Dr.N.Asokan, Educational administrator, Educational Manager, Career Path in Teaching Profession Different Verticals Education Business Synchronization of Mission, Vision & Core Values Competency = Knowledge X Skill X Talent X Other’s First Mindset Work & Work Place Stretch Goal, Sprint Goal & Step Goal Motivations , Administrator, Manager & Leader @ Work Pyramid Expectations of Boss & Employee Time Spent @ Work NOT Equal Experience First half of the Career NOT EQUAL TO Second Half of the Career TMRR Learning Model : Target, Measure, Review ,Reflex Leader : Leadership = (Position + Content) X Values Senior Position: Things Change Books Reading

1. FDP on
Teacher To
Educational Administrator
Educational Manager
Educational Leader
Dr.N.Asokan
ntvasokan@gmail.com 94451 91369

2. Administrator Manager Leader
Teacher
Asst. Prof.
Associate Prof.
Prof. /HOD/ Dean Director/Registrar/
COE/VC

3. Most people assume that if they
work hard and spend years at work, then they
are growing their skills, knowledge and
capabilities
If we succeed in the first halves of
our carriers, we will automatically succeed in
the second halves as well
The thought that if you work hard
every day, if you keep achieving results, your
productivity grow by itself
Organizational process and review
are equal to individual process/review
Experience is equal to time and can
be measured in years.
Time Spent at Work Equal Experience

4. SCIENCE at one end,
concerned with
Concepts,
Theories,
Proofs and
Explanations
passing thro’ the
TECHNOLOGY ,
tangible processes,
products, and
results
reaching
ENGINNERING,
concerned about
Design,
Costs,
Productivity,
Regulation and
Patenting.
The gap between the three is filled by Creative and Innovative efforts of
Scientists, Engineers and Entrepreneurs.
Science:
Knowledge
ascertained by
observation and
experiment,
critically tested,
systemized and
brought under
general Principles
Technology:
The Practice,
Description and
Terminology of any or
all of applied sciences
of Commercial Value
Science Technology Engineering

5. An educator is different from a teacher in many
ways. Ordinary teachers are instructors who focus on
academic activities, prepare students for
exams and help them achieve academic
success.
Educators, on the other hand, are not mere teachers.
They possess something called “teacher +
qualities” which makes them different from
ordinary teachers. They look issues critically and
enable students to become critical
thinkers. They go beyond syllabus and focus on
preparing students for life. Ordinary teachers
make students depend on them, where as educators
enable students to become independent and
interdependent.
Teachers are selfless, they are always ready to go
to any extent to help their students. Educators make
students think critically, question the status quo,
and respond positively to society’s needs.
If good teachers are considered noble people,
critical educators should be considered nobler
people.
Teachers as Educators

6. Career Path in Teaching Profession
01
02
03
04
ASST.PROF. FRESH
1 - 3 y r s
ASSOCIATE PROF.
3 - 1 0 y r s
PROF. / HOD
1 0 - 2 0 y r s
PRINCIPAL
2 0 - 2 5 y rs
03. PROF. / HOD
Multi Tasking, Life long self learning
Work for Money OR What?
Developing next HOD
Personal Mastery in one vertical
System Thinking, service mindset
Manager, Board of studies, academic Council
Solving known problems
01. ASST.PROF.
Teach Subjects for Results
Work for Money
Follow the Rules
No idea of how system is working
02.ASSOCIATE PROF.
Effective Teaching
Work for Money
Work for Dept.
Sometimes Follow the Rules
some idea of how system is working
Administration
Learning Cycle
Self disciplined
04. PRINCIPAL
Quality in every activity
Policy Decisions
Developing next Principal
Change Management
Solving unknown Problems
Leading to next Level, Legacy
Personal Mastery in different verticals
Director/ COE / Registrar
2 5 - 3 0 y r s
VC / Advisor / Member
Above 30 yrs
05. REGISTRAR/ COE
Shared Vision
Policy Making
People First
Problems Identification
Disciplined Mind
06. VC/ ADVISOR
Mission Impossible
Think unthinkable
Fanatic Discipline
Practical Intelligence
05
06

7. Education Business Continually Changing
Regulating
Agencies
UGC
AICTE
UNIVERSITY
GOVT
Local Authorities
Students & Staff
Outcomes
Value Added
Quality
Culture
Legacy
Change
Internal
External
Business Unit
Income Vs Expense
Profit
Budget
Capital Investment
ROI
Recurring
Non Recurring
Investors
Purpose (Mission)
Vision
Core Values
Culture
Guidelines
Rules & Regulations
Parents/ Industries /
Society
Characteristics
Best Practices
Quality
Finance
Approval Profit
Development
Expectations
Brand Image
VUCA

8. Have to Do
 Fulfil
Kalasalingam
Mission,
Vision
Core Values
 Activities
demanded by the
authorities
Want to DoWhat you do for Kalasalingam
How do you
spend your
effort,
time &
energy
at work
place,
if no demand
from any
authorities?
W h a t i s y o u r M i s s i o n , V i s i o n , C o r e Va l u e s ?
What you want to do and
what you feel is right
Vs
What the authority says
you can do to receive
another pay check

10. Examples of core purpose
Mission Statements
Company Name Core purpose
3M To solve unsolved problems innovatively
HP To make technical contributions for the
advancement and welfare of humanity
McKinsey To help leading corporations and
governments be more successful
Merck To preserve and improve human life
Nike To experience the emotions of
competitions, winning, and crushing
competitors

11. Why do I choose
Teaching as my Profession
beyond getting salary /
beyond making money?

12. Why do you do what you do?
Why do you clean hospital rooms?
Because that’s what my boss tells me to do
Why?
Because it keeps the rooms from getting dirty
Why does that matter?
Because it makes the rooms more sanitary and
more pleasant
Why does that matter?
Because it keeps the patients healthy and happy
Who is the beneficiary of your work? and
How are you contributing to them
Contribution: making a contribution to the health and happiness of patients
I n s t r u c t i o n s :
S w e e p
M o p
S c r u b
S a n i t i ze
r e p e a t
Purpose : WHY
Understanding the purpose of the work allows for innovation and improvisation

13. What do we want to create(want to be)
within next one/ three / five /ten years?
1.Target
2. Common Enemy
3. Role Model
4. Internal Transformation
Policy Maker
Educationist
Asst.Prof

14. Positive & Negative Vision
+ ve
vision
- ve
vision
What do we want?
Long Term
The power of
ASPIRATION drives.
ASPIRATION
endures as a
continuing source
of learning and
growth.
What do we want to
avoid?
(Survival Threatened)
Short term
The power of FEAR
underlies.
FEAR can produce
extraordinary changes
in short periods.
L o n g Te r m
A s p i ra t i o n
S h o r t Te r m
F e a r

15. H o w do we want to act, consistent with
p u r p o s e ?
Along the path toward achieving, what do we want
t o c r e a t e ?
Describe how
the college
wants life to
be on a day –
to day basis:
Culture
Core
Values

17. MAPPING
Culture Create Purpose
Alignment
MissionVisionCore Values
Institutional /
Dept. /
Individual
Level
What do we believe in????????
How What Why

18. SONY (1954)
C O R E I D E O L O G Y
Core Purpose
To experience the sheer joy of innovation and
the application of technology for the benefit
and pleasure of the general public
Core Values
Elevation of the Japanese culture and national
status
Being a pioneer—not following others; doing
the impossible
Encouraging individual ability and creativityVivid Description
We will create products that become pervasive
around the. ... We will be the first Japanese
company to go into the American market and
distribute directly. ... We will succeed with
innovations like the transistor radio that
American companies have failed at. ... Fifty
years from now, our brand name will be as well
known as any on Earth ... and will signify
innovation and quality that rivals the most
innovative companies anywhere. ... “Made in
Japan” will mean something fine, not shoddy.
25-Year BHAG
Become the company most known for
changing the worldwide image of Japanese
products as being of poor quality
E N V I S I O N E D F U T U R E

19. Hewlett-Packard (1950s)
CORE IDEOLOGY
Core Purpose
To make technical contributions for the
advancement of science and welfare of
humanity
Core Values
Respect for the individual
Affordable quality and reliability
Collaborative creativity
Community contribution and responsibility
Profitable growth
E N V I S I O N E D F U T U R E
25-Year BHAG
Become widely influential as a role model social
institution and one of the best managed
corporations in the world
Vivid Description
We will consistently deliver products that make a
technical contribution and improve the lives of our
customers. ... We will attract the best graduates from
top universities and provide them an environment to be
creative. ... We will maintain our entrepreneurial drive
even as we attain significant size. ... HP people will share
in the success of the company, making large numbers of
them wealthy. ... HP people will be enthusiastic about,
loyal to, and proud of their company to an unusual
degree. ... They will feel that senior management works
for them, not the other way around. ... We will maintain
this spirit, even as we become a multi billion-dollar,
profitable growth company with tens of thousands of
people. ... By virtue of our success and progressive
management methods, we will have a significant impact
on the way companies are managed around the world.

20. Mission:
Provide compassionate
and quality eye care
affordable to all
Vision:
To eliminate needless blindness….
Quality Policy:
To ensure quality in every aspect of eye care, delivered in a timely manner with
utmost safety to the patient and thus achieve high level of patient satisfaction

23. S
t
r
e
n
g
t
h
Talent
Knowledge
Skill
P
o
t
e
n
t
i
a
l
c
o
m
p
e
t
e
n
c
y
Employability: Graduate Performance

24. K n o w l e d g e
“Historically shared knowledge”
that defines the subject matter of a particular
discipline.
It is not static;
Changes are made as new ideas and evidence
are accepted by the scholarly community.
The term Knowledge to reflect our belief that
disciplines are constantly changing and evolving
in terms of the knowledge that shares a
consensus of acceptance within discipline.

25. Different varieties of knowledge
Conceptual knowledge
Content knowledge
Conditional knowledge
Declarative knowledge
Disciplinary knowledge Discourse knowledge
Domain knowledge Episodic knowledge
Explicit knowledge Factual knowledge
Inert knowledge Meta-cognitive
knowledge
Prior knowledge Procedural knowledge
Semantic knowledge Situational knowledge
Socio-cultural
knowledge
Strategic knowledge
Tacit knowledge

26. 1 0 0 0 0 H r s R u l e

27. 10000 hrs.
Rule
Best musicians had cumulatively put in more
than 10,000 hours
Good musicians had put in about 7,800 hours
Least accomplished musicians had put in
about 4,600 hours

29. Asomk a

30. Talent
• Excellence
• Innovation
• Strategic
thinking
• Unteachable
• Hard to
transferable
Skill
• Arithmetic
• Word, Excel
• Give a safe
Injection
• Teachable
Knowledge
• Safety Rules
• Teachable
Limitation of Skill & Knowledge –
Situation Specific
When situation changes Talent only works

31. Technology – Scope for design
Design – Compromise between theory and
practical restricted to “Code of Conduct”
"Technology was
originally used to
connect a business’s
internal processes,“
"After the birth of the
Internet, companies
began using technology
to connect people with
their business.
Now technology can
connect people,
business and things.“
Integrate technology
for various process
enhancement and
integrations
Fasten the existing
process, will not
change anything

33. “What can I Offer?” Instead of ‘What can I get?’
Contribute as much as possible, if you want to
successfully navigate the dynamics of politics
Best strategy is to seek ways of making everyone
else’s job easier.
“Others First” mind-set is not for the sake of
others, but that it’s actually in your best
interest- AMAZING THINGS HAPPEN
Waiting for permission mind-set

34. myvpmm

35. Weakness
Activities that are effortless for some
may be
Frustratingly Difficult for others
As soon as you find yourself in a ROLE
that requires you to one of your
nontalents - or area of low skills or
knowledge – a weakness is born
w.r.tRole
NOTRelatedtoPerson

39. Work place involves
intense contacts with people,
practical experience,
working relationships with less
capable colleagues,
rivalry –driven people,
gossiping people,
self-centered people.
Interdependency
Extraordinary
Opportunities

41. Work: Definition
Work is core to the human experience
Any value we create that requires us to spend
our time, focus, energy, and effort – whether
in the context of occupation, relationship or
parenting – is work
Work is a reinforcement of that sense of being-
of our sense of belonging- and a way to
discover ourselves as we interact with the
world around us
Meaningful to individual, Value to others

42. Your Work:
Not occupation/ Designation
You contribute value to the world
using your available resources
Every task you do and assignment
you engage in
Every instant/effort to grow your
skill/ develop your mind
Every time you go to the extra mile
even though you are exhausted

43. Your Body of Work
Comprises the sum total of where you choose to
place your limited focus, assets, time, energy,
and effort
Work:
Any instance where you make an effort to create
value where it didn’t previously exists.
Your work is the most visible expression of your priorities

44. Purpose – Passion(Suffering)
Purpose Trumps Passion
Passion
Individualistic
Energise us also isolate us
The feeling of excitement
or enthusiasm you have
about your work
High passionate people still
poor performaners, if they
lacked a sense of purpose
Great work requires
suffering for something
beyond yourself
Purpose
Defined as sense that
you are contributing to others.
Your work has broader
meaning.
People can share purpose
It can knit groups together
It’s cultivated
Actiona taken voluntarily to
benefit others
Connecting to meaning
Less tangible
Sparks “above and beyond”
Highest Performance Ranking: What I do at work makes a strong contribution to society,
beyond making money.
People are connected tightly together as they realize that what
they are doing is important and bigger than any of them
It is created when you bend your
life around a mission and spend
yourself on something you deem
worthy of your best effort
W h a t w o r k a m I w i l l i n g t o s u f f e r f o r t o d a y ?

46. Three Kinds of Work
Work sometimes feels like one massive, melded
blend of tasks, conversations and meetings
To truly unleash your full capacity/potential and
to ultimately find your sewet spot of
contribution, you must engage in all three
kinds of work
M a p p i n g , M a k i n g a n d M e s h i n g
Have To Do Want To Do

47. 1
3 2
Making: A c t u a l l y
d o i n g w o r k …I did that
Making is what typically comes
to mind when you think of work
Executing tasks,
Tackling objectives
Creating value of any kind
Engaging with reports
Deliver tangible values
Meshing:
‘w o r k b e t w e e n t h e w o r k ’
makes more effective
Rarely tied directly to results
Don’t get paid for it
Doesn’t show up in anyone’s
organizations priority
Most important of long term
success
Getting best work out of
individuals and team
Mapping: “ Wo r k b e f o r e t h e Wo r k ”
individually or with others
Planning, Strategy meeting, Setting priorities
Less tangible aspects of work, such as values,
sense of why you do what you do,
Fail to account for these, lose your focus and land in
wrong direction
Composed of activities that
stretch and grow
Acquiring and developing new skills
Reinforcing and enhancing knowledge
Cultivating curiosity
Generating better understanding of the
context for work
Paying attention to the adjacent
spaces in industries
Most tactical of the three kinds of work,
where it’s easiest to get distracted
Must have some guiding principles to
stay aligned and on task.
Have
To
Do
Want To Do
Three Kinds of Work

48. What is the f r e q u e n c y of priority change?
What basis C o n t e x t change?
What basis people B e h a v i o u r change?
Organizational
Departmental
Individual

49. Meaningful Work / Work Satisfaction
Work that fulfils three
criteria
1. Autonomy
2. Complexity
3. Connection between
effort & reward
Satisfaction defines that
one feels after having
achieved a challenging
goal that was in doubt

50. Performance for the Day
Thousand of tiny choices, in an endless
procession, that confronts us every minute,
unable to intellectualize, compelled us to react
instinctively (decisions), follows the path of
least resistance.
Sum of these tiny decisions is the performance of the day

51. Thre e Type s of Goals:
Growth does not happen by accident
Step Sprint Stretch
Step goal help to accomplish Sprint,
Sprint goal help to accomplish stretch goal
It’s the result of
intentional effort
and consistent
progress.
Step, Sprint and
Stretch nest within
one another

52. Step Goals:
What will I do today, no matter what?
They are small, measured
steps help you to
maintain forward motion
Building blocks of
Sprint and Stretch goals
Help you be strategic about
steeping outside your
comfort zone daily
Make sure to celebrate when you achieve your goals
Very short – arc goal (often daily)
Helps you to maintain even it is small progress

53. Sprint GoalsSeries of step goals that extend
over a season/period
Designed to stretch your
endurance and generate
momentum on your stretch
goal
Plan your week or two weeks
to accomplish intermediate
goal, determine daily task
Make sure to celebrate when you achieve your goals
Medium-arc goal (A week or two weeks)
Causes you to go beyond yourself for a season
in order to increase your capacity

54. What is the
change?
Big and a major feat
Challenge you to grow
You can control and measure
If you can’t control,
you can’t plan for it
Make sure to celebrate when you achieve your goals
Long-arc goal,
forces you to go far beyond our comfort zone

55. Four Key Areas of Stretch Goals
Personal/
Spiritual
Health
Emotional growth
Self-awareness
Personal mastery
Relational
Cultivating and growing
relationship
Mental
Developing Intellectual
capacity
Ability to process complex
information
Meta-Cognitive
Business/ Work
Competency
Practical Intelligence
Change
Critical Business Skill
Be Aware:
the goals many people set are less practical or strategic and more like wishful thinking
You cannot pursue greatness and comfort at the same time

56. Learn to Work in Three Stages
Initial years
Known Target
Known Resources
Known Problems
Known Solutions
Middle Part of the
Career
Resources not entirely
within the control
Un Known Problems
Known Solutions
Senior Roles
No control over
Resources
No control over People
Un Known Problems
Un Known Solutions

57. Institution's Excellence
Above average
Right way of doing
right things
Below Average
Preventing
Inevitable
mistakes
ManagementFraming Guidelines,
Systems/Procedures
Building Block of an Institution
Fixing Responsibility & Accountability
AdministrationRules Regulations/
Wrong perception of Discipline
Solution of today’s problem leads to
new problem tomorrow
Doing
professionally /
Excellently
Leadership
Creating your own institutions
Beyond Rules/norms/regulations
Rethinking /breaking the limiting barriers
of beliefs/assumptions/thought

58. Motivations at Work
A c h i e v e m e n t
Large portion of career is spent
M a s t e r y
Purpose
Our Need to achieve:
Wealth
Comfortable living standards
Respect
Recognition
Our Need for being the Master of our Trade:
Ability to say our personal stamp of quality
Sense of representing high std. of excellence in what we do
Being a ref.std for the world in our area of work
Sense of purpose at work
Beyond our achievements and mastery
“WHY” of work
Beyond our personal needs
Higher in the
pyramid you
operate,
the better it is.
Work
Pyramid

59. Employees Expecting from Boss
1. Feedback
2. Empowerment
3. Coaching
4. Transparency
5. Recognition
6. Opportunity
7. Clear Tasks
8. Access
9. Respect for Personal Time
During a career, report to 10 direct bosses and 10 indirect bosses of those bosses

60. Key person do not seem
to have responsibility to
decide or to deliver, but
they seemed to have
infinite authority to block
people from doing
anything
Accept them as UNOFFICIAL Boss

61. Boss
expecting
from
Employees
100% effort, energy, time
Loyalty
Honesty
Get-it-done Results
Irrespective of what you think of the BOSS, you have to accept the BOSS

62. Serve Internal Customers
Boss
Colleagues
Team Work
Relationship
Subordinates

64. Experience: Purpose, Learning Model, Success @ work
Success @ work
Ability to convert time and activity into
experience
Effectiveness with which convert time into
experience
Experience: Learning Model
The presence of a learning
model determines whether the
activity becomes experience or
not.
Time is not an accurate
measure of experience
Time does not become
experience by itself
.
Purpose of experience
Purpose of experience is not to
measure what we have done in
the past, but to use it to do
better in the future
What responds to situations in
the future?

65. TMRR Model :
Convert Time and Activity into Experience
Having a TARGET for the activity
Measuring the actual performance (effectiveness),
and then
Reviewing the performance to understand why it
was the way it was,
Reflection: What could I have done better?
I: will strengthen the individual experience
Better: build the experience that will enable you to
respond to situation in the future
TMRR is the learning model, Convert Time and Activity into Experience

66. Learning Cycle
End to End
Toggle

67. Ability to respond to a situation and
get to the right answer
• TMRR is the HOW of
building experience and
real individual growth
• TMRR is a process by
which you extract that
experience building
opportunity
• Learning cycle is WHAT
of it
• On what opportunity do
you apply the TMRR
• Represents the
potential of experience
building in a project
Ability to generate solutions to
complex problems
T M R R
+
L e a r n i n g
C y c l e

68. You don’t have to
win all the time
The Nature of the Organizational Pyramid
The Impact of the Boss and Supervisors
First Half Second Half
People are at the
bottom of the pyramid,
wider base
Creates more opportunities
Good enough to do the job
of next level,
opportunity is not a
constraint
Career Progress is a fn. of
absolute, not the relative
Narrow part
of the pyramid
Fewer opportunities,
more claimants
Career progress is a fn. of how good
you are relative to others
Career Success: Easy in First Half, Difficult in the Second Half
The most significant career achievements are
often in the second half of the career
45-55 age group: Career Stagnate: Unable to Contribute Meaningfully
Where you need to succeed is, where it is more difficult to succeed
The Preparation required
to Succeed at Each Level

69. The Impact of the Boss and Supervisors
First Half
Results is a fn. of capabilities and
also a fn. of very active
supervision
Organization make up for individual
weakness
Second Half
Results only due to your capabilities
and measured far more
accurately
Limited supervision
Nobody to compensate weakness,
exposed at this stage, failed
The Preparation required to Succeed at Each Level
The next, higher role is somewhat
similar to the current role, and so
the current role often allows a
degree of preparation for the
next
The next job is often fundamentally
different from previous one
Current job of the individual does not prepare them adequately to
succeed at the next level, start learning after getting there, failed

70. Why it is not Practiced?
Mindset
I can live without recognition for
a few more years
The Pressure to Be the
Best ‘RAT’ in the Race
Review NOT defined by
How we are learning
What Experience we are
Building
Which Skill we are acquiring
How we setting ourselves up
for sustainable success thro’
Foundation building
Lack of
Knowledge and
Guidance
How does one
make the right
choices?
What does
Foundation –
Building mean?
Which Skills &
Knowledge are
Relevant?
What is Right
Balance
between Width
& Depth?
Are you managing your first half
to succeed in the first half? /
to succeed in the second half? /
to build foundation to succeed in the second half?

71. Three Career Management Principles in First Half
1. Depth Over Width
Get Long periods in roles,
you acquire significant dept in functional area
Depth Builds Skills
Width Builds Knowledge ,
No longer the driver of Long-term success
Too much knowledge can a barrier at times
Prisoner of Past knowledge:
unable to accept new knowledge
What skills gives you
the ability to analyse
any knowledge pool
you have to face?
2. Complete Major Learning Cycles
….Which are Career Defining
The greatest impact of a major learning
cycle is when it changes you as a
Human Being
Building business Understanding from
the trenches
Understand the nuts and bolts of how
business happens
Understand and Relate to the bowels of
the business
Understand how strategy actually
works
3. Get out there when you can

72. Senior Position: Possess the necessary
productivity to make a complex role work
COMPLEXITY
Simultaneous things you have to
mange is far greater than what you
have ever done.
Complexity of the problems/issues
you deal with vary
CHANGE
E x p o n e n t i a l
C h a n g e s
/ F l u c t u a t i o n s
i n d a y t o d a y
a c t i v i t i e s o n
h o u r l y b a s i s
ABSTARCT & CONCERTE
1000hrs : Long term strategic plan meeting
1100 hrs; to deal with next week issue
1145hrs: to solve customer issue immediately
MULTITASKING
Handle the multitasking the
complex role required
Decide which meeting to
spend time on
Which issue should
not be allowed to take more
than five minutes
NUMBER OF
people want your time is far greater
than you have
things that need your attention is far
greater than the number you have
handled earlier
Senior Position
Things Change
Productivity, create value and a favorable output
The number/quantity/breadth of the issues

73. comprises things that
impact you directly or
indirectly, but you can’t
influence
All those things
that you have an
influence on.
Circle of Influence
Controlled
Variables
Circle of Concern
Uncontrolled Variables
Don’t waste time HERE.
Productivity Killer
Spend Max.time to produce
Max.output / productive
Spending time: Negative emotions Drains energy
Like a poison, take small amount to have great negative impact
The “ HOW” of Productivity
T h e ‘ Ro c k s F i rs t ’ M e t h o d
Rock : Very Important Things
Sand: Trivial Things
The tragedy is that despite knowing
that most people do not spend their
time, energy, resources at work on
ROCK things, and hence NEVER achieve
the success THEY ARE CAPABLE OF
Sand and Rock disease: you are doing your best and yet things are not moving ahead: Frustration
Sand and Rock Disease

74. Administrators/Managers / Leaders @ Work
A c h i e v e m e n t
More difficult to move on and operate at the next level
M a s t e r y
Purpose
Hungry Beast
Cannot be satisfied easily
More you feed it, more it grows
Leadership: Make or break
How you engage, motivate and lead others
Allow team to learn, build their skill
Allow team to achieve
If leaders NOT operate at this level,
become ineffective, dysfunctional Leaders operate
at this level
Work
Pyramid
Managers
operate
at this level
Team achievement is more important than Leader (as individual) achievement
Administrators
operate
at this level

75. SEE
DOGET
Attitudes
Behaviors
Methods
Techniques
Beliefs
Thoughts
Assumptions
Results
If you want to change the Fruit, Change the Root
Change in here,
no use
Basically change here,
to get desired result
Beliefs change
gradually as we
accumulate new
experiences (Variety of
different activities)
Self-awareness is a
willingness to explore
whether your beliefs
about work place line up
with the reality of your
situation
Self-
Awareness

76. The impact of work on life is
than the impact of life on work
lower
Life is a force that defines your
personality and how you come
across as a person at work
The values, Beliefs, Integrity, and
other human characteristics you
daily bring at work
Impact of Life on work is fundamental to success at work
Focus on how we lead our lives Focus on how we lead our lives

77. Have
to
Do
Want
to
Do

78. Self Discipline is
conscious practice of
controls, habits and
restraints,
imposed by one self and
demanded by the profession

79. Fanatic Discipline
Consistency of action
with values
With long-term goals
Legitimate form of discipline is
self-discipline
Having inner WILL to create
great outcome, no matter
how difficult
NOT regimentation
NOT measurement
NOT hierarchical obedience
NOT adherence to bureaucratic
rules

80. Re lationships
“What can I offer?”
S t a y C o n n e c t e d
instead of
‘What can I receive?’
We are not wired for isolation.
From childhood days, we grow, learn and understand our place in the world through
interactions with others
We need people to help us stay aligned and to bring out the best in us
Relationships can be uncomfortable and challenging at times
We do not have
emotional bandwidth
to deal with the
complexity of
relationships
It is easy to slip into guardedness and close
ourselves off from the world when dealing
with the messiness involved in navigating
expectations, misunderstandings, and
collaborative disagreements

81. 81
continually clarifying what is important to us
continually learning
how to see current reality more clearly
Personal Mastery
Past accomplishments of teachers guarantee nothing about future success
Discipline of
personal growth
and learning
Continually
expanding
people’s ability to
create the results
in life they
truly seek

82. High energy give the
impression of increase for
all their followers.
Students perceive
educators as being able to
bring more to their lives.
Give the impression of
increase routinely, without
even being aware of it

83. Stories provide inspiration
Inspiration drives action
Part Entertainment
Part Instruction
Stories cause
Mental Simulation.
Mental Simulation
build Skills
Story Telling

84. 84
System Thinking“Age of
Interdependence”
humankind have the
capacity to create far
more information
than anyone can
absorb
to foster far greater
interdependence
than anyone can
manage
to accelerate change
faster than anyone’s
ability to keep pace.
Shift of mind from
seeing parts to
seeing wholes
seeing people as
helpless reactors
to seeing them
as active
participants in
shaping their
reality
reacting to the
present to
creating future.

85. 85
Simplicity
The process of
prioritization
is the heart of
simplicity.
“Finding
the
Core.”
Simplicity
doesn’t
mean
dumping
down, it
means
choosing
Classic Bohr model of an atom –
It’s like the solar system but on a microscopic level
A one-sentence idea that’s sufficiently profound
that you could spend a lifetime living up to it.

86. Leadership = (Position + Content) X Values
L e a d e r great values leadership
impact
great change L e a d e r s h i p
Great success requires you to drive
great change,
great change requires you to have
great leadership impact and
to have great leadership impact you
need to have great values.
Followership
How large the
number of their
followers Leader: Leadership
I n f l u e n c e
The extent of
influence the leader
has on their
followership
Exemplary / Loadstar Values =
trust, pristine honesty, simplicity, impact created
Not spoken enough

87. Leadership Through Books Reading

88. Concepts : Definitions
Urgent Diligence
Urgency means leveraging your
finite resources (focus, assets,
time, effort, energy) in a
meaningful and productive way.
Diligence means sharpening your
skills and conducting your work in
a manner that you won’t regret
later.
Your Voice: Legacy
It is the unique combination of
knowledge, skill, talent, passion
and experiences with which you
alone are capable of approaching
your work
Code of Ethics
Code of ethics is a series of words that
concretely defines how you will engage in
work.
Defines ahead of time how you will make
decisions, interact with others, and make
choices when things get difficult
C r i t i c a l B u s i n e s s S k i l l
If you don’t share information with
team members openly, put others
agendas and schedules ahead of
your own when necessary and help
your colleagues, then you are
missing a critical business skills
Today - Tomorrow
An ounce of preventive discipline today is
worth a pound of corrective action later
Be mindful of how today’s actions will
affect tomorrow’s outcomes
The seed of tomorrow’s brilliance are
planted in the soil of today’s activity
Failure / Mistake
It is, simply, a shortfall, evidence of
the gap between vision and
current reality.
It is an opportunity for learning
about inaccurate pictures of
current reality
About strategies that did not work
as expected

89. IQ
1904, Alfred Binet
Testing: Judgment,
Comprehension,
Reasoning Practical
Intelligence
Emotional
Intelligence
1995, Daniel Goleman
Testing: Tact, Human
Interactions, Emotional
& Social Variables
Social
Intelligence
Goleman
Testing: Neurons of
your brain connects
with the brains of
those around you
Political
Intelligence
Roderick Kramer,
Stanford Business School
Sizing up people for their
weakness rather than
strengths and playing
on weakness
.
Multiple
Intelligence
Prof. Howard Gardner
Evaluate Intelligence
and Achievement
The Art &
Science of
Common
Sense
Practical
Intelligence is
knowing
What to Say to
Whom,
When to Say it,
and
How to Say it for
Maximum Effect
-malcolm gladwell.

90. Activities you are
actually good at
What unique value am I
able to add consistently?
What have I recently
discovered I am good at?
Areas where you are likely to
perform well if given a chance
Where do I have the most potential
to add value over the coming weeks
or months?
How can I position myself to do so?
Strength
Opportunities
Activities you struggle with
What activities am I
consistently poor at, despite
my best effort?
Is there a way to improve my
skills in the more crucial areas
where I am failing?
Areas where you are vulnerable
Where am I most vulnerable,
and where do I have the most
likely chance of failing over the
coming term?
How can I mitigate the chance
of failure?
Weakness
Threats
SWOT
Analysis

91. Probing Conversations
Engagement Conversation
Help you indentify patterns of energy and
enthusiasm in others
Explain concepts and teach others about
what you are seeing and noticing
You can change your thinking on a
subject, but it’s impossible to
immediately change your emotions
Thought and Feelings are often very different
Expectation Conversation
Clarify each person’s expectations to
avoid misunderstanding and
misinterpretations
The goal is to bring expectations into
alignment and ensure that everyone
is focusing their energy in the most
productive place on the work itself
“Final 10 %” Conversation
Final remnant- a “final 10%” –
that is left unsaid turn into
GOSSIP.
Speak difficult truth one another
to create a culture of
transparent trust.
Effective tool for Self-awareness
Fear Conversation
Fear can cause self-limitation and
unnecessary worry
Discuss the true consequences of failure
Conversation help you to redefine
reality and assess what’s TRULY
versus what you perceive to be a risk
The Clarity Conversation
Be clear and ordered about your Objectives.
It is impossible to accomplish something
that you can’t define.
Many people and teams waste unnecessary
energy doing work that was NEVER asked
of them in the first place.
Are you clear about what’s expected of you?
Team Work
Am I Falling short?
What was the last risk you took?
What is the best thing we are doing and why?
What is something obvious that you don’t think I am seeing?

92. Personal Development
Managing
Tasks
Tasks
to
Relationships
Relationships
to
Thoughts
Thought
to
Self-
Awareness
Initial
Period of
Career
Mid Part of
the Career
Mid Part of
the Career
Authentic
Leader
Get the Things Done purely
on Relationship
D i s c i p l i n e d M i n d
Synthesizing &
Creating Mind
Respectful &
Ethical Mind
1. Disciplined Mind
2. Synthesizing Mind
3. Creating Mind
4. Respectful Mind
5. Ethical Mind