Paris leadership

This project has received funding from the European Union’s Seventh Framework Programme
for research, technological development and demonstration under grant agreement No 643330
Leadership Skills
Dean Hogan

• Your views on leadership
• Agreed Leadership characteristics
• The skills or traits of leaders
• Some leadership models and what they teach us
• Maintaining leadership momentum
• Group Activities: Addressing leadership questions &
Your Leadership Model

What qualities do you personally require in a
leader?
What type of person would you be willing to
follow?

1.) To what extent can leadership be taught?
2.) If I aspire to, or would someday like, a leadership role how
should I prepare myself for when/if an opportunity arises?
3.) How do we recognise good leaders and support them?
4.) Is mentoring/coaching potential successors a true measure
of great leadership? How realistic is this aspiration? How would
it work in reality?

A Leader
Has volunteer followers
Creates an inspiring vision of the future.
Motivates and inspires people to engage with that vision.
Manages delivery of the vision.
Coaches and builds a team, so that it is more effective
at achieving the vision.

Leadership Values How the value translates into personal leadership behavior
Integrity
Positivity
Excellence
Accountability
Leader Roles Key Words
Problem solver
Referee (settles interpersonal conflict)
Process Manager (ensures that goals are met)
Procurer (finds and manages resources)
Visionary
Crisis Manager (puts out everyday fires)
Motivator
Task Master
Counselor (helps reports with personal issues)
Risk Taker
Expert
Tom Siebold

Many people wonder if leadership can really be taught.
Some people, perhaps with vested interests, are convinced that
it can. Many successful leaders, however, have never had any
formal training. For them leadership is a state of mind, and it is
their personalities and traits that make them successful leaders.
For us, the challenge is to spot potential “expert”
leaders and help them to develop leadership skills
through soft skills training & leadership opportunities
that will present situational leadership challenges.

Italian researcher Daniele Trevisani offers these models:
"Leadership is a holistic spectrum that can arise from:
(1) Primal Leadership: Higher levels of physical power, need to
display power and control others, force superiority, ability to
generate fear, or group-member's need for a powerful group
protector.
(2) Psychoenergetic Leadership: Superior mental
energies, superior motivational forces, perceivable in
communication and behaviors, lack of fear, courage,
determination.

(3) Macro Leadership: Higher abilities in managing the overall
picture.
(4) Micro-Leadership: Higher abilities in specialised tasks.
(5) Project Leadership: Higher ability in managing the execution
of a task.
(6) Spiritual Leadership: Higher level of values, wisdom
and spirituality.”
“Any Leader derives its Leadership from a unique mix
of one or more of the former factors".

The search for the characteristics or traits of leaders has
continued for centuries. Philosophical writings from Plato's
Republicto Plutarch's Lives have explored the question "What
qualities distinguish an individual as a leader?“
Underlying this search was the early recognition of the
importance of leadership and the assumption that leadership is
rooted in the characteristics that certain individuals possess. This
idea that leadership is based on individual attributes is known as
the "trait theory of leadership".
“The Great Man Theory”

In the late 1940s and early 1950s, however, a series of qualitative reviews of these studies (e.g., Bird, 1940;
Stogdill, 1948 Mann, 1959) prompted researchers to take a drastically different view of the driving forces
behind leadership.
In reviewing the extant literature,
Stogdill and Mann found that while some traits were common across a number of studies,
the overall evidence suggested that persons who are leaders in
one situation may not necessarily be leaders in other
situations.
Subsequently, leadership was no longer characterised as an enduring individual trait, as situational approaches
posited that individuals can be effective in certain situations, but not others. The focus then shifted away from
traits of leaders to
an investigation of the leader behaviours that were
effective.
This approach dominated much of the leadership theory and research for the next few decades.

Individuals can and do emerge as leaders
across a variety of situations and tasks.
• If I aspire to or would someday like a leadership role how
should I prepare myself for when/if an opportunity arises?
• How do we recognise good leaders and support them?

Significant relationships exist between leadership emergence
and such individual traits as:
• Intelligence
• Adjustment
• Extraversion
• Conscientiousness
• Openness to experience
• General self-efficacy
• Assertiveness
However, each key trait may be applied to situations
differently, depending on the circumstances.

Other traits that may be found in those who seek and/or gain leadership
roles:
• Determination, drive, initiative
• Energy, perseverance & sometimes dominance
• Wholeheartedly pursue their goals, work long hours
• Ambitious, and often very competitive
Cognitive capacity includes:
• Analytical and verbal ability
• Behavioural flexibility
• Good judgment.
Individuals with these traits are able to formulate solutions to
difficult problems, work well under stress or deadlines, adapt to
changing situations, and create well-thought-out plans for the future.

Intelligence: Information, analytical, verbal, emotional, social
Adjustment: Mentally flexible, non-dogmatic in your approach
Extraversion: Social intelligence, interested in people
Conscientiousness: Integrity, values
Openness to experience: Intellectual curiosity, new solutions
General self-efficacy: Belief in your values and mission
Assertiveness: Capable of standing up for your beliefs & followers
Determination – Drive – Initiative – Energy - Perseverance –
Dominance Pursuit of goals - Working long hours – Ambitious
Competitive:
Self-discipline. Commitment &
denial of short-term reward.

Self-confidence encompasses the traits of high self-esteem,
assertiveness, emotional stability, and self-assurance. Self-
confident people do not doubt themselves or their abilities and
decisions; they also have the ability to project this self-
confidence onto others, building their trust and commitment.
Providing researchers with training in areas that they
have identified as a need will boost their self-
confidence.

Some Other Styles of Leadership, Leadership Models
& Theories
Fred Fiedler’s contingency leadership model bases the leader's
effectiveness on what he called situational contingency. This
results from the interaction of leadership style and situational
favourability (later called situational control).
The theory defined two types of leader: Those who
tend to accomplish the task by developing good
relationships with the group (relationship-oriented),
and those who have as their prime concern carrying out
the task itself (task-oriented).

According to Fiedler, there is no ideal leader. Both task-oriented
and relationship-oriented leaders can be effective if their
leadership orientation fits the situation. When there is a good
leader-member relation, a highly structured task, and high
leader position power, the situation is considered a "favourable
situation".
Fiedler found that task-oriented leaders are more effective in
extremely favorable or unfavorable situations, whereas
relationship-oriented leaders perform best in situations
with intermediate favorability.

The path-goal theory identifies four leader behaviours,
achievement-oriented, directive, participative, and supportive,
that are contingent to the environment factors and follower
characteristics.
In contrast to the Fiedler contingency model, the path-goal
model states that the four leadership behaviors are fluid, and
that leaders can adopt any of the four depending on what the
situation demands.
The theory also emphasises the reciprocity (two-way)
behaviour between the leader and the followers.

Functional Leadership
This theory argues that the leader's main job is to see that
whatever is necessary to meet group needs is taken care of;
thus, a leader can be said to have done their job well when they
have contributed to group effectiveness and cohesion.

When the functional theory is applied to organisational
leadership:
• Environmental monitoring
• Organising subordinate activities
• Teaching and coaching subordinates
• Motivating others
• Intervening actively & positively in the group's work
A variety of leadership behaviours are expected to
facilitate these functions.

Research work identifying leader behaviour observed that
subordinates perceived their supervisors' behavior in terms of
two broad categories referred to as consideration and initiating
structure.

Consideration includes behavior involved in fostering effective
relationships. Such as showing concern for a subordinate or
acting in a supportive manner towards others.
Initiating structure involves the actions of the leader focused
specifically on task accomplishment. This could include role
clarification, setting performance standards, and holding
subordinates accountable to those standards.
However, the lesson learned from the previous models
is that, while people skills are important, being mainly
people/relationship oriented will only get you so far.

Situational Leadership
Situational Leaders learn to demonstrate four core, common and
critical leadership competencies:
• Diagnose: “Understand the situation they are trying to
influence”
• Adapt: “Adjust their behaviour in response to the contingences
of the situation”
• Communicate: “Interact with others in a manner they
can understand and accept”
• Advance: “Manage the movement”

Leader–member exchange (LMX) theory focus on the interaction
between leaders and individual followers. The leader provides certain
benefits such as task guidance, advice, support, rewards & the
followers reciprocate by giving the leader respect, co-operation,
commitment to the task and good performance.
However, LMX recognises that leaders and individual followers will
vary in the type of exchange that develops between them.
The type of exchanges between the leader and specific
followers can lead to the creation of in-groups and
out-groups. In-group members are said to have high-quality
exchanges with the leader, while out-group members have
low-quality exchanges with the leader.

In-group members are perceived by the leader as being more
experienced, competent, and willing to assume responsibility. The leader
comes to rely on these individuals to help with especially challenging
tasks.
If the follower responds well, the leader rewards him/her with extra
coaching, favourable job assignments, and developmental experiences. If
the follower shows high commitment and effort followed by additional
rewards, both parties develop mutual trust, influence, and support of one
another.
Research shows the in-group members usually receive higher
performance evaluations from the leader, higher satisfaction,
and faster promotions than out-group members. In-group
members are also likely to build stronger bonds with their leaders
by sharing the same social backgrounds and interests.

Out-group members often receive less time and more distant exchanges
than their in-group counterparts.
With out-group members, leaders expect no more than adequate job
performance, good attendance, reasonable respect, and adherence to the
job description in exchange for a fair wage and standard benefits.
The leader spends less time with out-group members, they have fewer
developmental experiences, and the leader tends to emphasise his/her
formal authority to obtain compliance to leader requests.
Research shows that out-group members are less satisfied with
their job and organisation, receive lower performance
evaluations from the leader, see their leader as less fair, and are
more likely to file grievances or leave the organisation.

Group Leadership
In contrast to individual leadership, some organisations have adopted
group leadership. In this situation, more than one person provides
direction to the group as a whole.
In some situations, the team members best able to handle any
given phase of the project become the temporary leaders.
Additionally, as each team member has the opportunity to
experience the elevated level of empowerment, it energises
staff and feeds the cycle of success.
Group leadership is an excellent way for researchers to learn
leadership skills through trial/error & experiencing situations

Some Necessities of Leadership
1. Be willing to have people disagree with you. When setting appropriate boundaries
and taking strong positions, some people may not only disagree with you but actively
dislike you. Don't take it personally.
2. Know when to spend time building a consensus and when to make an executive
decision. Sometimes everyone involved needs to agree before progress can be
made. Other times waiting for a consensus risks failure. Learn to recognise the right
time to take over.
3. Care about the people you lead. Genuine concern is always perceived & appreciated,
& far more motivating than any punitive measure could ever be.
4. Fully visualise every repercussion of each of your decisions in advance.
Plans often fail because of unforeseen consequences. Follow the
predicted results of your decisions and take a 360 degree look around
in your mind. The more concretely you can do this, the more likely you'll
be able to predict results no one else can.

Maintaining Momentum
When a new project begins you will probably have lots of
enthusiasm for it and it's often easy to win support.
However, it can be difficult to find ways to keep your vision
inspiring after the initial enthusiasm fades, especially if the team
or organisation needs to make significant changes in the way
that they do things.
Leaders recognise this, and they work hard throughout
the project to connect their vision with people's
individual needs, goals, and aspirations.

As well as organising their time and their teams, leaders need to
spend some time on themselves, and particularly on their self-
motivation and development.
A leader who lacks self-motivation will struggle to motivate
others, as people are quick to detect a lack of sincerity.

10% EDUCATION
20%
DEVELOPMENTAL
RELATIONSHIPS
HOW DO LEADERS LEARN?
• Feedback,
criticism, advices,
opinions,
• mentors, coaches
• Role models
• Crucibles –deeply intensive tryouts
• Challenging tasks
• Personal challenges
70% CHALLENGING
EXPERIENCES
• Crucial for new knowledge, understanding concepts

Is Good Leadership Selfless?
Leadership also includes looking for leadership potential in
others.
By developing leadership skills within your team, you create an
environment where you can continue success in the long term.
Is this a true measure of great/enduring leadership?

In recent years there has been huge interest in what is called
"emotional intelligence" (EQ as opposed to IQ).
Emotional intelligence is the ability to communicate with others
at an emotional level, to use emotions to help guide decision
making, to be able to regulate emotions, & possessing
knowledge about emotions and emotional processes.
Is EQ related to leadership? Yes, to some extent.
It's important for creating good relationships between
leaders and followers, and charismatic leaders seem to
have an extraordinary ability to communicate at the
emotional level. Again, however, the relationship
between EQ and leadership is significant but small.

There is another form of intelligence that is important for
leaders, and it has not received much attention to date.
Social Intelligence is the ability to understand social situations,
to play social roles, and to influence others.
It involves being able to see others' perspectives and to
understand the complex and abstract social norms, or informal
"rules" that govern all types of social situations.
Social intelligence is what some refer to as "street
smarts" or "everyday intelligence."

Research suggests that social intelligence may be the most
important type of intelligence for leaders.
So, how does this relate to those of us in or aspiring to leadership
positions?
The good news is that the last two forms of intelligence,
emotional & social, are pliable. They can be developed.
EQ and SQ both relate to interpersonal skills, & the
more we develop our interpersonal or people skills, the
more we will enhance our emotional & social
intelligences.

Characteristics of a Team
• There must be a sense and awareness of unity within all its
members
• There must be interpersonal relationship. Members must have
a chance to contribute, and learn from and work with others
• The members must have the ability to act together
toward a common goal

10 Characteristics of well-functioning teams:
• Purpose: Members proudly share a sense of team identity &
are invested in accomplishing its mission and goals
• Priorities: Members know what needs to be done next & by
when to achieve team goals.
• Roles: Members know their roles in getting tasks done & when
to allow a more skillful member to do a certain task.
•Decisions: Authority and decision-making lines are
clearly understood.
•Conflict: Conflict is dealt with openly and is considered
important to decision-making and personal growth.

10 Characteristics of well-functioning teams cont:
• Personal traits: Members feel their unique personalities are
appreciated & skills are well utilised
• Norms: Group norms for working together are set and seen as
standards for everyone in the groups
• Effectiveness: Members find team meetings efficient and
productive and look forward to this time together
• Success: Members know clearly when the team has
met with success and share in this equally and proudly
• Training: Opportunities for feedback and updating
skills are provided and taken advantage of by team
members

Leaders who become unmotivated or stale typically fail because of
personality factors rather than job performances.
They can develop unrealistic opinions of themselves and/their role.
Unrealistic optimism fallacy: Believing they are so smart that they can do
whatever they want.
Egocentrism fallacy: Believing they are the only ones who matter, that the
people who work for them don't count.
Omniscience fallacy: Believing they know everything and seeing no limits to
their knowledge.
Omnipotence fallacy: Believing they are all powerful and therefore
entitled to do what they want.
Invulnerability fallacy: Believing they can get away with doing what
they want because they are too clever to get caught; even if they
are caught, believing they will go unpunished because of their
importance.

Final Group Exercise
As group, what activities can you offer researchers to develop
their leadership skills within the budget and capabilities of your
organisation?
Each group’s list will feed into our final leadership PIPERS
model

Thank you for your time, attention and participation.
Thank you to CPU for their hospitality.
I would also like to thank my collaborator, Trevor Purtill.
Dean Hogan
dean.altercredo@gmail.com

Paris leadership

More Related Content

What's hot

Viewers also liked

Similar to Paris leadership

More from Nikolay Stoyanov

Paris leadership

Editor's Notes