TRANSFORMATIONAL LEADERSHIP

MANAGER TO LEADER; A PARADIGM SHIFT

LEADERSHIP FOCUSES ON

ROLE SKILL STYLE

Often these do not integrate - gaps/ Mismatch Result - Leader is ineffective

Role encompasses; (i) to get the best out of the people you have - Empowering. (ii) to build potential for higher performance - Potential v/s Performance (iii) to develop leadership down the line - Dispensability & Succession Planing

TYPES OF LEADERSHIP
Transactional Manager Transformational Leader

* Short-term * Segmented (Plant /Unit) * Tangible (Project/ Product)

* Long-term - even beyond his term * Global Perspective (Impact on Outside World) * Intangibles - Visions, Values, Relationship (Softisation)

Dimension of Continuum
Past Definite Present Future Transitional Indefinite Remarks

Junior Level Kind of work you do Operation Maintenance Location - Internal Personal Intervention

As you move up Also ensuring Strategic Past External /Present System &Style Internal work

Role Steps :
1. Clear vision of the Future - Long term & Strategic Goals. 2. Clarify, articulate & reaffirm values because they result in norms of behavior. 3. Creating a climate where people give their best. Unity of Purpose 4. Explains his own conduct - communicating the reasons behind various decisions; for present & future.

Role Segments
1. Activities to improve current performance. 2. Performance capacity improvement - for future through system improvements 3. Improving Competence of people (Skills) 4. Building Commitment - building a culture, creating value, do right things without your personal involvement. 5. Self Improvement - understanding, articulation

Role Set- Office/Works

Boss
Not Direct Bosses

Outsiders

Manager/Leader

Peers

Not Direct Subordinates

Subordinate

Expectation of others from you in your position and you as a person. Hence negotiate your role bilaterally & multilaterally on time phase out & allocation of responsibility.

Role Set- Family/Home *

Based on feelings:

Self

MIND SET
SELF AWARENESS MOTIVATION

SOCIAL SKILL

EMOTIONAL INTELLIGENCE

EMPATHY

SELF REGULATION

Emotional Intelligence
The survival skills of the new millennium have a different vocabulary and a different approach to life and success. It is no longer the head (the IQ) but a harmonious combination of head and heart (emotion) which brings success by conferring the ability to become master of your emotions. This capacity to handle emotions and manage relationships, be it personal or at work is termed emotional intelligence.

WHO DO YOU THINK YOU ARE ?

What kind of mother ? What kind of father ? What kind of employer ? What kind of employee ? What kind of storyteller ? What kind of driver ? What kind of gardener ? What kind of cook ? How well do you read ? How well do you write ?

How attractive are you to the apposite sex ? How good are you at languages ? How good are you at mathematics ? How good are you at drawing ? How good are you at mechanical repairs ? How good are you at remembering names ? How well do you sing ? How well do you dance ? How well do you dress ?

What kind of world would this world be, If everyone in it were just like me ?
Now substitute the words "home," "school", "church / temple, "company," "community," and "nation" for "world" to round our your personal self-improvement programme.

MANAGING 'SELF' - PERCEPTIONS

IF WE WANT TO CHANGE A SITUATION WE FIRST HAVE TO CHANGE OURSELVES AND TO CHANGE OURSELVES EFFECTIVELY WE FIRST HAVE TO CHANGE OUR PERCEPTIONS.
WHO ARE WE WHO WE THINK WE ARE WHO WE WANT OTHERS TO THINK WE ARE ACTUALLY WHAT OTHERS THINK WE ARE

REDUCE THE GAP AND INCREASE THE OVERLAP BETWEEN THESE FOUR.

ARISTOTLE'S CHALLENGE
Any one can become angry - that is easy. But to be angry with the right person, to the right-degree, at the right time, for the right purpose and in the right way - This is not easy.
ARISTOTLE, The Nicomachean Ethics

If we happen to overreact to anger or any other feeling, we are being driven by impulse

Angers journey from stimulus to response

Figure 2. From stimulus to response

ANGER
A natural emotional response to cope with
- threat - hurt - violation - frustration

The Stimuli 1. The extent of the threat, hurt, violation & frustration 2. The cause of the damage or frustration 3. The likelihood of trigger to anger

Assertive Anger - managing anger positively and constructively - Assertive - Ethical - Non-violent - Responsible - Goal directed

SELF ACTUALISATION
HIGH ACHIEVEMENT, COMPETENCE, CREATIVITY, AND A DEGREE OF PERSONAL AUTONOMY

EGO NEEDS
RECOGNISATION, PRIDE, STATUS, APPRECIATION, ACHIEVEMENT, AND SELF RESPECT

SOCIAL NEEDS
AFFILIATION, ASSOCIATION, ACCEPTANCE, FRIENDSHIP, AND LOVE

SAFETY NEEDS
FREEDOM FROM FEAR, AND PROTECTION AGAINST DANGER, THREAT, AND DEPRIVATION

PHYSIOLOGICAL NEEDS
FOOD, AIR, REST, SEX, SHELTER, OTHER BODILY FUNCTIOS, AND PROTECTION FROM THE ELEMENTS

INHERENT DRIVES PROPOSED BY A. MASLOW

Ten Basic Motives

The desire for self preservation

The emotion of love The emotion of fear The emotion of sex The desire for life after death The desire for freedom of body and mind The emotion of anger The emotion of hate The desire for recognition & self expression The desire for material gain

WHAT MAKES A LEADER ?

The Five Components of Emotional Intelligence at Work
Self Awareness
the ability to recognize and self-confidence understand your moods, emotions, realistic self- assessment and drives, as well as their effect on self-deprecating Sense of humor others trustworthiness and integrity the ability to control or redirect comfort with ambiguity disruptive impulses and moods the propensity to suspend judgment openness to change - to think before acting strong drive to achieve a passion to work for reasons that go optimism, even in the face of beyond money or status failure a propensity to pursue goals with organizational commitment energy and persistence the ability to understand the expertise in building and emotional makeup of other people retaining talent skill in treating people according to cross-cultural sensitivity service to clients and customers their emotional reactions. effectiveness in leading change proficiency in managing relationships and building networks persuasiveness expertise in building and an ability to find common ground leading teams and build rapport

Self-Regulation

Motivation

Empathy

Social skill

Emotional Literacy
* Ability to speak about emotions in three word sentences beginning with "I feel........................" * Similar to concept of "I messages" * I feel....................... I feel like.................... criticised unimportant I feel that................... disrespected bored I feel like you ........ (This is a you message in disguise)

Components of EI
Self-awareness. Knowing how you feel in "real-time" Emotional literacy. Being able to label emotions precisely. Being able to talk about feelings with others Empathy and compassion. The ability to feel and understand the emotions of others. Balance. Being able to make decisions using a healthy balance of emotion and reason. Responsibility. Taking primary responsibility of your own emotions and happiness. Not saying that others "made" you feel the way you feel.

A Simple Definition of El
Knowing how you and others feel and what to do about it.

More Desirable Feelings which Management Can Help Create

* * * * * * * * * * * * Respected Acknowledged Supported Helped Trusted Appreciated Important Special Irreplaceable Useful Needed Valued & valuable

Common Negative Feelings Among Employees

Disrespected Unappreciated Unfulfilled Unchallenged Unmotivated Apathetic Exploited Bored Criticised Unsupported Hindered Over-controlled Underestimated Powerless Overworked Underpaid Stressed Judged Replaceable Unimportant Afraid & Insecure

Components of SelfDevelopment
Self-Acceptance
Self- Insight Self- Planning Self- Competence Self- Management Self-Development

PERSONAL RENEWAL
PHYSICAL
Exercise, Eat Healthy Foods, Manage Stress.

SPIRITUAL
Meditate, Pray, Read Inspirational or Sacred Literature, Recommit to Principles and Values.

SOCIAL/EMOTIONAL
Build Friendships, Give Service, Listen Empathetically, Create Synergy.

MENTAL
Read, Visualize, Plan, Think, Write, Develop Talents and Learn New Skills.

Need

tolerance

Performance/well-being

Arousal

Graph of the relationship between level of arousal and human performance or wellbeing

Where to start - creating dissatisfaction with existing reality.

Factors under my control

Targets of Change Targets of Influence Targets of Coping