Most of the executives have to develop themselves. This presentation gives methods of developing self leadership.

1. SELF-LEADERSHIP
BEHAVIOURAL
STRATEGIES TO
INFLUENCE OURSELVES
• V.THANIKACHALAM
• vthani2025@gmail.com

2. DEVELOPMENT
OPPORTUNITIES in 21st
Century
• Opportunities for achieving human
capital development.
. If we take stock of the positive
opportunities that exist for institutions
and their faculty, it is difficult to be blind
to all of the potentials.
• Our educational methods have become
very complicated and they are changing
at an unprecedented rate.

3. THE NEED FOR SUPER
LEADERSHIP
• Unfortunately many of our
management practices have not
kept up with these changes.
• One of the greatest opportunities
for change and advancement
centres on the meaningful
mobilization of human effort and
innovative behaviour.

4. THE NEED FOR SUPER
LEADERSHIP…
• In fact, many of these change
innovative ways of leading and
organizing faculty at work.
• The potential payoffs are immense.

5. A GENERAL CONCLUSION
• Traditional management-leadership
methods simply do not fit todays –
faculty members.

6. • Faculty are committed to their
profession than to their institute.
• All this means that most faculty
won’t stand for being ordered
around all the time.
• They would probably be wasting
their unique talents and capabilities
if they would.
FACULTY COMMITTMENT

7. SELF-LEADERSHIP
• Self-leadership is an extensive set
of strategies focused on the
behaviours and thoughts that
faculty use to influence themselves.

8. A SUPER LEADER
• A super leader is one who leads
others to lead themselves.

9. ALL CONTROL OVER FACULTY
• Is ultimately self-imposed.

10. SELF-EVALUATION
• Faculty themselves provide and
experience standards, evaluations
and rewards and punishments.
• Faculty have expectations
regarding their own performance,
and react positively or negatively
toward themselves in response to
their self-evaluations.

11. FACULTY CONTROL
• Organizational attempts at faculty
control do not recognize the
important role of the person’s
‘self’.
• Organizational standards will not
significantly influence faculty
behaviour if they are not accepted.

12. FACULTY CONTROL…
• Organizational rewards/ punishments
will not produce their desired effects if
they are not valued by the faculty
receiving the rewards/ punishments.
• Regardless of how faculty
performance is appraised, the
performance evaluation that will carry
the most weight will be the evaluation
that faculty make of themselves.

13. EFFECTIVE LEADER
• To be effective leader must
successfully influence the way
faculty influence themselves.

14. SELF-LEADERSHIP
• Self-leadership is an extensive
set of strategies focused on the
behaviours and thoughts that
people use to influence
themselves.

15. SUPER LEADER
• A super leader is one who leads
others to lead themselves.

16. SUPER LEDERSHIP
• Super leadership is about a
fundamentally different approach
that stimulates and facilitates self-
leadership in others…. That
recognizes self-influence as a
powerful opportunity for achieving
excellence, rather than as a threat
to external control and authority.

17. MAIN TASK OF THE SUPER
LEADER
• To help develop, encourage,
improve, reinforce, and
coordinate the self-leadership
practices of others.

18. ASSUMPTIONS ABOUT
LEADERSHIP PRACTICES
• The apparent contradictions
inherent in leading others to lead
themselves require some mental
adjustment…
• This approach challenges leaders to
rethink their fundamental
assumptions about leadership
practices and authority relationship.

19. SELF-LEADERSHIP
• Self-leadership is the essence of
effective followership.

20. SUPER LEADERSHIP
• Super leadership inspires and
facilitates self-leadership in faculty
members.

21. SELF-LEADERSHIP:
BEHAVIOURAL – FOCUSED
STRATEGIES FOR CONSTRUCTIVE
BEHAVIOUR
• Self-set goals.
• Management of cues.
• Rehearsal.

22. NECESSARY INFORMATION
FOR EFFECTIVE SELF-
LEADERSHIP
• Self-observation.
• Self-administered rewards.
• Self-administered punishments.

23. • Self-administered rewards and
punishments are instrumental in
this process just on are the
consequences received from
others.

24. COGNITIVE FOCUSED
STRATEGIES
• Building natural rewards into
tasks.
• Right approach usually involves
seeking out and facilitating the
natural rewards of tasks.

25. COGNITIVE FOCUSED
STRATEGIES…
• A natural reward… is so closely
tied to a given task or activity that
the two can not be separated.
• Activities that are naturally
rewarding tend to enhance our
feelings of competence, self-
control, and purpose.

26. SELF- REDESIGN OF TASKS
• Building more naturally
enjoyable features into our tasks.
• Making the naturally rewarding
aspects of work the focus of
thinking about our own jobs.

27. • Work and life can be more
naturally rewarding if faculty take
them seriously enough to play at
them and to build in enjoyment.

28. MANAGING THE FOCUS OF ONE’S
THOUGHTS
• Tapping the power of natural rewards.
• Centers on the way faculty think while
they perform tasks.
• Focus on the rewards from performing
work (such as money, praise, recognition
and so on).
• Focus on the naturally enjoyable aspects
of your work and enjoy the activity for
whatever immediate value it might be.

29. ESTABLISHING CONSTRUCTIVE
THOUGHT PATTERNS
• A complete treatment of the self-
leadership process requires a
significant emphasis on thought.
• Beliefs.
• Imagined experience.
• Self-talk.

30. THANK YOU!
Any questions
?