Leadership

An individual who can influence others and has authority.

Process of influencing a group to achieve its goals.

- Theory X

• The human being is not responsible

• Human beings do not like to work

• The human being prefers to be commanded

• “Carrot and stick mindset”

- Theory Y

• The human being seeks responsibility

• Human beings want to develop their capacity

• The human being likes autonomy

• “Intrinsic motivation”

• interest in people

• interst in production

-   1.1 impoverished administration - bureaucratic

•   Survive, minimal risk

-   9.1 authority, compliance, management - dedicated

•   Results, Discussions that succeed

-    5.5 middle-of-the-road management - transactional

•   Viable solutions, enemy of utopias

-   1.9. country club management - related

•   High morale, good human relations, people’s feelings come first

-   9.9 team management - integrated

•   Creative and accepted solutions, synthesis between personal and organizational goals

- Ability to perceive, use, understand, manage, and handle emotions

- Array of skills and characteristics that drive leadership performance

- Emotional intelligence can be learned and strengthened (others claim it is an inborn characteristic)

• Self-Awareness

• Self-Management

• Social Awareness

• Relationship Management

o   Ability to read and understand your emotions as well as recognize their impact on others

o   Result of this sequence:

-  1. Sense the emotion (feeling)

-  2. Acknowledge the feeling

-  3. Identify more facts

-  4. Accept the feeling

-  5. Reflect on why the emotion is showing up in that moment

-  6. Act – bring your thoughts and feelings up and take appropriate action, if needed

-  7. Reflect on the usefulness of the response and what lesson you would like to take away

o   Ability to manage one’s actions, thoughts, and feelings in flexible ways to get the desired results

o   Emotions can swamp the brain causing feelings of frustration and overwhelming thoughts —> “amygdala hijack”

o   Ability to accurately notice the emotions of others and “read” situations appropriately

o   Social awareness is about noticing the person in the room that is frustrated by the task at hand and responding in a way that can prevent further negative emotions

o   Ability to take one’s own emotions of others, and the context to manage social interactions successfully

o   This quadrant pulls together the other 3 dimensions and creates the final product

- Try journaling

- Undergo a 360-Degree Assessment

- Practice Active Listening

- Pay Attention to your emotions

- Commanding: “Do what I tell you.”

- Visionary: “Come with me.”

- Affiliative: “People come first.”

- Democratic: “What do you think?”

- Pacesetting: “Do as I do, now.”

- Coaching: “Try this.”

o   Demands immediate compliance

o   In a crisis, to kick start a turnaround, or with problem employees

o   Negative impact on climate

o   Mobilizes people towards a vision

o   When changes require a new vision, or when a clear direction is needed

o   Most strongly positive impact on climate

o   Creates harmony and builds emotional bonds

o   To heal rifts in a team or to motivate people during stressful circumstances

o   Positive impact on climate

o   Forges consensus through participation

o   To build buy-in or consensus, or to get input from valuable employees

o   Positive impact on climate

o   Sets high standards for performance

o   To get quick results from a highly motivated and competent team

o   Negative impact on climate

o   Develops people for the future

o   To help an employee improve performance or develop long-term strengths

o   Positive impact on climate

How we supervise someone or help them at work, that is, how to behave long-term to influence the performance of others

• S1: Directing

• S2: Coaching

• S3: Supporting

• S4: Delegating

-  Little competence, a lot of commitment

-  Decision must be made quickly, and the risks are great (FIRE)

-  People with little or no experience “NEWBIES”

-  Enthusiastic beginners

-  Some competence, little commitment (low motivation)

-  Disenchanted apprentices

-  People who lose interest, because they think that their best or worst dedication does not count for anything

-  A lot of competence, variable commitment (little self-confidence)

-  People with experience who need to be treated at the same level, but also heard and supported

-  They are good professionals but are still not sure to apply their ideas without the ok

-  A lot of competence, a lot of commitment

-  Start of their profession, good knowledge, a lot of experience, great self-confidence and high motivation (able to motivate themselves)

-  It is only necessary to indicate the criteria and objectives (although sometimes they help to point out the objectives)

o   1: Managerial/rector behaviour: Clearly say what to do, how, where and when. Then closely monitor the results.

o   2: Supportive/follow-up/follower behaviour: Listen, provide support, encouragement in their efforts, and finally, provide facilities for resolution and decision-making,

-   Diagnosis of the level of development (maturity) of people in each task

•   Assessing competence (knowledge and experience)

• Assessing commitment (self-confidence and motivation)

-   Other circumstances of the environment

-       Psychological (MPs/Interest)

•    Willingness to take responsibility

•    Achievement motivation

•   Constancy

•    Attitude towards work

•    Autonomy/Self-Confidence

-       Techniques (MTc/Competencies)

•    Previous experience

•    Knowledge

•           1. Analysis of the state of maturity M

•           2. Appropriate style S

•           3. Action plan

•           Success Yes: Skip to next style

•           Success No: Go back to the previous style

-          Tell them what to do

-          Show how to do it

-          Let them try and make mistakes (reasonable risk)

-          Monitor performance

-          Praise progress

-          Going through the level

• Formal strategic dimension

• Psychosocial-executive dimension

• Institutional-moral dimension

o   Skills and abilities related to well-structured thinking, intuitive thinking and strategic and future vision to detect business opportunities (smell)

o   Provide resources and the means of work that people need to achieve the goals

o   Capacity for psychological and social analysis and skills related to communication, knowledge of people’s motivations and the use of different styles in the relationship with them

o   Know people, their skills and motivations, communicate “Make others do” (development psychosocial-executive dimension)

o   Related to ethics, with the values that the manager himself has and those that he intends to transmit to the organization. It implies an effort of conscious elaboration of what is intended to be taught and the culture that is to be created.

o   Be upright, “gain the trust of others”, necessary to have followers. To set an example with their conduct, only in this way can they transmit values

ability to influence others, through external coercion, rewarding or punishing

• free acceptance of the boss’ criteria by the subordinate or collaborator

• influenced by corret or incorrect use of power

-          People are more aware that the boss sees them than the quality of a job

-          People do things for fear of being punished

-          People are silent when the boss is wrong

-          Performing the work on a voluntary basis

-          Unconditional support when things are going well and not

-          Maximum performance

-          Exemplary leadership is impossible without the full involvement, initiative and collaboration of the followers

-          Responsibility for a job well done is partly on the leader and partly on the collaborator

-          Leaders must work for their expendability