Module I: Leadership Excellence

SYLLABUS: Leadership /Self Leadership /Self Leadership Competencies

Leadership

A process af influence

First step in the journey toward achievement of an understanding and improvement of our own self-leadership

Leadership is not just an outward process we can and do lead ourselves

Sources of leadership EPS

External leadership

Giving of orders

Rewards and punishments

Participative leadership

Goals are set jointly by a manager and a subordinate

Self-Leadership

Self-imposed processe at the others

DEFINITION

Leadershiphas been described as "a process ofsocial influencein which a person can enlist the aid andsupportof others in the accomplishment of a commontask.For example, some understand aleadersimply as somebody whom people follow, or as somebody who guides or directs others, while others define leadership as "organizing a group of people to achieve a commongoal".

Studies of leadershiphave produced theories involving traits,situational interaction, function, behavior,power,visionandvalues,[3]charisma, and intelligence, among others.

STYLES OF LEADERSHIP

1. Autocratic or authoritarian

Under theautocraticleadership style, all decision-making powers are centralized in the leader, as withdictators.

Leaders do not entertain any suggestions or initiatives from subordinates.

It permits quick decision-making, as only one person decides for the whole group and keeps each decision to him/herself until he/she feels it needs to be shared with the rest of the group.

2. Participative or democratic

The democratic leadership style consists of the leader sharing the decision-making abilities with group members by promoting the interests of the group members and by practicing social equality. This has also been calledshared leadership.

3. Laissez-faire or free-rein

A person may be in a leadership position without providing leadership, leaving the group to fend for itself. Subordinates are given a free hand in deciding their own policies and methods. The subordinates are motivated to be creative and innovative.

4. Narcissistic

Narcissisticleadership is a leadership style in which the leader is only interested in him/herself. Their priority is themselves - at the expense of their people/group members. This leader exhibits the characteristics of a narcissist: arrogance, dominance and hostility. It is a common leadership style. Thenarcissismmay range from anywhere between healthy and destructive. Tocritics, "narcissistic leadership (preferably destructive) is driven by unyielding arrogance, self-absorption, and a personalegotisticneed forpowerand admiration."

5. Toxic

A toxic leader is someone who has responsibility over a group of people or an organization, and who abuses the leaderfollower relationship by leaving the group or organization in a worse-off condition than when he/she joined it.

6. Task-oriented and relationship-oriented

Task-oriented leadership is a style in which the leader is focused on the tasks that need to be performed in order to meet a certain production goal. Task-oriented leaders are generally more concerned with producing a step-by-step solution for given problem or goal, strictly making sure these deadlines are met, results and reaching target outcomes.

Relationship-oriented leadership is a contrasting style in which the leader is more focused on the relationships amongst the group and is generally more concerned with the overall well-being and satisfaction of group members.[62]Relationship-oriented leaders emphasize communication within the group, shows trust and confidence in group members, and shows appreciation for work done.

Task-oriented leaders are typically less concerned with the idea of catering to group members, and more concerned with acquiring a certain solution to meet a production goal. For this reason, they typically are able to make sure that deadlines are met, yet their group members' well-being may suffer.[61]Relationship-oriented leaders are focused on developing the team and the relationships in it. The positives to having this kind of environment are that team members are more motivated and have support, however, the emphasis on relations as opposed to getting a job done might make productivity suffer.

The concept of Self-Leadership

Social cognitive theory

Human behaviour is a complex process with many parts

The human ability to learn by observing

We have a perception of ourselves as effective

Intrinsic motivation theory

Natural rewards we enjoy doing things we like

SELF-LEADERSHIP: DEFINITION II/ADC/S.AGsMSt/W/VA-D

Self-leadership is the practice of intentionally influencing your thinking, feeling and behaviors to achieve your objective/s (Bryant & Kazan 2012)

Self-leaders have a drive for autonomy, can make decisions, are more creative and persist, even in the face of adversity.

Some of the intentional behaviours that characterise Self-leadership are; self-awareness, self-goal setting, self-motivation, positive self-talk, assertive communication and the ability to receive and act on feedback.

Becoming a Self-leader and maintaining Self-leadership is a self-development activity; but organizations that encourage Self-leadership reap the benefit.

An expanded definition is: Self-leadership is having a developed sense of who you are, what you can do, where you are going coupled with the ability to influence your communication, emotions and behaviors on the way to getting there.

Theself leadershipdescribes the voluntary action of an individual on the dimensions so he can fully take the place it deserves in the different dimensions of his life, for example family, social circle and his workplace.

In the approach by theself leadership,setting this up to be an integral part of the process of reflection and evolution of the individual, it is a change of the individual by the individual interaction with its environment .So it is primarily a place to himself, balance between freedom to discover and use, and its accountability to stakeholders in his life he chooses to consider or to win.

Bryant & Kazan propose that Self-leadership should be the foundation of anyorganizational developmentor program. To skip the Self-leadership piece is to leave out a significant part of the puzzle of developing a learning organization.

The steps of SELF-LEADERSHIP:

The awareness of its individual professional roles, based on the model ofLenhardt: specialist, manager or leader.This awareness to report to external projections and personal desires to give rise to both the consciousness of its own complexity, but also the dichotomy between the individual and the roles he plays.

Awareness of its preferential behavior Jungian sense, but also the energy cost of its operations as the change that could operate there.

Awareness of internal engines, whether his career anchors , or datingpatternsover which the individual relies to evolve.These are then reported to the lifecycle of the person at a time depending on their age and level of maturity in his current work.

The definition of upgrade options in an integrated approach and systemic reflection on their implementation by the notion of network.

Self-Leadership In Practice:

1. Self-leadership has been more broadly defined as "the process" of influencing oneself to establish the self-direction and self-motivation needed to perform.

2. Research across a variety of settings, from the educational domain to the airline industry, has shown that the practice of effective self-leadership by employees can lead to a plethora of benefits including improved job satisfaction, self-efficacy, and mental performance.

3. Self-Leadership involves "leading oneself" via the utilization of both behavioral and mental techniques. Behavioral self-leadership techniques involve self-observation, self-goal-setting, management of antecedents to behavior (e.g., cues), modification of consequents to behavior (e.g., self-reinforcement, self-punishment), and the finding of natural rewards in tasks performed.

4. Mental self-leadership techniques involve examination and alteration of self-dialogue, beliefs and assumptions, mental imagery, and thought patterns (habits in ones thinking).

Leadership Competencies OOS

Leading the organization: CP-PVR

- managing change

- solving problems and making decisions

- managing politics and influencing others

- taking risks and innovating

- setting vision and strategy

- managing the work

- enhancing business skills and knowledge

- understanding and navigating the organization

Leading the self: UAE-AC

- demonstrating ethics and integrity

- displaying drive and purpose

- exhibiting leadership stature

- increasing your capacity to learn

- managing yourself

- increasing self-awareness

- developing adaptability

Leading others: CDDR-TG

- communicating effectively

- developing others

- valuing diversity and difference

- building and maintaining relationships

- managing effective teams and work groups

Leadership Competencies (EXTRAS)

MANAGING SELF

MANAGING PROJECTS

MANAGING PEOPLE

LEADING ORGANIZATIONS

Integrity/Honesty: Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.

Interpersonal Skills: Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situations.

Continual Learning: Assesses and recognizes own strengths and weaknesses; pursues self-development.

Resilience: Deals effectively with pressure; remains optimistic and persistent, even under adversity. Recovers quickly from setbacks.

Oral Communication: Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed.

Written Communication: Writes in a clear, concise, organized, and convincing manner for the intended audience.

Flexibility: Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.

Problem Solving: Identifies and analyzes problems; weighs relevance and accuracy of information; generates and evaluates alternative solutions; makes recommendations.

Team Building: Inspires and fosters team commitment, spirit, pride, and trust. Facilitates cooperation and motivates team members to accomplish group goals.

Customer Service: Anticipates and meets the needs of both internal and external customers. Delivers high-quality products and services; is committed to continuous improvement.

Technical Credibility: Understands and appropriately applies principles, procedures, requirements, regulations, and policies related to specialized expertise.

Accountability: Holds self and others accountable for measurable high-quality, timely, and cost effective results. Determines objectives, sets priorities, and delegates work. Accepts responsibility for mistakes. Complies with established control systems and rules.

Decisiveness: Makes well-informed, effective, and timely decisions, even when data are limited or solutions produce unpleasant consequences; perceives the impact and implications of decisions.

Influencing / Negotiating: Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals

Human Capital Management: Builds and manages workforce based on organizational goals, budget considerations, and staffing needs. Ensures employees are appropriately recruited, selected, appraised, and rewarded; takes action to address performance problems. Manages a multi-sector workforce and a variety of work situations.

Leveraging Diversity: Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to achieve the vision and mission of the organization.

Conflict Management: Encourages creative tension and differences of opinions. Anticipates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner.

Public Service Motivation: Shows a commitment to serve the public. Ensures that actions meet public needs; aligns organizational objectives and practices with public interests.

Developing Others: Develops the ability of others to perform and contribute to the organization by providing ongoing feedback and by providing opportunities to learn through formal and informal methods

External Awareness: Understands and keeps up-to-date on local, national, and international policies and trends that affect the organization and shape stakeholders views; is aware of the organizations impact on the external environment..

Vision: Takes a long-term view and builds a shared vision with others; acts as a catalyst for organization change. Influences others to translate vision into action.

Strategic Thinking: Formulates objectives and priorities, and implements plans consistent with the long-term interest of the organization in a global environment, Capitalizes on opportunities and manages risks.

Entrepreneurship: Positions the organization for future success by identifying new opportunities; builds the organization by developing or improving products or services. Takes calculated risks to accomplish organizational objectives.-

MODULE 2: OVERVIEW OF TEAMS

Team Design Features: Team vs. Group/ Effective Team Mission and Vision /Life Cycle of a Project Team/Rationale of a Team, Goal Analysis and Team Role

TEAMS VS GROUP

Groups differ from teams in several ways:

Task orientation: Teams require coordination of tasks and activities to achieve a shared aim. Groups do not need to focus on specific outcomes or a common purpose.

Degree of interdependence: Team members areinterdependentsince they bring to bear a set of resources to produce a common outcome. Individuals in a group can be entirely disconnected from one another and not rely on fellow members at all.

Purpose: Teams are formed for a particular reason and can be short- or long-lived. Groups can exist as a matter of fact; for example, a group can be comprised of people of the same race or ethnic background.

Degree of formal structure: Team members' individualrolesand duties are specified and their ways of working together are defined. Groups are generally much more informal; roles do not need to be assigned andnormsofbehaviordo not need to develop.

Familiarity among members: Team members are aware of the set of people they collaborate with, since they interact to complete tasks and activities. Members of a group may have personal relationships or they may have little knowledge of each other and no interactions whatsoever.

The Nine Team Roles

1. Implementeris the practical organizer within the team. Disciplined, orderly and task-oriented. Implementer puts plans and ideas into easily executable tasks. He/she can be a little too practical and conservative when the usefulness of new ideas is not immediately clear.

2. Resource Investigatoris the cheerful, extroverted person with lots of contacts within and outside the team. He/she is enthusiastic, adventurous and open-minded and always looking for new ideas. Resource Investigator is naturally good at developing and maintaining contacts, but may become careless when the novelty wears off.

3. Plantis the creative thinker of the team. Innovative and original. A free spirit who needs space to fantasize about new and surprising solutions to complex problems. Plant is not always practical and sometimes misses what others require from him/her.

4. Monitoris sensible, thoughtful and critical. The analyst of the team. He/she is always analyzing situations and wants to get to the bottom of things. As Monitor he/she may deliberate long and thoroughly and his or her judgment is rarely wrong.

5. S haperis driven, passionate and willful. He/she has a strong urge to perform, looks for challenges and gets things going. Shaper makes sure deadlines are made and goals are met, one way or the other. He/she can get frustrated and react angrily or emotionally.

6. Coordinatoris the natural coordinator of the team. He/she looks after procedures, helps team members clarify intentions and summarizes what everyone wants. He/she has a nose for talent and knows how to utilize people to their full potential. Coordinator trusts others and delegates easily but sometimes has a tendency to leave too much work to others.

7. Completer Finisherhas the talent to always feel what could go wrong. This leads to a lot of attention to details, checking and rechecking, and a tendency to perfectionism. He/she monitors the quality and safety, but can sometimes be overprotective and find it difficult to delegate things to others.

8. Teamworkeris the most sensitive member of the team, helpful, accommodating and focused on creating a pleasant atmosphere and sense of togetherness. He/she prefers balance and harmony and is close to others. Teamworker has difficulty with conflict and may have trouble taking decisions at critical times.

9. Specialistis an immeasurable source of knowledge in his/her field. An advisor who is gladly consulted and will provide knowledge on a specific topic with pleasure and ease. His/her contributions to the team are his/her substantial knowledge and technical skills. Specialist thrives less well when working together and does not care for social activities that much.

REFER SLIDE FOR MOD 2

Module III: Team Building for Leadership Excellence

Types and Development of Team Building/ Stages of Team /Profiling your Team: Internal & External Dynamics/Team Strategies for organizational vision

TEAM BUILDING

Team buildingis the use of different types of team interventions that are aimed at enhancing social relations and clarifying team members roles, as well as solving task and interpersonal problems that affect team functioning.

Team building was originally a group process intervention aimed at improving interpersonal relations and social interactions but over time has developed to include achieving results, meeting goals and accomplishing tasks.

It refers to the activities in which teams can engage to change its context, composition or team competencies to improve performance. It is distinct from team training, which is also a team-development intervention that is designed to improve team functioning and effectiveness.

Team building differs from team training in a number of ways. Team building is not necessarily formal or systematic in nature, does not target skill-based competencies and is typically done in settings that are not in the actual environment where the team works on the task.

Team building generally sits within the theory and practice of organizational development, but can also be applied to sports teams, school groups, armies, flight crews and other contexts. There have been many issues in past literature about the conceptual definition of team building. However, now there is consensus and conceptual clarity about what team building constitutes exactly. Its four components are:

Goal setting: aligning around goals

Interpersonal-relationship management: building effective working relationships

Role clarification: reducing team members role ambiguity

Problem solving: finding solutions to team problems

These team-development interventions have proven to have positive effects on cognitive, affective, process and performance team outcomes. Team building has seen the strongest effect on affective and process outcomes. According to Klein et al. (2009), team building is one of the most widely used group development interventions in organizations today. Of all organizational interventions, team-development interventions were found to have the largest effects on financial measures of organizational performance.[3]Recent meta-analyses show that team development activities, including team building and team training, improve both a teams objective performance and supervisory subjective ratings on performance.

The four approaches

The following are a summary of the four approaches as described by Salas and his team:[5]

Goal setting: this intervention emphasizes setting objectives and developing individual and team goals. Team members become involved in action planning to identify ways to achieve goals. It is designed to strengthen team member motivation to achieve team goals and objectives. By identifying specific outcome levels, teams can determine what future resources are needed. Individual characteristics (e.g. team member motivation) can also be altered by use of this intervention. Many organizations insist on teams negotiating a team charter between the team and responsible managers (and union leaders) to empower the team to accomplish things on behalf of the organization. Successful goal settings help the teams to work towards the same outcomes and make them more task and action oriented.

Role clarification: this intervention emphasizes increasing communication among team members regarding their respective roles within the team. Team members improve their understanding of their own and others respective roles and duties within the team. This intervention defines the team as comprising a set of overlapping roles. These overlapping roles are characterized as the behaviors that are expected of each individual team member. It can be used to improve team and individual characteristics (i.e. by reducing role ambiguity) and work structure by negotiating, defining, and adjusting team member roles. It includes an understanding of the talent that exists on the team, and how best to use it, allows members to understand why clear roles are important. The members should also realize that they are interdependent and the failure of one team member leads to the failure of the entire team.

Problem solving: this intervention emphasizes identifying major task-related problems within the team. Team members become involved in action planning, implementing solutions to identified problems and to evaluate those solutions. They practice setting goals, developing interpersonal relations, clarifying team roles, and working to improve organizational characteristics through problem-solving tasks. This can have the added benefit of enhancing critical-thinking skills. If teams are good in problem-solving skills, they are less likely to need external interventions to solve their problems.[15]

Interpersonal relations management: this intervention emphasizes increasing teamwork skills (i.e. mutual supportiveness, communication, and sharing of feelings). Team members develop trust in one another and confidence in the team. This is based on the assumption that teams with fewer interpersonal conflicts function more effectively than teams with greater numbers of interpersonal conflicts. It requires the use of a facilitator to develop mutual trust and open communication between team members. As team members achieve higher levels of trust, cooperation and team characteristics can be changes as well.

Environment: teams are not closed systems. It is critical that they interact effectively with their external environments. Teams need good diplomatic relationships with key managers, union officials, other teams, and the functions that affect their performance. Team members must feel free to disagree with each other during team meetings but should present a united, positive front to the rest of the organization.

Four Different Types Of Team Building

1. Personality-Based Team Building

Personality based team building comes in various forms but one of the most common is a personality questionnaire where you not only learn about your own personality but also the personality of other members of your team.

This information can then be used for discussing different action steps and working relationships within the company.

In personality-based team building, individuals fill out a psychometric test MBTI (Myers-Briggs Type Indicator), for example where they can learn more about their own personalities and those of their teammates as well. The results of the assessment are delivered back to the team and used as a basis for discussion and developing action steps. Personality-based team building is an effective development tool which helps team members gain better self-understanding, become aware of the differences between each other and adjust their behavior to match their teammates.

Naturally, different individuals have different motivational needs and different reactions to work situations, stress or change. This can lead people to misinterpret each others intentions and actions. Understanding and accepting individual differences will greatly enhance conflict resolution, collaboration and team effectiveness.

2. Activity-Based Team Building

Activity based team building involves a carrying out challenging tasks, usually in an outdoor setting e.g. mountain climbing, trekking etc. These activities requite teamwork from all other members in order to be successful with the challenge.

The idea behind this type of team building is the success seen during the activity can be brought into the office through the new relationships that have been created. The lessons learnt during the challenges can also be transferred to the workplace.

Activity-based team building is used to provide teams with challenging tasks that usually take place in the outdoors (e.g. ropes course, rafting, mountain climbing, orienteering, caving, survival events or boot camp). This kind of activities addresses specific development needs of teams such as problem solving, risk-taking, trust-building and paradigm breaking. The idea is not just to have fun together, bond well and learn new skills, but to actually understand how these teamwork lessons can be applied to a work situation. The experience of success in an outdoor challenge can be a great booster for the teams morale and productivity in the workplace.

Adventure team building works best with young employees. Your HR outsourcing agency will make sure that these activities match the current needs of the team and deliver lasting impact on team performance. Human resource experts may also use this type of team building to identify the strengths of staff or find potential leadership talent.

3. Skills-Based Team Building

Skills based team building involves members of the team in a workshop developing a certain skills. Skills can include receiving criticism, dealing with conflict, effective team meetings and more.

By developing these skills during the workshop its possible to create a more effective team if the skills learnt are applied throughout the workplace.

While activity-based team building is an indirect way of teaching specific skills, skills-based team building means direct learning. In skills-based team building, team members participate in workshops where they learn and practice a specific skill set, such as dealing with conflict, reaching group consensus or giving and receiving constructive feedback. This type of team building focuses on skills that can be applied immediately to the work environment. Human resource managers may likewise use this team building approach to develop the leadership potential of members.

Skills-based team building has proved to be a great success in boosting teams performance levels. Workshop sessions facilitate open communication, frank discussion of current issues affecting the team and help devising new ways to tackle these problems. Skills-based team building develops self-understanding and encourages commitment to change the teams status quo.

4. Problem Solving-Based Team Building

Problem solving based team building is usually performed at an outside event but can also apply to an indoor task. The goal of this team building exercise is to help the team solve certain problems given by an outside facilitator. The group will then need to identify the challenges and possible solutions while trying to work as effectively as possible to solve the problem.

This type of team building activity usually takes place in a retreat setting and is led by an outside facilitator (an external consultant provided by your human resource services firm). In problem-solving-based team building, team members come together to identify and solve a key challenge the group is currently facing.

Problem-solving-based team building is a brainstorming experience that brings to light the teams barriers to success. Once the symptoms have been elicited, the team goes on to examine possible causes, until they reach the root cause of the problem. At this stage, team members are able to develop a concrete action plan to solve the challenge.

This team building approach has great benefits in term of stress relief and positive emotions towards the work environment. Problem-solving-based team building is an outlet for frustrations and a step forward to action. The team building helps the group move beyond inertia, stay motivated and take control over its own destiny.

Team building is a multifaceted concept that includes a wide variety of corporate activities and programs. To find out what type of team building is best for your goals, its advisable to consult with your human resource services provider. An HR outsourcing agency can bring the benefit of a neutral third party and ensure trust in the process.

STAGES OF TEAM

TheForming Storming Norming Performingmodel ofgroup developmentwas first proposed byBruce Tuckmanin 1965, who maintained that these phases are all necessary and inevitable in order for theteamto grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models.

EXPLANATION

Forming

In the first stage of team building, the forming of the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet each other, etc. Individuals are also gathering information and impressions about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict means that not much actually gets done. The team meets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best behavior but very focused on themselves. Mature team members begin to model appropriate behavior even at this early phase.

The forming stage of any team is important because the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure.

Storming[edit]

In thestormingstage, enough initial trust has been developed between team members that they start to feel comfortable expressing discontent and challenging others' opinions. This stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences should be emphasized; without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Some teams will never develop past this stage; however, disagreements within the team can make members stronger, more versatile, and able to work more effectively as a team.

Supervisors of the team during this phase may be more accessible, but tend to remain directive in their guidance of decision-making and professional behavior. The team members will therefore resolve their differences and members will be able to participate with one another more comfortably. The ideal is that they will not feel that they are being judged, and will therefore share their opinions and views. Normally tension, struggle and sometimes arguments occur. This stage can also be upsetting.

Norming[edit]

The team manages to have one goal and come to a mutual plan for the project at this stage. Some may have to give up their own ideas and agree with others to make the team function. In this stage, all team members take the responsibility and have the ambition to work for the success of the team's goals. The danger here is that members may be so focused on preventing conflict that they are reluctant to share controversial ideas.

Performing[edit]

It is possible for some teams to reach theperformingstage. These high-performing teams can function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the team.

Supervisors of the team during this phase are almost always participating. The team will make most of the necessary decisions. Even the most high-performing teams will revert to earlier stages in certain circumstances. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert tostormingas the new people challenge the existing norms and dynamics of the team.

REFER SLIDES FOR MOD 3