Final Leadership Summary PDF

Final Leadership Summary Module 1: What makes a leader Leadership Definition: Leadership is a process whereby an individual influences a group of individuals to achieve a common goal -> inspiring and influencing people towards achieving a common vision or goal Goleman: e?e...

Final Leadership Summary Module 1: What makes a leader Leadership Definition: Leadership is a process whereby an individual influences a group of individuals to achieve a common goal -> inspiring and influencing people towards achieving a common vision or goal Goleman: e?ective leaders are distinguished by high degree of emotional intelligence o Emotional Intelligence (EI): ability to understand and manage your emotions + recognize and influence the emotions of those around you Goleman’s model : the four domains Emotional Self-awareness: understand own emotions and their e?ect on own performance Em. Self-control: keep your disruptive emotions and impulses in check to maintain your e?ectiveness under stressful or even hostile conditions Achievement orientation: strive to meet or exceed a standard of excellence Positive Outlook: see the positive in people in situations Adaptability: flexibility and handling change and juggling multiple demands, adapting to new situations with new ideas or innovative approaches Empathy: ability to sense others feelings and how they see things Organizational awareness: read a group’s emotional currents and power relationships, identify influencers, networks, and the dynamics that matter in making decisions. Influence: have a positive impact on others, to persuade or convince them to gain their support Coaching & mentoring: foster the long-term learning or development of others  Conflicts management: help others through emotional or tense situations, to tactfully bring disagreements into the open and to define solutions that everyone can endorse Teamwork: work with others toward a shared goal, participating actively sharing responsibility and rewards and contributing to the capability of the team Inspirational leadership: guide people to get the job done to bring up their best Module 2: What makes a performant team better? Definition of a team: unit made up of two or more individuals who share some interdependency and responsibility of work tasks and collective outputs One element is at the core of team collective performance Team Psychological safety: climate where on believes that you can freely speak up -> 3 steps to build it: o Frame the work as a learning problem o As a leader, « acknowledge your own fallibility » o Model curiosity Modul 3: What makes individuals thrive? Motivation and Vision Motivation Self-determination theory: 3 needs: Autonomy, Relatedness, Competence The motivation continuum  Supporting autonomy: Supporting competence: Supporting relatedness: o Respecting others so they “feel valued” o Providing “care and concern” with “struggles” and “challenges” o Creating “an atmosphere of warmth and inclusion” Vision communication of an inspiring vision is seen to lie at the core of the exceptional leadership vision: image of the ideal future for a collective to move closer to vision: a dream, an ideal Goal: a tangible objective to achieve  The neuroscience perspective: o make sure it is based on an ideal self rather than an ought (soll) self. …. This means, the person, team, or organization must have a clear and shared understanding of what they value o we recommend getting oneself, a team, or organization in the PEA before working o on the vision. Arousing the appropriate neural and hormonal states is important so that emotional contagion can help spread the PEA state and also to build a stock of PEA in order to bu?er the NEA that may occur later in the visioning process as a person moves from vision to action. Examples of how to arouse the PEA include discussing the purpose of the organization, shared dreams or prospection of what one might become in the future, as well as discussing PEA components, like core values o While the PEA should dominate the early stages of vision development, the NEA will be required in the later stages o Goals are useful in the change process, but not at the beginning. What you want to do at the beginning of a change process, or a learning process, is vest the whole activity in the context of the purpose, the vision, the reason why we're doing this. And then as you get into this, there's a certain moment where you can say: "This is why we're doing this, this feels fantastic, I'm really inspired by this." What happens then is that the goals become useful in serving the vision. We have multiple research studies -- neurological, hormonal and psychological -- showing that if you start the goal-setting process at the beginning, people go into the analytic network and their minds close down.