds value to many people Look to past accomplishmentsBuilds a legacy for the future Often evoke jealousy in othersGenerates respect and integrity Can only get you in the doorKeeps you there 24

25 INTEGRITY No number of titles, degrees, offices, designations, awards, licenses, or other credential can substitute for basic, honest integrity when it comes to the power of influencing others. 25

26 INTEGRITY Questions to help you measure your integrity: 1.How well do I treat people from whom I can gain nothing? 2.Am I transparent with others? 3.Do I role-play based on the person(s) I am with? 4.Am I the same person when I am in the spotlight as I am when I am alone? 5.Do I quickly admit wrongdoing without being pressed to do so? 6.Do I put other people ahead of my personal agenda? 7.Do I have an unchanging standard for moral decisions, or do circumstances determine my choices? 8.Do I make difficult decisions even when they have a personal cost attached to them? 9.When I have something to say about people, do I talk to them or about them? 10.Am I accountable to at least one other person for what I think, say, and do? 26

27 MANAGERIAL LEADERSHIP Managerial Leadership – The Head, Heart and Feet 27

28 EMOTIONAL INTELLIGENCE Six styles of leadership spring from different components of emotional intelligence. Emotional intelligence - is the ability to manage ourselves and our relationships effectively. OR Emotional intelligence refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions in ourselves and in our relationships - Daniel Goleman 28

29 EMOTIONAL INTELLIGENCE It consists of four fundamental capabilities: 1.Self awareness  Emotional self awareness: the ability to read and understand your emotions as well as recognize their impact on work performance, relationships, and the like  Accurate self assessment: a realistic evaluation of your strengths and limitations  Self confidence: a strong and positive sense of self worth 29

30 EMOTIONAL INTELLIGENCE 2.Self Management  Self control: the ability to keep disruptive emotions and impulses under control  Trustworthiness: a consistent display of honesty and integrity  Conscientiousness: the ability to manage yourself and your responsibilities  Adaptability: skill at adjusting to changing situations and overcoming obstacles  Achievement orientation: the drive to meet an internal standard of excellence  Initiative: a readiness to seize opportuniti es 30

31 EMOTIONAL INTELLIGENCE 3.Social Awareness  Empathy: skill at sensing other people’s emotions, understanding their perspective, and taking an active interest in their concerns  Organizational awareness: the ability to read the currents of organizational life, build decision networks, and navigate politics  Service Orientation: the ability to recognize and meet customer’s needs 31

32 EMOTIONAL INTELLIGENCE 4.Social Skill  Visionary leadership: The ability to take charge and inspire with a compelling vision  Influence: the ability to wield a range of persuasive tactics  Developing others: the propensity to bolster the abilities of others through feedback and guidance  Communication: skill at listening and at sending clear, convincing, and well-tuned messages  Change catalyst: proficiency in initiating new ideas and leading people in a new direction  Conflict management: the ability to de-escalate disagreements and orchestrate resolutions  Building bonds: proficiency at cultivating and maintaining a web of relationships  Teamwork and collaboration: competence at promoting cooperation and building teams 32

33 SIX LEADERSHIP STYLE Daniel Goleman (2005) identified six styles of leadership. Coercive leaders demand immediate compliance Authoritative leaders mobilize people toward a vision Affiliative leaders create emotional bonds and harmony Democratic leaders build consensus through participation Pacesetting leaders expect excellence and self-direction Coaching leaders develop people for the future. 33

34 SIX LEADERSHIP STYLE Below is a summary of the styles, their origin, when they work best and their impact on the organization’s climate and its performance. 34 Six Leadership Styles CoerciveAuthoritativeAffiliative The Leader’s Modus Operandi Demands immediate compliance Mobilizes people towards a vision Creates harmony and builds emotional bonds ApproachDo what I tell youCome with mePeople come first Underlying emotional intelligence competencies Drive to achieve, initiative & self- control Self confidence, empathy & change catalyst Empathy, building relationships & communication When the style works best In a crisis, to kick start a turnaround or dealing with problematic employees When changes require a new vision or when clear direction is needed To heal rifts in a team or motivate people in stressful times Impact on climate NegativeStrongly positivePositive

35 SIX LEADERSHIP STYLE 35 Six Leadership Styles DemocraticPacesettingCoaching The Leader’s Modus Operandi Forges consensus through participation Sets high standards for performance Develops people for the future ApproachWhat do you think? Do as I do - nowTry this Underlying emotional intelligence Competencies Collaboration, team leadership, communication Conscientiousness, drive to achieve, initiative Developing others, empathy, self-awareness When the style works best To build buy-in or consensus, or to get input from valuable employees To get quick results form a highly motivated and competent team To help an employee improve performance or develop long term strengths Impact on climatePositive NegativePositive

36 CASE STUDY – DEMOCRATIC STYLE OF LEADERSHIP Catholic School System in a large metropolitan area ran by Sister Mary Question: What type of leadership style did Sister Mary implement? 36

37 SIX LEADERSHIP STYLE Activity The School Governing Body of your school has asked you and your SMT to advise them. The SGB expects of you: 1. to be brutally honest about the leadership style/s that are dominant in their team as well as 2.the effect of these styles on individual staff and parents as well as 3.on the performance of the school especially Grade 12. The SGB further expects of you to 4. make recommendations with specific reference to the leadership styles that will ensure your school becomes effective, empowering and facilitative in its leadership. Discuss this in your SMT groups and prepare for a plenary presentation of 5 minutes. 37

38 GROUP DISCUSSION Take 20 minutes to discuss the following questions with three or four other learners. How would you describe the current status of followership in your own department and in the public sector as a whole? Which of the suggested steps for cultivating a followership oriented leadership approach could be applied practically within your department? 38


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