The document discusses leadership skills and the roles and activities of leaders. It defines leadership as getting others to willingly do what the leader wants by appealing to their own interests. Leaders play a variety of roles including figurehead, liaison, monitor, disseminator, spokesperson, entrepreneur, disturbance handler, and resource allocator. Key leadership activities involve routine communication, traditional management tasks like planning and decision making, networking, and human resource management such as motivating teams and developing skills.

1. Leadership skills
Roles & activities of
leaders
Credits :
Anjali Narayan
Prateek Nilay Minj
Vasundhara
Sharma

3.  "Leadership is the art of getting someone else to do
something you want done because he wants to do it."
– Dwight D. Eisenhower
 The word "leadership" can bring to mind a variety of
images. For example:
1. An army officer, charging forward to meet the enemy.
2. An explorer, cutting a path through the jungle for the
rest of his party to follow.
3. An executive, developing her company's strategy to
remain ahead of the competition.
http://www.mindtools.com/pages/main/newMN_TED.htm

4.  The Story of a boy :
 At the age of seven, he and his family were forced out of
their home.
 At 9, his mother passed away. When he grew up, the young
man was keen to go to law school, but had no education.
 At 22, he lost his job as a store clerk.
 At 23, he ran for state legislature and lost. The same year,
he went into business. It failed, leaving him with a debt
that took him 17 years to repay.
 At 27, he had a nervous breakdown.
 At 29, he tried for the post of speaker in his state
legislature. He lost.

5.  At 31, he was defeated in his attempt to become an
elector.
 By 35, he had been defeated twice while running for
Congress. Finally, he did manage to secure a brief term in
Congress, but at 39 he lost his re-election bid.
 At 41, his four-year-old son died.
 At 42, he was rejected as a prospective land officer.
 At 45, he ran for the Senate and lost. Two years later, he
lost the vice presidential nomination.
 At 49, he ran for Senate and lost again.
 At 51, he was elected the President of the United States of
America.
 Abraham Lincoln

6. TRADITIONAL VIEW :
 Wow! That's the stuff real leaders are made off.“
 “Mythological creatures", separate from the rest of
humanity and empowered by some mysterious quality
that smoothes their path towards inevitable success.
 If you're not a leader, there's little that you can do to
become one.
MODERN VIEW :
 Through patience, persistence and hard work, you can
be a highly effective leader.
http://www.mindtools.com

7. COMMUNICATING
PLANNING
CONTROLLING
GROUP
PERFORMANCE EVALUATING
LEADERSHIP
SKILLS UNDERSTANDING
SETTING GROUP NEEDS
EXAMPLE
KNOWING GROUP
RESOURCES
COUNSELLIING
SHARING
REPRESENTIN
LEADERSHIP
G THE GROUP
http://www.whitestag.org/skills/index.html

8. communicating
 To improve your skills in getting information:
1. Pay attention and listen carefully.
2. Make notes and sketches.
3. Ask questions and repeat your understanding of what was said.
 To improve your skills in giving information:
1. Be sure others are listening before you speak.
2. Speak slowly and clearly.
3. Draw diagrams, if needed. Ask those receiving information to take
notes.
4. Have the listeners repeat their understanding of what was said.
Encourage questions.
www.learningforlife.org/exploring/resources/99-720/x10.pdf

9. understanding group needs
 Each individual participant of the group has certain needs and characteristics.
1. A leader should understand his or her own needs and characteristics.
2. A leader should understand the needs and characteristics of each
participant of the group. This helps the leader to deal with each person as an
individual, to treat that individual with respect, and to help the person grow.
3. This understanding helps in planning the program and in getting things
done.
4. This understanding creates trust and builds confidence among group
participants.
www.learningforlife.org/exploring/resources/99-720/x10.pdf

10. Knowing and using group
resources
 When the leader uses the
knowledge and skills of group
participants to get a job done,
the participants
1. gain experience and improve
skills.
2. They also develop a positive
attitude toward using a skill.
Keep the post’s program capability inventory up-to date and use it in planning.
Understand the purpose and resources of your participating organization.
Find out your post participants’ skills, interests, and resources.
www.learningforlife.org/exploring/resources/99-720/x10.pdf

11. planning
 Consider the task and objectives. What do you want to
accomplish?
 Consider the resources—equipment, knowledge, skills, and
attitudes.
 Consider the alternatives. Brainstorm.
 Reach a decision, evaluating each option.
 Write the plan down and review it with the post.
 Execute the plan.
 Evaluate the plan.
www.learningforlife.org/exploring/resources/99-720/x10.pdf

12. evaluating
 Evaluating helps measure the performance of a group in getting a
job done and working together.
 Getting the job done—
1. Was the job done?
2. Was the job done right?
3. Was the job done on time?
 Keeping the group together—
1. Were relationships between group participants helped or hurt?
2. Was participation equally distributed among group participants?
3. Did the group enjoy the activity?
4. Did the group handle conflicts well?
www.learningforlife.org/exploring/resources/99-720/x10.pdf

13. Controlling
group
performance
 A group works together best when everybody is headed in the same
direction. Control is a function that the group assigns to the leader to
get the job done.
1. Continually observe the group. Know what is happening and the
attitude of the group.
2. Make your instructions clear and pertinent.
3. Pitch in and help when necessary.
4. Quickly deal with disruption. Guide the post toward self-discipline.
http://www.whitestag.org/skills/index.html

14. SETTING EXAMPLE
 Setting the example is probably the most important leadership
skill. It is the most effective way to show others the proper way
to conduct themselves, and is even more effective than verbal
communication. Without this skill, all the other skills will be
useless. One way to think about setting the example is to
imagine Yourself as part of a group and think about how you
would like your leader to act.
www.learningforlife.org/exploring/resources/99-720/x10.pdf

15. SHARING LEADERSHIP
 While there are various ways to
exercise leadership, the goal of
Exploring leadership is exemplified
in a quote from the ancient Chinese
philosopher, Lao-Tzu: “But of a
good leader . . . When the work is
done, his aim fulfilled, they will say,
‘We did this ourselves.’
 The Exploring leader wants to give
post participants the skills he or
she possesses, not to use those
skills in ways that keep the post
weak or dependent. He or she
offers leadership opportunities to
post participants and teaches them
the skills they need.
http://www.whitestag.org/skills/index.html

16. COUNSELLING
 Counselling is important
1. To help people solve problems
2. To encourage or reassure
3. To help an Explorer reach his or her potential
 Counselling can be effective when a person is
1. Undecided—he or she can’t make a decision
2. Confused—he or she doesn’t have enough
information or has too much information
3. Locked in—he or she doesn’t know any alternatives
www.learningforlife.org/exploring/resources/99-720/x10.pdf

17. REPRESENTING THE GROUP
 The leader represents the post in two
situations:
1. Without consultation—when he or
she doesn’t have the opportunity to
consult with post officers about a
decision.
2. With consultation—when he or she
can meet with post officers about
the issue.
In some cases the leader must represent the post’s decision exactly; in other
cases, he or she must use independent judgment. You will need to solicit
and analyze participants’ views and attempt to represent those views within
the guidelines of your post, your participating organization, and Exploring.
http://www.whitestag.org/skills/index.html

18. Roles of a leader
 Explain team goals and
objectives to assigned team
members and assist team in
organizing to accomplish work.
 Coach, facilitate, solve work
problems and participate in the
work of the team.
 Provide information to the
supervisor on performance of
the team.
http://humancapital.doe.gov/resources/leader.pdf

19.  Communicate assignments,
milestones and dead lines to the
team and individuals based on
supervisor’s instructions.
 Observe training needs and relay
training needs and requests to
supervisor.
 Inform supervisor of attendance
and behavioural problems.
 Relay request for resources and
supplies.
http://humancapital.doe.gov/resources/leader.pdf

20.  Based on Henry Mitzberg’s research
 The roles are described under three heads:
1. Interpersonal Roles: Figurehead, Leader, Liaison
2. Informational Roles: Monitor, Disseminator,
Spokesperson
3. Decisional Roles: Entrepreneur, Disturbance handler,
Resource allocator, Negotiator
http://nraomtr.blogspot.in/2011/12/leadership-styles-roles-activities.html

21. activities of a leader
They are grouped into the following
four categories:
1.Routine Communication:
Exchanging information,
handling paper work
2. Traditional management:
Planning, Decision making,
Controlling
3.Networking: Interacting with
outsiders, Socializing/Politicking
4.Human resource management :
Motivating/ Reinforcing,
Disciplinary/Punishing, Managing
conflict, Staffing,
Training/Developing

22.  Other Activities May Include:
 Planning/coordinating,
 staffing,
 training/developing,
 decision making/problem solving,
 processing paper work,
 exchanging routine information,
 monitoring/controlling performance,
 motivating/reinforcing,
 disciplining/punishing,
 interacting with outsiders,
 managing conflict,
 socializing/politicking.
http://nraomtr.blogspot.in/2011/12/leadership-styles-roles-activities.html

23. THANK YOU !