1. Becoming an effective leader
Diploma in Management (Level 5) Module G Day 1
Becoming an effective leader
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2. Introduction to the ILM Unit The leadership marketplace
Leadership styles
Who leads these days?
Session A
agenda
The role of the leader
The leadership marketplace

3. The Manager… The Leader… Drives people Directs and instructs
Does things right
Tells his/her ideas
Is quick to judge
Talks first
Tells people the deadline
Depends on rank and authority
Evokes fear
Tells what’s needed
Says “I”
Shows who is wrong
Tells how it should be done
Demands respect
The Leader…
Inspires people
Coaches and encourages
Does the right thing
Generates others’ ideas
Is quick to understand
Listens first
Helps people to plan
Depends on personality and goodwill
Radiates support
Asks what’s needed
Says “We”
Shows what is wrong
Shows what needs to be achieved
Commands respect

4. The leadership marketplace

5. Developing theory of leadership
Diploma in Management (Level 5) Module G Day 1
Developing theory of leadership
Trait theory: key personal traits = great leadership
Authentic leadership: be true to yourself, your people and the situation
Contingency/ situational theory: leaders’ styles must suit the situation
Transformational style: leader inspires trust, commitment and ownership
1960
1980
2000
1970
1990
1930
2010
Behavioural theory: leaders behave predictably
Transactional style: leaders exchange reward for followers’ compliance
Level 5 Leadership: unobtrusive, creating the right standards and environment
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6. What do we know about leadership?

7. Diploma in Management (Level 5) Module G Day 1
“Leadership is about coping with change. Part of the reason it has become so important in recent years is that the world has become more competitive and volatile…doing what was done yesterday, or doing it 5% better, is no longer a formula for success. Major changes are more and more necessary to survive and compete effectively in this new environment. More change always demands more leadership.”
JUDY:
I’d suggest you simply speak from the heart to emphasize this slide, paying particular relevance to municipal government.
John Kotter, Harvard Business Review, 2006
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8. Leaders have to reconcile tensions
Diploma in Management (Level 5) Module G Day 1
Leaders have to reconcile tensions
…with fewer
resources
Multiple stakeholders, services and initiatives
Risk management and governance
Continuous reform and re-structure
Delivering more, and better…
Clarity of vision
Rapid response
Retention and motivation
Not mutually exclusive, but sometimes difficult to reconcile
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9. Leaders need to adapt

10. Diploma in Management (Level 5) Module G Day 1
Followers want authentic leaders When people are asked about the qualities they look for in a leader, the most common responses are:
Clear, consistent communication
Approachability
Integrity
Trust and respect for individuals
Fairness and consistency
Decisiveness
Leading by example
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11. Transactional versus transformational leadership
Innovation
Challenging status quo
People
Trust
Strategic
What and why?
Doing the right thing
Administration
Maintaining status quo
Systems and structures
Control
Tactical
How and when?
Doing things right

12. Diploma in Management (Level 5) Module G Day 1
Servant-leadership
The servant-leader is servant first Leadership is a conscious choice which is a natural progression from serving Leadership is the opportunity for serving more broadly The objective = enhance the growth of individuals Not about achieving personal gain, personal power, etc.
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13. Distributed leadership
Diploma in Management (Level 5) Module G Day 1
Distributed leadership
“In the twenty-first century organisation, we need to establish communities where everyone shares the experience of serving as a leader, not sequentially, but concurrently and collectively.” (Raelin, 2003) “The model makes the case for the end of leadership as we commonly know it—that is, rank-based management—and introduces a method for developing an organisation into a true society of peers. I call this model the peer-based organization”. (Nielsen, 2004)
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14. Qualities of authentic leaders
Know themselves and be themselve
Recognise strengths, acknowledge weaknesses
Empower and respect others
Have courage
Listen, have empathy
Act with integrity
Drive for excellence
Trust others and behave in a trustworthy way
Demonstrate passion in what they believe in
Act consistently

15. Action-centered leadership
John Adair’s model looks at what an effective leader needs to do
rather than the characteristics they need to display.
An effective leader addresses the needs of the
TASK
TEAM
INDIVIDUAL
TASK
TEAM
INDIVIDUAL

16. Action-centered leadership
An effective leader needs to allocate time to
meet the individual needs of each team member
keep the group working together
ensure the task is completed

17. Task completion Specify and agree objectives Allocate resources
Review progress
Evaluate performance
TASK
TEAM
INDIVIDUAL

18. Team maintenance Ensure key roles are filled by appropriate people
Build trust and inspire teamwork
Deal with conflict
Expand team capabilities
Facilitate and support
team decisions
TASK
TEAM
INDIVIDUAL

19. Individual needs Treat each member as an individual
Acknowledge different opinions,
work-styles and motivation
Encourage each
individual to contribute fully
Keep individuals informed
Provide development opportunities according to individual needs
TASK
TEAM
INDIVIDUAL

20. Session B agenda Frameworks for leadership Personal inclinations
Empowerment
Personal inclinations
Session B
agenda
Emotional intelligence in leadership
DeveIoping leadership capability

21. Coming soon….

22. Build our reputation Build a secure future Build a community Values
Provides clear, compelling vision
Values
Excellence
Collegiality
Diversity
Respect
Offers sound management of finance and resources
Shows commitment to developing self and others
Thinks strategically and critically
Leads innovation and change
Delivers results
Sets high standards
Has a drive for continuous improvement
Develops high performing teams
Respects and promotes diversity
Builds strong relationships
Provides robust performance management

23. In a VUCA world, what kind of learning do we need?
Vertical learning
Horizontal learning

24. Levels of adult development R. Kegan and L
Levels of adult development R. Kegan and L. Lahey, Immunity to Change: How to Overcome It and Unlock Potential in Yourself and Your Organization (Harvard Business School Press, 2009).
Level 5
Self-transforming mind
Able to step back from own ideology, dealing with ambiguity and complexity
Level 4
Self-authoring mind
Own principles guide decisions and behaviours
Level 3
Socialised mind
Strongly influenced by others’ ideas, experiences, expectations

25. Key ideas in vertical learning
People who perform better in complex environments tend to have higher levels of development
Focus on problem-solving, resilience and adaptability, systems and network thinking
Greater choice and ownership improve learning outcomes
Learning from what works is more powerful than imposed concepts and methods

26. The leadership journey
Character formation
Preparation for leadership
Accumulation of experience
Peak leadership
Wisdom/giving back
Leadership development
Crucible 26

27. A crucible
Process of melting material at high temperature resulting in chemical transformation
An event that causes you to:
Rethink assumptions about yourself
Redefine your values and beliefs
Shift behaviours you have outgrown
Your crucible could be
A career change
A significant loss or reversal
A challenge that absorbs you over a long period

28. What is Emotional Intelligence?
“The capacity for recognising our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Daniel Goleman, 1995
Ability to
Perceive others’ emotions
Access and generate own emotions
Understand complex emotions
Regulate emotions

29. Five core components of EI
Self -
awareness
Social
awareness
Self-motivation
Emotion
management
Relationship
management

30. Quick self-assessment
Hay Group, 1998

35. Scoring As = 4 points; Bs = 3; Cs = 2; Ds = 1
Questions 1-5: Self-awareness
6-10: Emotion management
11-15: Self-motivation
16-20: Relationship management
21-25: Social awareness
17+ = Strong
13-16 = Sound with scope for development
9-12 = Work needed
8 or less = Priority for action

36. Tuning into your emotions
Think of a recent occasion when you experienced one of the eight basic emotions
Describe the situation to your partner and discuss:
The purpose of the emotion
Its value
Any physical symptoms
Joy
Anticipation
Trust
Surprise
Sadness
Fear
Anger
Disgust

37. What Does High or Low EI Look Like?
'I feel...‘ - open expression of emotions
Not preoccupied with negative emotions
Can identity the feelings of others
Emotionally resilient
Decisions based on balance of feelings and logic
Accepts self and others
Good listener
Talks about problems
'You always make me feel....'
Cannot share feelings verbally
Negative feelings dominate
Not perceptive to others' feelings
Carries grudges, unforgiving
Acts without reasoning or logic
Not accepting of self or others
Poor listener
'Hits out' when there is a problem

39. Controlled empowerment
Levels of delegation
Straitjacket
Lend me your brains
Lend me your views
Controlled empowerment
Authority to act
Complete
empowerment

40. 7 step delegation process
Identify the task
Select the delegate
Brief the delegate
Assess the delegate’s response
Support, monitor & control
Delivery and de-brief (recognition)
Assess impact

41. Step 1 What are you delegating?
One-off task
Repetitive task
Discrete project
Decision-making
Relationship

42. Step 2 To whom are you delegating?
Top
Weak
Satisfactory
DO?
SHOULD?

43. Steps 5 and 6 Feeding back
Timely (but avoiding the heat of the moment)
Specific (so they know what they’ve done)
Proportional (avoid the big dump)
Encouragement is key
Empathy: ‘I’ve been through something similar myself”
Evidence base:
When you… (specific example)
The effect is… (practical consequences)
The affect is… (how others feel about it)

44. Boeing’s “team empowerment journey”

45. Attention to detail!

46. The three dimensions of workplace empowerment
Systems
Culture
Management practice