2024 Leadership Course - International Business (PDF)

COURSE LEADERSHIP INTERNATIONAL BUSINESS KT054H BSC YEAR 4 AUTUMN 2024 drs. Gerni Luttikhuis MWO lecturer, trainer, coach Professional skills & Personal leadership Faculty of Economics & Business [email protected] LINK BETWEEN THE COURSES PROBLEM SOLVING (YEAR 3) - LEADERSHIP (YEAR 4) - IB...

COURSE LEADERSHIP INTERNATIONAL BUSINESS KT054H BSC YEAR 4 AUTUMN 2024 drs. Gerni Luttikhuis MWO lecturer, trainer, coach Professional skills & Personal leadership Faculty of Economics & Business [email protected] LINK BETWEEN THE COURSES PROBLEM SOLVING (YEAR 3) - LEADERSHIP (YEAR 4) - IB THE SILLY COW EXCERCISE 2  WHERE DID LEADERSHIP SHOW UP IN THE SILLY COW EXCERCISE? |3  Course on Leadership 22-10-2024 4 LEARNING OBJECTIVES In general: “train students knowledge, skills, attitude to become an authentical leader and achieve capability of leading employees in a volatile business world”. Upon completion of the course students will: 1. gain an understanding of various leadership styles and models and their effectiveness. 2. develop insights into the cultural dimensions of leadership. 3. foster communication, collaboration and team management skills by reflecting on the current level of leadership skills and practising leadership skills. 4. develop self-awareness and confidence necessary for a leadership role in a complex, international environment. 5 DIDACTIC SET UP  10 Hours training (3 half day) + 10 hours self-study - interactive - small groups - learning from experience: open up and reflect - studying texts  Assessment: multiple choice exam which covers lectures and syllabus 6 REFLECTING  What: Describe the experience what have you heard, what happened, who was involved, what was the context?  So what: Reflect on the experience what did you learn / find challenging, what surprised you, how have your feelings, assumptions, beliefs influenced your way of thinking and acting, what are the consequences?  Now what: Consider implications of what you’ve learned + prepare step forward how will this experience change your future behavior, what skills do you need to develop? 22-10-2024 7 GROUND RULES FOR PLEASANT AND SAFE LEARNING DURING ASSIGNMENTS  We are willing to learn, also about ourselves and each other  No one has a monopoly on the truth  What is discussed here in person remains confidential Anything else to agree on?  1 2 3 Seminar 1. Seminar 2. Seminar 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal leadership Who is the leader Intercultural Leadership What does the leader Without leaders Examination: Moral leadership multiple-choice questions OVERVIEW OF LECTURES 9 PART 1: WHAT IS LEADERSHIP? There are almost as many different definitions of leadership as there are persons who have tried to define the concept. Stogdill, 1974. 10 YOUR VISION ON LEADERSHIP 11 Last year on search engine Google More than 2.350.000.000 results in 0,38 seconds! 22-10-2024 12 DEFINITIONS OF LEADERSHIP Elements:  The person of the leader  A (group of) follower(s)  The relationship between leader and follower  A common goal and motives to achieve it  Behavior of all involved 13 FACTORY SCENE IN 1936 Indictment of the dehumanisation of labour in the industrialised society Charly Chaplin (US) - Modern Times (4 min.) 14 Management is about coping with complexity.. Leadership is about coping with change. J. Kotter, What leaders really do. 2001.  5 LEVELS OF LEADERSHIP Level 5 Leadership. Builds long-term success with mix of personal modesty and professional will Level 4 Effective leader. Knows how to evoke a clear vision and strong commitment. Encourages high performance Level 3 Manager. Knows how to organise people and resources. Achieves predetermined goals effectively and efficiently Level 2 High-performing team member. Contributes to achieving team goals with his individual capacity. Cooperates effectively with other group members Level 1 Promising individual. Has talent, knowledge, skill and a good work ethic. Is productive Jim Collins. Good to great, why some companies make the leap and others don’t. 2001 MINTZBERG ON LEADERSHIP AND MANAGEMENT  “Let’s stop the dysfunctional separation of leadership from management. We all know that managers who don’t lead are boring, dispiriting. Well, leaders who don’t manage are distant, disconnected”. In: Managing, book. 2009.  “Instead of distinguishing managers from leaders, we should be seeing managers as leaders, and leadership as management practiced well”. In: Enough Leadership, article in Harvard Business Review. 2004. 17 LEADERSHIP  The ability to influence people in such a way that they want to do things with their capabilities that benefit the common good. (A.Haslam. 2011, K.Blanchard.1999)  Leading by example through focus on character, empathy and compassion. (Confucius. +-520 BC) 22-10-2024 18 LEADERSHIP AND POWER ▪ Legitimate power based on position or function, with means to enforce power ▪ Expert power authority based on experience, competence, knowledge (some categorize knowledge as Information power) ▪ Referent power influence based on traits valued by followers ▪ Reward power based on capacity to offer rewards in exchange for input/results ▪ Coercive power based on capacity to penalize of punish others. Power: Making someone do something, even if that person does not want to or if it goes against his interest. 19  WHAT HAVE YOU LEARNED SO FAR? | 20 PART 2: WHO IS THE LEADER? Men and women possess more or less the same traits 21 TWO DIFFERENT LEADERSHIP STYLES Steve Jobs, former CEO Apple Steve Ballmer, former CEO Microsoft (2011, 2.35 min.) 22 LEADERSHIP AND PERSONALITY TRAITS (FIVE FACTOR/’BIG FIVE’) Feature 1 2 3 4 5 Feature \ emotionally neurotic stable extravert introvert get energy from get energy from interacting with within themselves others friendly,  Team up, discuss: disagreeable, agreeable  what is a good score for: competitive ✓ an effective leader? conscientious ✓ your ideal leader? disorganised ness, careful  Appoint one to share plenary open to conservative, https://www.123test.com/personality-test/ experience closed mind 23 NATURE OR NURTURE: IS LEADERSHIP INNATE OR LEARNED? Certain traits make it easier to develop skills a leader needs. But even with a good set of genes, a leader needs good education and an environment that creates opportunities. 24 BIG FIVE PERSONALITY TRAITS AND LEADERSHIP Honesty - Leaders who score high are llikely to be ethical, fair and humble, which can help humility them build trust and credibility with their followers. Neuroticism Leaders who score low tend to be calm, emotionally stable and confident, which (emotionality can help them make rational decisions under pressure and maintain a calm demeanor in stressful situations. Extraversion Leaders who score high tend to be sociable, out-going, assertive and energetic, which can help them inspire and motivate others. Agreeable- Leaders who score high tend to be cooperative, empathetic, focused on building ness relationships, which can help them build trust and resolve conflicts. Leaders who score low tend to be decisive, assertive, willing to make difficult decisions. Conscien- Leaders who score high tend to be organized, responsible and achievement- tiousness oriented, which can help them set clear goals and follow through on commitments. Openness to Leaders who score high tend to be creative, innovative and open-minded, which experience can help them adapt to changing circumstances and come up with new ideas. SOURCES: DR. T.A. JUDGE ET AL. JOURNAL OF APPLIED PSYCHOLOGY. 2005. DR. R. HOGAN MALE AND FEMALE LEADERSHIP (≠ LEADERSHIP BY WOMEN) When we judge ourselves, both men and women can suffer from expectation patterns we have inherited from our culture, e.g. women assume significantly more domestic responsibility. Men and women possess more or less the same traits. Women presumably have a bit more traits like caring, charming, empathetic, harmony. Men have a bit more traits like initiate negotiating, decisiveness, goal-oriented, ambitious, self-promoting.. When we judge a woman on ‘decisiveness’, chances are we unconsciously take the ‘average woman’ as a reference. Decisiveness then stands out more in a woman because it differs from what we expect. A woman who is competitive, goal-oriented and businesslike then becomes a ‘bitch’. While she behaves no differently from an average man in a team. If a man shows emotions, then we may call it brave, if a woman does so then she is seen as weak. Leadership paradox: In this time of divisions and tensions between countries, religions and population groups, we need unifying leadership. At the same time, we see that uncertainty about the future also fuels the need for the ‘strong man’. Emma Jung, Animus en Anima, 1999 FEMALE LEADERSHIP Vice President Võ Thị Ánh Xuân, Vietnam Source: De macht van een speelgoedfolder – Sociale Vraagstukken, 2013 (The power of a toy leaflet - Social Issues) Vice President Kamala Harris, US PART 3: WHAT DOES THE LEADER? - TRAITS OF BEHAVIOR Personality and character traits appear to do little to predict whether a leader is effective. See Syllabus chapter 10 (Leadership strenghts) 28 EARLY THEORY OF LEADERSHIP - KURT LEWIN (1939) Three styles of leadership: Autocratic (= authoritarion) style: centralised authority, little participation Democratic style: involvement, lots of participation, feedback Laissez-faire style: managers leave subordinates completely free Research findings: Autocratic nor democratic style is most effective for productivity Autocratic style leads to highest performance in short term Democratic style leads to more motivation, initiative and more team-work 29 EARLY THEORY OF LEADERSHIP – D. MC GREGOR (1960) Theory X: People are lazy, won't and can't work Forcing to perform is necessary Theory Y: People want to work and are resourceful They want to develop and take responsibility. 30 DEMOCRATIC LEADERSHIP STYLE: ASSIGNMENT I 1. Individually, rank according to your preference 2. Team up to decide a. Discuss, share perspectives on ranks b. Identify the option that is the most favoured choice of your group 31 DEMOCRATIC LEADERSHIP STYLE: ASSIGNMENT II 3. Reflect a. How does the way of decision-making affect the acceptance of the choice? b. How did you lead yourself & stand up for yourself? c. Who was the leader? Why? d. How did everyone participate? e. Compliment each participant. 4. Appoint 1 to present brief in plenary 32  Early theories of leadership DIMENSIONS OF LEADERSHIP – THE MANAGERIAL GRID BLAKE & MOUTON (1964) Two dimensions of leadership behaviour:  Concern for people: focus on interpersonal relations  Concern for results: emphasis on technical or task-oriented aspects of work. Read syllabus chapter 5.and do the test. Or: use slide. R. Blake & J. Mouton, J., Management theory, (1964). The managerial grid : Key orientations for achieving production through people. See explanation of the 5 leadership styles (leadingsapiens.com. 11.34 min.) Scale from 0 = never to 5 = always Blake & Mouton - 1. I involve my team members in the decision-making process and try to implement their Managerial Grid ideas: … How are you as a leader? 2. Nothing is more important than accomplishing a goal or completing a task : … What applies to you or you 3. I closely monitor planning to ensure the project is finished on time : … think would apply to you? 4. I like helping people develop new skills and adopt new procedures : … 5. The more challenging a task, the more I like it : … People Task 6. I encourage my employees to be creative : … Question Question 7. When trying to complete a complex task successfully I make sure each detail is 1…. 2…. accounted for : … 4…. 3…. 8. I find it easy to carry out several difficult tasks at the same time : … 6…. 5…. 9. I enjoy reading about training, leadership and psychology and then putting that 9…. 7…. knowledge into practice : … 10…. 8…. 10. When correcting mistakes, I make sure not to jeopardize the mutual relationship : … 12…. 11…. 11. I manage my time as efficiently as possible : … 14…. 13…. 12. I enjoy explaining the difficult aspects and the details of a complex project or task to my employees : … 16…. 15…. 13. I always try to break down large projects into smaller, manageable tasks : … 17…. 18…. 14. To me, building a successful team is of utmost importance : … Total:… Total:… 15. I love analyzing problems : … 16. I respect other people’s boundaries : … Final Final 17. I coach and counsel my employees in order to facilitate their development : … score: score: 18. I enjoy reading specialist literature and implementing new procedures and techniques at x0,2 = … x0,2 = … work : … 34 BLAKE & MOUTON – MANAGERIAL GRID Reflect & Discuss 1. Where are you on the grid according to the Country Club Team questionnaire? In what Leadership leadership People orientation situation is this appropriate? Middle-of-the-road 2. What orientation did the group members show in the assignment ‘fight poverty’? leadership 3. What is in general the ideal Impoverished Authoritarian point on the grid? Why? leadership leadership 4. In what kind of situations do other positions fit in order to Task orientation achieve the desired result? 5. Designate one person in your group to present your answers to questions 3 + 4 in plenary 35 TRANSACTIONAL VS. TRANSFORMATIONAL LEADERSHIP Burns (1978) / Bass & Avolio (1994) : Transactional leadership Exchange relationship: labour and contract in exchange for pay, loyalty, dedication. Goal leader: efficiency. Follower is concerned with own interest, livelihood security, prosperity. > increasing posperity > grow of need for recognition and personal growth. Transformational leadership Focus on development and growth of followers. Leader is chance agent and role model. Follower is inspired by the leader, gets opportunities to develop himself. TRANSACTIONAL -- TRANSFORMATIONAL -- LAISSEZ-FAIRE  “I go beyond self-interest for the good of the group” Leadership style = transformational (inspire followers to accomplish things)  “I keep track of all mistakes” Leadership style = transactional (management by exception)  “I wait for things to go wrong before taking action” Leadership style = laissez-faire (passive, avoidant)  OVERVIEW OF TODAY 1 2 3 Seminar 1. Seminar 2. Seminar 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal leadership Who is the leader Intercultural Leadership What does the leader Without leaders Examination: Moral leadership multiple-choice questions 38 WRAP UP What was the (most) important point of today’s seminar? (meaningful, surprising, disturbing, useful, …) Which concept resonates most with you? Why? How would you implement this concept in your own behavior? SELF-STUDY  Review the presentation  Review your notes  Read the syllabus, chapter 2,3,4,5 and 7 40  ENJOY YOUR EVENING SEE YOU TOMORROW! 41  1 2 3 Lecture 1. Lecture 2. Lecture 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal leadership Who is the leader Intercultural Leadership What does the leader Without leaders Examination: OVERVIEW OF LECTURESMoral leadership multiple-choice questions 42 Task-oriented, authoritarian style Photo: warhistoryonline.com Legitimate power See: USS Montana (1 min.) 16-43 CONFLICT MANAGEMENT STYLES – THOMAS KILMANN Watch the video on Thomas Kilmann conflict management styles (3.06 min.) There is no one-size-fits-all solution for dealing with conflicts. Know which style is appropriate for a specific context. See syllabus chapter 24.. Do the test and read the article. K.W. Thomas & R.H. Kilmann. Thomas–Kilmann Conflict Mode Instrument. 1974. Model is relatied to: CONFLICT MANAGEMENT: THOMAS KILMANN INSTRUMENT Concern for own results CONFLICT MANAGEMENT – WHICH STYLE DOES FIT? o s ASSIGNMENT CONFLICT MANAGEMENT STYLES SITUATIONAL LEADERSHIP – HERSEY & BLANCHARD (1969) To the Managerial Grid (Blake & Mouton, 1964): Focus on the people Focus on the task, to ensure production Hersey & Blanchard* added (1969): Paying attention to the follower: Task readiness: being able/competent and willing. See syllabus. P. Hersey & K. Blanchard. Situational Leadership. Management of Organizational Behavior: Utilizing Human Resources. 1969 CONCEPTEN VAN LEIDERSCHAP 22-10-2024 48 PART 4: FOLLOWERS “Over time, followers are becoming more important, and leaders less”. B. Kellerman. Followership: How Followers are Creating Change and Changing Leaders. 2008. 49 First Follower: Leadership lessons from a dancing guy (Derek Sivers, 2.59 min.) 50  3 TYPES OF FOLLOWERS “Leaders are simply people who have followers and rank doesn’t have much to do with that” Goffee & Jones, Why should anyone be led by you? Harvard Business Review. 2000. 51  PART 5: TEAM LEADERSHIP AND INTERCULTURAL LEADERSHIP Vietnam wins silver in 5-person team event at the 18th FIG Aerobic Gymnastics World Championships. 29 Sept 2024. 52 NASA CASE I – SITUATION CASE 53 STEER A MEETING, START WITH TPPT Agree on:  T opic  P urpose  P rocedure  T ime 54  THE TEAM TEAMS: AS A FOLLOWER FOLLOWERS AND ROLE AND LEADERS – OF THE LEADER Performance impact Team mem- bers Team lead CULTURAL PROFILE See (2.17 min.)* Erin Meyer, getting to yes across cultures 1. Communicating: Low-context vs. High-context 2. Evaluating: Direct feedback vs. Indirect feedback 3. Leading: Egalitarian vs. Hierarchical 4. Deciding: Consensual vs. Top-down 5. Trusting*: Task-based vs. Relationship-based 6. Disagreeing*: Confrontational vs. Avoid confrontation 7. Scheduling: Linear-time vs. Flexible-time 8. Persuading: Applications-first vs. Principles-first --- The outcome is relative INSIGHTS FOR INTERCULTURAL LEADERSHIP See Erin Meyer Speaking (11 min. about classroom + leadership) See syllabus chapter 8, 9, 16 European and Asian students respond different to a teacher asking: “are there any questions?” (how children in a culture think about authority, is linked to effective leadership in that culture) Use diversity as an asset: multicultural teams suffer less form groupthink and, if managed well, lead to greater creativity and innovation (TED-talk, Andres Tapia). But might suffer from lack of cohesion, leading to subgroup forming, mistrust. Train your intercultural muscle: immerse yourself in other cultural contexts. Compare other cultures and do not judge them While working with and leading people from other cultures: clarify the norm about what you should do, state objectives and roles very clearly PART 6: LEADERSHIP WITHOUT LEADERS 58 WISDOM OF THE GROUP Large groups are better informed and capable of making better decisions than a few well-informed individuals/experts, if: - little awareness of group connection - diverse group - somewhat familiar with subject Surowiecki, Wisdom of the Crowds, 2004 59  What you pay attention (2012) to will grow These 3 psychological needs must be satisfied to foster well being and health and to allow optimal functioning and growth ENGAGED EMPLOYEES 62% fewer safety incidents 27% less absenteeism 18% more productivity 12% more customer growth 12% more profitable Source: Gallup ‘02 STEERING FOR SELF - MANAGEMENT Team: PDCA Leader as supervisor/coach: safety and protection meaning and inspiration facilities and support 62 PART 7: MORAL LEADERSHIP 63  LEADING IN A PURPOSE ECONOMY (K. KLOMP) Yes, I made a mistake Moral leadership: integrity, I am proud of you! responsability, forgiveness, compassion What do you think about it? Purpose economy finding purpose, doing well Can I help? Thank you! We” Knowledge economy personal growth, perform Industrial economy self-esteem, good relationships Agro economy health, safety Kees Klomp, Betekenis economie. 2021 (Purpose eonomy) Zo wint de natuur in de rechtzaal. VPRO. 2024. (So wins nature in court. Nature in the board of organisations) 22-10-2024 64  OVERVIEW OF TODAY 1 2 3 Lecture 1. Lecture 2. Lecture 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal leadership Who is the leader Intercultural Leadership What does the leader Without leaders Examination: OVERVIEW OF LECTURESMoral leadership multiple-choice questions 65 WRAP UP What was the (most) important point of today’s seminar? (meaningful, surprising, disturbing, useful, …) Which concept resonates most with you? Why? How would you implement this concept in your own behavior? SELF-STUDY  Review the presentation of today  Review your notes of today  Read the syllabus chapter 8, 9, 16 (intercultural leader), 21 (acceptance), 22 (decision making), 23 (resistance) 24 (conflict management) 67  ENJOY YOUR EVENING SEE YOU TOMORROW! 68  1 2 3 Seminar 1. Seminar 2. Seminar 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal leadership Who is the leader Intercultural Leadership What does the leader Without leaders Examination: Moral leadership multiple-choice questions OVERVIEW OF LECTURES 69  Rarely can a response makes is relationship better. What makes it better, is connection. PART 8: PERSONAL LEADERSHIP  I LIKE TO BE HERE, WORKING WITH YOU! CONCEPTEN VAN LEIDERSCHAP 22-10-2024 71 COMMUNICATION - CHANNELS Verbal spoken words to convey thoughts, feelings, ideas Non-verbal body language, facial expressions, eye contact etc. Vocal (para-verbal) speed, pauses, sounds, tone, volume Research on Liking (Mehrabian, 1977): resp. 17%, 55%, 38% BIAS How our brain works: fast and slow thinking D. Kahneman (4.40 min.) Examples Projection: perceiving our traits in others Interpretation: seeing what we have been taught to see Recentness: recent experience weighs more heavily Tell DIE Description what I perceive with all my senses Interpretation what I think about what I perceive Evaluation how I feel about what I think See the world through how you feel (1:00 mns.) Cinema (1.48 mns) 76 ASSIGNMENT 77 Johari window Known by yourself Not known by yourself Arena Blind spot Known (e.g. reflections of feelings) (e.g. tone, phrasing, empathy) by others → how to find out: feedback Façade Unknown Not known (e.g. feeling unhappy and not (e.g. patterns of thinking) by others showing it) | 78  Not known Johari window Known by yourself by yourself Arena Blind spot (e.g. reflections of feelings) (e.g. tone, phrasing, empathy) → larger Arena: Known better relationships, more effective, → how to find out: by others more productive Open to feedback Façade Unknown Not known (e.g. feeling unhappy, not showing it). (e.g. patterns of by others → Open to express, explain thinking) | 79 EMPATHY = the ability to understand other people's emotions, by listening to the need underneath. “Empathy is the most important leadership skill of the 21st century” See syllabus chapter 19. Rarely can a response makes it better. D. Goleman. Emotional intelligence. 2009 What makes it better, is connection. R. Krznaric, Empathy. 2015 When people show resistance, empathy is a way to find common ground. COMMUNICATION – 4 LEVELS 1. Content content of the conversation Be aware of the communication 2. Procedure flow of the conversation levels during meetings 3. Interaction connection between the conversation partners Awareness helps you to switch and become more effective in your 4. Emotion feeling, state of mind personal leadership: changing negative conversations avoiding escalations or conflicts Switch down if you need to acquiring acceptance Switch back up when you can See Syllabus chapter 11, 12, 13 22-10-2024 81 ASSIGNMENT: INFLUENCING 1 – IN GROUPS OF 3 82 Assignment: influencing II – in groups of 3 83 HOW TO GIVE EFFECTIVE FEEDBACK: 3 STEPS 1. State the behavior you have observed: I saw … heard … you …. 2. Describe the impact on yourself: I noticed that it helped me … / kept me from … and I enjoyed that … regret that I therefore missed.. 3. Provide information/suggestions for improvement or continuation : If you had…, that would have helped me … See syllabus chapter 18 What could help you change this? STEER A MEETING: LSD Ask questions (open question: what, how, why, when etc.)  L isten  S ummarize  D elve deeper ROLE PLAY: DEALING WITH RESISTANCE IN PAIRS – 40 MIN. IF YOU ARE THE CFO You set up a meeting with the HR Manager. It is necessary to cut back on the Talent Management Program soon, due to a set-back in orders and new regulations that force the company to take action on climate adaptation. The board of directors decided to cancel the 2 weeks visit of the regional offices in 2025 and cancel the Talent Management Program from 2026 on. You have been asked to convey this bad news. 87 IF YOU ARE THE HR MANAGER You are highly motivated for the Talent Management Program. Think of reasons why you like doing this so much, how it is adding value to the company and what other internationally oriented initiatives you would like to undertake. Every autumn, you meet the CFO to discuss next year's HRM budget. 88  DEBRIEF CASE IN PAIRS How did you experience the meeting? How satisfied are you with the outcome? Leadership: to what extent have you achieved your goals? Reflect on the conflict management style(s) used. What do you find appropriate in such situation? EEN CURSUS ONDERWIJZEN 89 HOW TO BREAK BAD NEWS EXPLORING THE INTERESTS HELPFUL FOR CFO IN CASE WOODGO HELPFUL FOR HR MANAGER IN CASE WOODGO (Phase 0: Prepare!) Ask for goals Ask for underlying interests Phase 1: Deliver the bad news Ask for principles and priorities Look for overlap in interests or goals Phase 2: Address emotions with empathic responses Low sacrifice, high benefit (reflect feelings) Package deal Trial balloon Phase 3: Consider possible If…then… solutions GOING TO A WIN-WIN SOLUTION – FISHER & URY ▪ Separate people from the problem ▪ Focus on interests (rather than positions) ▪ Generate options that promote mutual benefit (creative process) ▪ Use objective criteria (evaluation) ▪ When the other party is more powerful: go for ‘bottom line’ BATNA: Best Alternative To a Negotiated Agreement R.Fisher, W. Ury, Getting to Yes, Negotiating an agreement without giving in. 1981. CORE QUADRANT - D. OFMAN Pitfall Core Quality What others blame me for What others appreciate in me Too much What I’m willing to overlook in What I take for granted in myself of it What I expect from others others What I tend to justify in myself Positive good addition Positive opposite opposite Allergy Challenge What I would not like in myself Too much What I miss in myself What others advise me to relax of it What others wish for me about What I admire in others What I despise in others CORE QUADRANT - D. OFMAN Core Quality Pitfall What others appreciate in me What others blame me for What I take for granted in Too much What I’m willing to overlook in of it others myself What I tend to justify in myself What I expect from others Positive good addition Positive opposite opposite Allergy Challenge What I would not like in myself Too much What I miss in myself What others advise me to relax of it What others wish for me about What I admire in others What I despise in others 93 CORE QUADRANT - D. OFMAN Pitfall Core Quality What others blame me for What others appreciate in me Too much What I’m willing to overlook in What I take for granted in myself of it others What I expect from others What I tend to justify in myself Positive good addition Positive opposite opposite Allergy Challenge What I would not like in myself What I miss in myself Too much What others advise me to relax about of it What others wish for me What I despise in others What I admire in others 94 CORE QUADRANT - D. OFMAN Pitfall Core Quality What others blame me for What others appreciate in me Too much What I’m willing to overlook in What I take for granted in myself of it others What I expect from others What I tend to justify in myself Positive good addition Positive opposite opposite Allergy What I would not like in myself Challenge Too much What I miss in myself What others advise me to relax What others wish for me of it about What I admire in others What I despise in others 95  D. Ofman, Core qualities: CORE QUADRANT - D. OFMAN a gateway to Human Resources. 2004 See chapter 28. Syllabus See film on Core Quadrants (7 min.) Pitfall Core Quality What others blame me for What others appreciate in me Too much What I’m willing to overlook in What I take for granted in myself of it others What I expect from others What I tend to justify in myself Positive Positive stress good addition opposite opposite Allergy Challenge What I would not like in myself Too much What I miss in myself What others advise me to relax of it What others wish for me about What I admire in others What I despise in others 96 CORE QUADRANT - EXAMPLES Core Quality: Pitfall: Too much Impose Helpfulness of it Rational Blunt Positive Positive opposite stress good addition opposite Allergy: Challenge: Indifference Too much Letting go Emotional of it Empathy 97 EXAMPLES CORE QUALITIES  winning  creating atmosphere  harmony-oriented  daring to make decisions  intuitive  logic (logical thinking)  creating clarity  hierarchical thinking  meaning of things  verbalising thoughts  prioritising  empathic  objective  rational approach  honesty, integrity  ratio  cooperating  planning  setting limits  eye for beauty  everyone equal  solving problems  calling things by name  business sense  listening to others yourself  discernment (power to  relying on feelings  consensus-oriented  environmentally aware discriminate)  expressing feelings  service-oriented  business/personal  truthful  flexible separation  enjoying  sense of humour  good at networking  competitive  structuring  drive  caring  patient  charm  extraversion  desire to lead  accepting imperfection  seeking help  self confidence 98  ….. CORE QUADRANTS - D. OFMAN examples EEN CURSUS ONDERWIJZEN 99  ICEBERG MODEL D.C. Mclelland, Need Theory. ‘77 Values, Beliefs and Attitudes Definitions (2.01 mns.) - Values: what you think is important - Beliefs: what you think is true - Attitude: how you express yourself in words/actions Beliefs Needs Characteristics VALUES Examples of values BEHAVIORAL SHELL What drives your behaviour? An authentic leader knows his/her fear drive, but lets the creation drive be leading. Fear Creation Look for how to create rather of something? of something? than prevent. What helps: develop an image of the desired future Prevent Desire 102 AUTHENTIC LEADERSHIP QUESTIONNAIRE 1. strongly disagree 2. disagree 3. neutral 4. agree 5. strongly agree 1. I can list my three weaknesses: … There is no right or wrong answer. Scale the 2. My actions reflect my core values: … questions. From 1: strongly disagree, to 5: agree. Add up answers to scores on 4 items 3. I seek others’ opinions before making up my own mind: … 4. I openly share my feelings with others: … 1. Self-awareness, items 1,5,9,13:… 5. I can list my three great strengths: … 2. Internalized moral perspective, 6. I do not allow group pressure to control me: … items 2,6,10,14:.. 3. Balanced processing, items 3,7,11,15:... 7. I listen closely to the idess of those who disagree with me: … (collective process by leaders & followers) 8. I let 1 others know who I truly am as a person: … 4. Rational Transparancy, items 4,8,12,16:. 9. I seek feedback to understand who I really am as a person:... Scoring interpretation on each component: 10. Other people know where I stand on controversial issues: … 16-20: high in authentic leadership 11. I don’t emphasize my own point of view at others’ expense: … 15-less: low in authentic leadership. 12. I rarely present a ‘false’ front to others: … 13. I accept the feelings I have about myself: … ‘Authentic L. is new, in early stage of development. There’s no clear definition 14. My morals guide what I do as a leader: … yet. The concept is intrapersonal, 15. I listen very carefully to the ideas of others before making decisions:. developmental and interpersonal’. P.Northouse, Leadership, 2018. 16. I admit my mistakes to others: … AUTHENTIC LEADERSHIP The goal is … Every action you go is a vote for the person you want to become. Consuming info, paying attention to education is just entertainment if we do not apply it in our life. If we are not applying information in our life, it’s no education but entertainment. Stop thinking and looking for information and start listening to it.  SETTING GOALS FOR PERSONAL DEVELOPMENT IN LEADERSHIP “Around the world there is increasing demand from businesses for employees with effective core skills, and education has a critical role to play in helping learners to develop these skills.” 1. What kind of new attitude, skills and knowledge do you want to develop? 2. What are your goals? What would you like to achieve? (choose 1-3 goals) 3. What are the subgoals related to your goal? 4. What have you tried or developed towards your goal so far? 5. And what effect have you experienced? 6. How can you use this experience for setting next steps? 7. What will be your first (small) next step forward? (when & where)? 8. And how will you continue? 105 A goal is about you! Progress It is specific, concrete, achievable and ▪ Which qualities can support you in formulated in a positive way taking the first steps? ▪ What would you/ others notice if you progress? Goal formulation ▪ What experiments in which contexts ▪ What will be better if you’ve reached are helpful? your goal? ▪ How does this goal help you in ▪ How can you keep track on your life/career? progress? ▪ What do you do differently by then ▪ How can you revise what has held you (behavior)? back so far? ▪ How is the effect noticable for others? ▪ How can you use help & feedback to improve your performance? ▪ How to celebrate your successes? 106  Let go! Act now! Inspiration: S. Covey, 7 Habits of Highly Effective People. 1989 107  OVERVIEW OF TODAY 1 2 3 Seminar 1. Seminar 2. Seminar 3. Introduction Followers Authentic leadership What is leadership Team Leadership Personal Leadership Who is the leader Intercultural Leadership What does the leader OVERVIEW OF LECTURESWithout leaders Examination: Moral leadership multiple-choice questions 108 WRAP UP What was the (most) important point of today’s seminar? (meaningful, surprising, disturbing, useful, …) Which concept resonates most with you? Why? How would you implement this concept in your own behavior? SELF-STUDY  Review the presentation of today  Review your notes of today  Read syllabus chapter 11 (communication), 12, 13 (listening), 18 (feedback), 19 (EQ/empathy), 28 (core quadrants), 110 GOODBYE With your examination! 112