4 SGXLEADPS Reviewer.docx

I. THE LEADERSHIP CONTEXT  - Selected perspectives on leadership: personal, group, and organizational/institutional - Explore and reflect on the practice of leadership in your personal and professional environments -- and in the broader context of Philippine...

I. THE LEADERSHIP CONTEXT  - Selected perspectives on leadership: personal, group, and organizational/institutional - Explore and reflect on the practice of leadership in your personal and professional environments -- and in the broader context of Philippine society - Emphasis on ethical and accountable leadership in public service Course coverage and outcomes  - **COMPETENCE** - A higher-level learning outcome; - Application of a cluster of knowledge, skills, and attitudes - Self-awareness and reflection/reflective conversations - Analytic/critical/creative thinking and appreciative inquiry - Big picture/integrative/connecting-the-dots/ systems thinking - Ethical decision-making and collaborative action leadership proposition - Leadership is primarily defined by **INHERENT** **traits**, **skills**, and **NATURAL abilities** rather than being solely influenced by experiences and external factors. - While experiences may contribute to leadership development to some extent, true leadership is an **INNATE quality** that ***cannot be fully cultivated through external experiences alone***. - Moreover, the emphasis on ***diversity and inclusivity in leadership practices may overlook the importance of decisive decision-making and clear direction***, which are essential for effective leadership in various contexts. - The ***notion of forging connections with others and integrating diverse viewpoints may lead to*** **INDECISION** and **DILUTION OF VISION**, ***hindering rather than enhancing leadership effectiveness***. - Ultimately, leadership is not solely about embracing experiences and engaging in deliberative conversations, but rather about **INNATE QUALITIES** and **DECISIVE ACTION** that drive positive change and inspire others to follow. - *Leadership is primarily innate, not solely shaped by experiences.* counter-proposition - Leadership isn\'t just a role---**it\'s a dynamic journey shaped by EXPERIENCES and** **SELF-REFLECTION**. - To improve competency, commitment, and character, engage others - in action, in conversations that challenge assumptions, foster ***honest communication***, and weave together ***diverse viewpoints*** to foster ***shared understanding and stakeholder engagement***. - The practice of leadership is shaped and honed over time through **EXPERIENCE** (***challenges, triumph and setbacks***), **PERSONAL PREFERENCES** (***character***), **THOUGHTFUL-REFLECTION**, and an ***ability to*** **GROW****EXPERT** - To orient, to direct, to set the norm, to resolve conflicts, etc. ADAPTIVE CHALLENGE - No adequate response has yet been developed - Requires **LEARNING****ATTITUDES** and in **HABITS**/**BEHAVIOR** **TECHNICAL PROBLEMS** **ADAPTIVE** CHALLENGES -------------------------------- ----------------------------------------------- ------------------------------------------------------------------------------------------- **Definition of the problem?** Clear, **known**, repeated problems **Requires learning**, new challenges, unknown situations **Solution?** Clear, **predictable**, quick, common Requires learning and imagination, discernment by organization or community, long process **Who does the work?** Authorities, experts, models, strategic plans Those whom the problem affects (e.g., organization or community? +-----------------------+-----------------------+-----------------------+ | | **TECHNICAL** | **ADAPTIVE** | +=======================+=======================+=======================+ | **Nature of the | Solving problems that | Deals with complex, | | problem** | have well-established | ambiguous, and often | | | solutions. These | long-standing issues. | | | problems are | | | | typically | These problems do not | | | straightforward and | have readily apparent | | | have clear | solutions and require | | | step-by-step | deeper exploration | | | processes to address | and change in | | | them. | thinking, behaviors, | | | | or systems. | +-----------------------+-----------------------+-----------------------+ | **Solution Clarity** | Solutions can often | The solution is | | | be **implemented | unclear and needs to | | | quickly** | be discovered through | | | | a process of | | | | learning, | | | | experimentation, and | | | | adaptation. It often | | | | involves challenging | | | | assumptions and | | | | testing new | | | | approaches | +-----------------------+-----------------------+-----------------------+ | **Leadership Role** | Often handled by | Requires leadership | | | experts or | at all levels because | | | specialists who have | it involves changes | | | the required | in behavior, | | | knowledge and skills. | attitudes, and | | | | beliefs. | | | Leadership in | | | | technical work is | Leaders who are self | | | often about | aware and self | | | **coordinating and | managed need to | | | overseeing the | engage and mobilize | | | implementation of | people to address | | | known solutions**. | adaptive challenges | | | | collectively. | +-----------------------+-----------------------+-----------------------+ | **Resistance and | Typically less | Often involves | | Conflict** | resistance or | resistance and | | | conflict in technical | conflict because it | | | work since the | challenges the status | | | solutions are clear, | quo and may require | | | and people are | people to let go of | | | expected to follow | old habits or embrace | | | established | new perspectives. | | | procedures. | | +-----------------------+-----------------------+-----------------------+ | **Learning & | Primarily about | About exploring new | | Experimentation** | mastering existing | ideas, experimenting | | | knowledge and skills. | with different | | | | approaches, and | | | There is less room | adjusting strategies | | | for experimentation | based on feedback and | | | or innovation. | changing | | | | circumstances. | +-----------------------+-----------------------+-----------------------+ | **Orientation of | **External** | **Internal** and | | Change** | | **external** | +-----------------------+-----------------------+-----------------------+ | **Timeframe** | Relatively | Tends to have a | | | **short-term focus** | longer timeframe, as | | | | it involves cultural | | | | and behavioral | | | | changes that take | | | | time to develop and | | | | embed. | +-----------------------+-----------------------+-----------------------+ | **Examples** | Fixing a broken | Addressing a | | | machine, applying a | dysfunctional team | | | known medical | dynamic, navigating a | | | treatment, or | community\'s | | | implementing a | resistance to change, | | | software upgrade | or managing | | | | organizational | | | | culture change. | +-----------------------+-----------------------+-----------------------+ five competencies of adaptive leadership  ### 1. GOING TO THE BALCONY - A metaphor for a ***mental attitude of detachment*** - You can ***calmly evaluate the conflict almost as if you were a third party*** - You can think constructively for both sides and look for a way to resolve the problem ### 2. THINK POLITICALLY - Emphasis on ***personal relationships*** - For political people, the merits of a cause and the strategy used to move it forward are relevant but not controlling - Critical resource: Greatest care is given to creating and nurturing networks of people whom they can call on, work with, and engage in addressing the issue at hand ### 3. ORCHESTRATE THE CONFLICT - ***Surfacing relevant conflicts*** is essential - But the focus needs to be primarily on the unacknowledged differences in perspectives and acknowledging the many competing visions, values and views even if they are not articulated ### 4. GIVE THE WORK BACK - Not providing answers from a position of formal authority - But placing the work where it belongs and being willing to be part of the challenge rather than directing its solution ### 5. HOLD STEADY - ***Learning to take the heat*** ***rather than restoring the status quo*** - Involves focusing attention on the issue and letting the issue ripen - Requires the ability to observe and learn from resistance and the factions that emerge resonant leadership The Practice of Ethical LEADERSHIP in Public Service objectives 1. Apply "ethical dilemma" in the context of leadership practice in public service 2. Understand ethical decision-making and action in the leadership practice in public service 3. Appreciate the principles and steps in ethical decision-making what is ethics? - Ethics refers to the **principles**, **values**, and **standards** **of** **conduct** that guide individuals and organizations in determining what is right, fair, and **morally acceptable** behavior in various situations. - Ethics provides a **framework for evaluating and making decisions** that consider the impact on individuals, communities, and society as a whole. It encompasses concepts such as honesty, integritay, fairness, responsibility, and respect for others. - Ethical behavior involves adhering to these principles even when faced with difficult choices or conflicting interests, and it contributes to building trust, credibility, and social cohesion within organizations and society. VALUES - **FOUNDATION OF ETHICAL DECISION-MAKING AND ACTION** - **MOST IMPORTANT OF UTMOST PRIORITY** - Freely chosen - Chosen from among many alternatives - Results from a choice after thoughtful consideration of choices - Has a positive quality for us - We are willing to affirm our values publicly - *Face the consequences of the choice* - It shows up in every aspect of our living - *You cannot vacillate between two options* - It tends to persist and assume a pattern in our lives - *Bottom line: we cannot deceive ourselves* ethical dilemma - A situation in which a difficult choice has to be made between two or more alternatives, especially equally undesirable ones - Wider and more demanding than a problem - The satisfaction of one need could only be made if the other is sacrificed - It results in a state of uncertainty or perplexity What are the possible ethical dilemmas encountered by leaders? ### 1. ALIGNMENT AND BALANCE: VALUES AND DOMINANT PRACTICES IN PUBLIC OFFICE - **Reality**: Public office demands certain things from the person in office, who have certain values and beliefs - **Dilemma**: How can the demands of public office and your personal values be aligned? ### 2. EXPECTATIONS FROM THE CONSTITUENTS AND THE BUREAUCRACY - **Reality**: Some expectations can be unreasonable and unaligned - **Dilemma**: How can expectations be managed? ### 3. MOBILIZATION AND USE OF RESOURCES, ESPECIALLY MONEY - **Reality**: Money is needed to run for public office. Except for the extremely rich ones, all politicians must raise money - **Dilemma**: Money is not free. Those who will give it want something in return ### 4. PERSONAL LOYALTIES AND ALLIANCES - **Reality**: Running for office/staying in office requires alliances, whether formal (via political parties) or informal - **Dilemma**: Alliances require give-and-take MORALS, MORALITY - Refers to an ***individual's own principles regarding right and wrong*** ETHICS, ETHICAL - Refers to ***rules*** provided by an external source, e.g., codes of conduct in workplaces or principles in religion The ALIR: Imperatives of Ethical Reasoning 1\. ACCOUNTABILITY - The ***readiness or preparedness to give an explanation or justification*** to stakeholders for one's judgments, intentions, and actions 2\. LEGALITY - The state or quality of being in conformity with the law; ***adherence to or observance of the law*** 3\. INTEGRITY - ***Consistency of actions, values, methods, measures, and principles, expectations, and outcomes*** 4\. Responsiveness - The practice of ***ensuring that citizens are served helpfully, responsibly, and in a timely manner*** by government agencies and officials STEPS IN ETHICAL DILEMMA RESOLUTION  1. Determine the facts 2. Identify the stakeholders 3. Articulate the dilemma 4. List the alternatives and options 5. Compare options with principles or values 6. Weigh the consequences 7. Make a decision! LEADERSHIP PERSPECTIVES OBJECTIVES 1. Identify and explain at least three (3) concepts of leadership 2. Discuss how the study of leadership concepts and perspectives evolved and developed 3. Describe the implications of leadership concepts on the views and practices of leadership in public service leadership theory - A leadership theory **describes how and why certain individuals become leaders**. - The focus is on the characteristics and behaviors that people can adopt to enhance their leadership ability. - According to leaders, strong ethics and high moral standards are essential qualities of a good leader. - Encompasses a wide range of perspectives and models that seek **to understand and explain the nature of leadership and its effectiveness**. - **Aim**: to provide frameworks for understanding how leaders emerge, develop, and influence others within various contexts; leadership theories aim to contribute to our understanding of how leaders can effectively influence and inspire others towards common goals - **Focus**: insights, frameworks, and guidance for understanding, practicing, and improving leadership within various contexts; whether by emphasizing traits, behaviors, styles, situational factors, or relationships. 1\. GREAT MAN THEORY - The Great Man Theory was established in the 19th century by proponents such as historian Thomas Carlyle, who put forth the idea that the world\'s history is nothing more than a collection of biographies belonging to great men - Thomas Carlyle: "\"The history of the world is but the biography of great men.\" According to him, effective leaders are those gifted with **divine inspiration** and the **right characteristics** 2\. TRAIT THEORY - A distinguishing quality or characteristic, **genetically** **determined**, typically one belonging to a person \["katangian"/"kinaiya"\] 3\. SITUATIONAL THEORY - \[Hersey-Blanchard Situational Leadership Theory\] - ***No single leadership style is best*** - Which type of leadership and strategies are best suited to the task? - The most effective leaders are those that are ***able to adapt their style to the situation*** and look at cues - Type of task - The nature of the group - Other factors that might contribute to getting the job done  ### DELEGATING - The leader empowers an individual to **EXERCISE AUTONOMY** ### SUPPORTING - The leader treats employees with **DIGNITY** and **RESPECT**. The employees, in turn, feel valued and cared for ### COACHING - The leader **COLLABORATES**, empowers, and fulfills. Collaboration is the most important, contrasted against control and command that stifle potential ### DIRECTING - The leader defines the tasks and responsibility of his group, **SETS PERFORMANCE** and **REWARD** norms, clarify the rules and regulations, provide guidance, advice and instructs as necessary and monitors their performance 4\. CONTINGENCY THEORY - Effective leadership is contingent upon \[dependent on\] the situation at hand - It ***depends on whether an individual\'s leadership style befits the situation*** - ***Someone can be an effective leader in one circumstance and an ineffective leader in another*** 5\. BEHAVIORAL THEORY - Argues that the ***success of a leader*** is based on their ***behavior*** rather than their natural attributes - Involves observing and evaluating a leader\'s actions and behaviors when they are responding to a specific situation ### THE MANAGERIAL GRID - \[The Blake-Mouton Grid\] - A framework used to determine a leader\'s behavioral style, identifying their concern for people versus their concern for task production - A tool that can help leaders identify their own leadership style and the style of their subordinates  6\. TRANSACTIONAL THEORY - \[**MANAGERIAL** leadership\] - A leadership style where leaders rely on ***rewards*** and ***punishments*** to achieve optimal job performance from their subordinates - The transactional executive leadership model is based on an exchange or transaction 7\. TRANSFORMATIONAL THEORY - Promotes a style of guidance that emphasizes - **Motivating** employees - Creating a **vision** - **Encouraging** them to fulfill it - The fundamental skills of a transformational leader include being able to - Mobilize employees - Inspire them - Boost their morale +-----------------------+-----------------------+-----------------------+ | ** ** | **Transformational | **Transforming | | | Leadership** | Leadership** | +=======================+=======================+=======================+ | **Definition** | focuses on | leadership that | | | **inspiring** and | **seeks to transform | | | **motivating** | both leaders and | | | **followers** to | followers**, as well | | | achieve extraordinary | as the social, | | | outcomes and develop | political, and | | | themselves beyond | economic context in | | | their self-interests. | which they operate. | | | | | | | |   | +-----------------------+-----------------------+-----------------------+ | **Characteristic** | **charismatic**, | change agents who | | | **visionary**, and | **challenge the | | | **able to inspire** | status quo** and work | | | others through their | towards reshaping | | | passion and | organizational | | | enthusiasm | structures and | | | | systems | | | uses intellectual | | | | stimulation, | **empowers followers | | | individualized | to become leaders** | | | consideration, and | themselves and | | | inspirational | facilitate collective | | | motivation **to | action towards a | | | encourage growth and | shared vision. | | | development in their | | | | followers**. | | +-----------------------+-----------------------+-----------------------+ | **Focus** | primarily concerned | **broader in scope | | | with changing | than transformational | | | individuals and | leadership**. | | | organizations by | | | | appealing to higher | It is concerned not | | | ideals and moral | only with individual | | | values | and organizational | | | | change but also with | | | | broader societal | | | | change and social | | | | justice. | +-----------------------+-----------------------+-----------------------+ ### SERVANT LEADERSHIP THEORY - The ***most effective leaders are servants of their people*** - Gets results for their organization through wholehearted attention to their followers and followers' needs - Puts emphasis on collaboration, trust, empathy, and ethics - The ***leader should be a servant first***, leading from a desire to better serve others and not to attain more power ### HEROIC LEADERSHIP THEORY - According to Chris Lowney, the Jesuits pioneered a unique formula for molding leaders, thus building one of history's most successful companies -- the Society of Jesus (SJ) - Heroic leadership is the **[PINNACLE OF LEADERSHIP]**, founded on the principles of **HEROISM**. - A hero is defined as an individual who a - Voluntarily takes actions that are deemed to be exceptionally good, or that are directed toward serving a noble principle or the greater good. (**MAGIS**) - ***Makes a significant*** ***sacrifice*** - Takes a great risk  ### RESONANT LEADERSHIP THEORY - Reinforcing sound by moving on the same wavelength - Leaders have the power to ***impact the emotional states of people around them*** - Leaders can have a positive effect, pulling everyone onto the same upbeat wavelength. - Or, they can create dissonance, where their negativity bumps up against the emotions of others - Resonant leaders use their **emotional intelligence** to ***direct the feelings to help a group meet its goals*** LEADERSHIP & CULTURE OBJECTIVES 1. Discuss the requirements for the practice of Southeast Asian leadership/headship 2. Describe Southeast Asian leadership/headship styles 3. Identify strategies and tactics of Southeast Asian leadership/headship practice culture - A system of learned and shared beliefs, language, norms, values, and symbols that groups use to identify themselves and provide a framework within which to live and work leadership = headship  ### Requirements - **ORDER** & **COMPLIANCE** - The structured relationship between the head and the followers - **HARMONY** - Agreement to the relationship (or compliance) on the part of the followers - Caveat: May vary cross-culturally requirement: order and compliance ### ACCEPTANCE OF AUTHORITY - The unequal distribution of power is natural and proper - A tendency to accept and not challenge authority ### HIERARCHICAL STRUCTURING - Requires people to stick to their position and role in a clear set of hierarchical relationships ### PATRIARCHY/PATRIMONIALISM - ***Patriarchy*** is a social system where ***males are dominant*** - ***Patrimonialism*** is a form of governance where ***power flows directly from the leader*** ### FILIAL PIETY - Children are taught to be conforming and dependent - Part of a natural and necessary orientation for the maintenance of the social system ### ROLE CONFORMANCE - The superior-subordinate relationship in organizations have in-built legitimacy ### DEFERENCE & DEPENDENCE - High esteem -- even to the point of awe -- to higher authorities and reliance on them (e.g., in decision-making) ### COMPASSION - Emphasis on considerateness, human-heartedness - *Pakikipagkapwa-tao* - *Pagkatao* requirement: harmony ### PROPER, VIRTUOUS BEHAVIOR - Ability of the head to get on with others - *Pakikisama* ### MORAL BEHAVIOR/EXAMPLE - The head is expected to behave properly as an example to subordinates ### SENSE OF THE COLLECTIVE - Relationships are central ### SENSITIVITY TO OTHERS - Sensitivity to personal affront - *Amor propio* ### FACE AND SHAME - A sense of propriety - *Hiya* style: paternalism - Hierarchic pattern of a family based on PATRIARCHY - The father (Latin: pater) makes decisions for and in behalf of others (the "children") for their own good, even if this is contrary to their wishes DEPENDENCE ORIENTATION OF SUBORDINATES - Subordinates rely on patron-leader for decisions, direction, etc. PERSONALISM - Loyalties are not to the organization, system, or performance, but to the person MORAL LEADERSHIP - Leader possesses values and acts with humanity, integrity, compassion, humility -- a model to his subordinates HARMONY-BUILDING - Builds and maintains positive and smooth interpersonal relationships among constituents CONFLICT DIFFUSION - Conflict is seen as a threat to harmony, so the leader needs to diffuse and resolve conflict situations ALOOFNESS AND SOCIAL DISTANCE - Formal space between patron-leader and constituents - No regular everyday interaction LEADERSHIP PRACTICE: STRATEGIES AND TACTICS  CENTRALIZATION - Patriarchal right to decide what is best for the organization - Will not allow much involvement of the subordinates in decision-making SECRECY - Didactic leadership - Non-sharing of information PROTECTION OF DOMINANCE - Seeks to protect his position through a variety of tactics NON-EMOTIONAL TIES, SOCIAL DISTANCE - Prevents development of emotional bonding - Shields and protects leader's dignity, mystery, and authority REPUTATION-BUILDING - Promoting one's reputation; building up good relationships - Being seen making good decisions NON-SPECIFIC INTENTIONS - Not explicit to subordinates in revealing what he expects or the lines of action he intends to pursue - Flexible, does not rely on formal, objective, technical approaches AVOIDANCE OF FORMALITY - Does not set clear boundaries - Refuses to create explicit agreements about how the leader-follower relationship will be defined PATRONAGE & NEPOTISM - Uses power and resources to dispense favors - Placing family members, kin, close friends in key positions CLIQUES, POLITICAL MANIPULATION - Uses divide-and-rule tactics - Manipulation of and through followers who are *sipsip* THE SPIRIT & LEADERSHIP OBJECTIVES 1. Identify and appreciate the interaction and synergy between spirit and leadership 2. Gain a personal sense of the relevance of "spirit" in one's own practice of leadership spirit - \"Spirit\" refers to the non-physical essence or energy that is believed to animate living beings. Spirituality - The inner, subjective dimension of human experience concerned with the search for meaning, purpose, and connection to something greater than oneself. - Spirituality encompasses the subjective pursuit of meaning, connection, and personal growth, while spirit generally refers to the non-physical essence or energy believed to animate living beings or exist as supernatural entities within certain belief systems spirit of leadership - Emphasizes the qualities, attitudes, and behaviors that leaders embody in their actions and interactions with others. - It refers to the ***presence of positive attributes*** such as inspiration, empathy, integrity, and vision within the leader themselves. - Spirit of Leadership: refers to the broader ethos or culture within an organization or community that promotes and fosters effective leadership at all levels. It encompasses the collective values, norms, and beliefs that shape how leadership is understood and practiced within a particular context. - \"Spirit of leadership\" emphasizes the cultural and environmental factors that support and nurture leadership capabilities across the organization. spirit in/of leadership - \"**spirit IN leadership**\" focuses on the ***qualities exhibited by individual leaders***, - \"**spirit OF leadership**\" encompasses the ***broader context and culture*** that influence ***how leadership is perceived and practiced within a group or organization***. - Both are important considerations for understanding and cultivating effective leadership within any setting. spirit in leadership - Spirit **IN** leadership\" highlights the ***personal qualities and characteristics that drive effective leadership***. \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--*nothing follows\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--*