1. Leadership, Strategy and
Performance Management
Prof Erwin Schwella

2. Orientation
• Introduction
• Leadership Approaches: Leading towards
the Future
• Strategy: Context, Vision, Capacity,
Competency, Empowerment and
Implementation
• Leadership and Strategy for Performance
– Leading Learning for Performance
• Conclusion

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4. Strategy: From Context to
Implementation
• Strategy:
– Context,
– Vision,
– Capacity,
– Competency,
– Empowerment,
– Implementation

5. Understanding and Analysing
Context
• Macro Trends
– STEEP Analysis
• Social
• Technological
• Economic
• Environmental
• Political
• Stakeholder Analysis
– Regulators
– Suppliers
– Consumers
– Competitors

6. LEADERSHIP DEVELOPMENT
Transformational Leadership Process
1. Envisioning
6. Recycling 2. Planning
3. Teaming
5. Evaluating
4. Motivating

7. Social Learning Approaches
• Peter Senge’s Learning Organisation
Approach
– Shared vision
– Team learning
– Personal mastery
– Mental models
– Systems thinking
• Overcoming Learning Disabilities

8. LEADERSHIP DEVELOPMENT
The Learning Organisation
7 Learning Disabilities
1. “I am my position”
2. “The enemy is out there”
3. “The illusion of taking charge”
4. “The fixation on events”
5. “The parable of the boiled frog”
6. “The delusion of a learning experience”
7. “The myth of the management team”

9. LEADERSHIP DEVELOPMENT
Leadership in Situations of
Adaptive Problems
6 Principles
• Get on the balcony
• Identify the adaptive challenge
• Regulate distress
• Maintain disciplined attention
• Give the work back to the people
• Protect the voices of leadership from below

10. Leadership and Strategy for
Performance
• Leading Learning for Performance
– The Importance of Leadership and Learning
• Strong empowering and facilitating learning
leadership
• Facilitative rather than directive
• Strategically aimed at creating an improved future
• Linked to action planning, implementation and
continuous evaluation and recycling

11. Leadership and Strategy for
Performance
– Conducive to creating learning organisations
– Strong on commitment to vision and purpose
– Encourage capacity building, learning and
empowerment
• in the true spirit of a learning organisation;
• rather than a centralised controlling top down
bureaucratic approach

12. The Four Performance learning
Questions
• What happened?
– Descriptive qualitative and quantitative assessment
• Why?
– Diagnostic analysis
• What can I/We learn from this?
– Deliberative empowerment and team learning
• How can the learning be used and built back into
the system to improve the system?
– Prognostic capacity building for continuous
improvement

13. Conclusion
• Strong leadership may call for courageous
approaches moving away from power and
authority as foundations
• Discuss and discover rather than leader
commands leadership
• Towards new competencies jointly
discovered, applied and tested for
continuous improvement