Leadership skills

1.

leadership skills
1-1

2.

self introduction
name : Gaofeng (chinese)
clark(English)
age: 38 years old
occupation college instructor
education background: double master
degree holder in internatioanl economic
law and MTI
1-2

3.

rules and suggestions
1.your attendece is very important
whether you will pass or fail
2. this is a typical chinsese style class
3. team work will be considered as
part of your grade
4. we will learn both from theory and
case study
5. home work must be handed in on
time.
1-3

4.

the famous leaders in history
Julius Caesar (100 BC - 44 BC)
1-4

5.

Genghis Khan (c. 1162 - 1227)
1-5

6.

George Washington (1732 - 1799)
1-6

7.

Napoleon Bonaparte (1769 - 1821)
1-7

8.

Mahatma Gandhi (1869 - 1948)
1-8

9.

Vladimir Lenin (1870 - 1924)
1-9

10.

Mao Zedong (1893 - 1976)
1-10

11.

What is Leadership?
• Leadership is a complex phenomenon involving
the leader, the followers, and the situation.
1-11

12.

different perspectives that people study
leadership due to its complesxity
The process by which an agent
induces a subordinate to behave in a
desired manner.
Directing and coordinating the work
of group members.
An interpersonal relation in which
others comply because they want to,
not because they have to.
1-12

13.

What is Leadership?
(continued)
– The process of influencing an organized
group toward accomplishing its goals.
– Actions that focus resources to create
desirable opportunities.
– Creating conditions for a team to be
effective.
– The ability to get results and the ability to
build teams; these represent the what and
the how of leadership.
– A complex form of social problem solving.
1-13

14.

the definition of leadership
• Leadership is the process of
influencing an organized group
toward achieving its goals.
1-14

15.

Leadership science or art ?
• what is science and art
• Some managers may be effective leaders
without ever having taken a course or
training program in leadership.
• Some scholars in the field of leadership
may be relatively poor leaders themselves.
• Leadership will always remain partly an art
as well as a science.
1-15

16.

Leadership is Both Rational
and Emotional
• Leadership includes actions and influences
based on reason and logic as well as those
based on inspiration and passion.
• Since people are both rational and emotional,
leaders can use rational techniques and/or
emotional appeals.
1-16

17.

Leadership is Both Rational
and Emotional (continued)
• Aroused feelings can be used either positively
or negatively, constructively or destructively.
• The mere presence of a group can cause
people to act differently than when they are
alone.
• Leaders need to consider both the rational and
the emotional consequences of their actions.
1-17

18.

Leadership and Management
• Managers:
• Leaders:
administer
innovate
maintain
develop
control
inspire
have a short-term
view
have a long-term
view
ask how and when
ask what and why
imitate
originate
accept the status
quo.
challenge the
status quo
1-18

19.

Leadership and Management
Overlap
1-19

20.

Leadership Myths
Myth: Good Leadership is All Common
Sense
• Most leadership literature only confirms common
sense knowledge.
• Common sense is ambiguous.
• If leadership was simply common sense, then
workplace problems would be few, if any.
• Effective leadership must be something more than
just common sense.
1-20

21.

Leadership Myths
Myth: Leaders are Born, not Made
Many factors and formative experiences
influence behavior and leadership.
Research shows cognitive abilities and
personality traits are partially innate.
Different environments can nurture or
suppress different leadership qualities.
Leaders are born and made.
1-21

22.

Leadership Myths
Myth: The Only School You Learn
Leadership from the School
Formal study and experiential learning
compliment each other.
Students must learn to discern critical
lessons about leadership from their own
experience.
Being able to analyze experiences from
multiple perspectives may be the greatest
contribution a formal course in leadership
can give you.
1-22

23.

The Interactional Framework for
Analyzing Leadership
1-23

24.

The Interactional Framework for
Analyzing Leadership
• The interactional framework depicts leadership
as a function of three elements:
– The leader
– The followers
– The situation
• A particular leadership situation scenario can be
examined using each level of analysis separately.
– Examining interactions in the area of overlaps can lead
to better understanding.
• Leadership is the result of complex interactions
among the leader, the followers, and the situation.
1-24

25.

The Leader
• Individual aspects of the leadership equation:
– Unique personal history
– Interests
– Character traits
– Motivation
• Effective leaders differ from their followers and
from ineffective leaders on elements such as:
– Personality traits, cognitive abilities
– Skills, values
• Another way personality can affect leadership is
through temperament.
1-25

26.

The Leader (continued)
• How leadership status is reached is important.
• Leaders appointed by superiors may have less
credibility and may get less loyalty.
• Leaders elected or emerging by consensus
from ranks of followers are seen as more
effective.
• A leader’s experience or history in a particular
organization is usually important to her or his
effectiveness.
• The extent of follower participation in a leader’s
selection may affect the leader’s legitimacy.
1-26

27.

The Followers
• Both practitioners and scholars stress the
relatedness of leadership and followership.
• Aspects of followers that affect the leadership
process:
–
–
–
–
–
Expectations
Personality traits
Maturity levels
Levels of competence
Motivation
• Workers that share a leader’s goals and values
are more motivated.
• Other relevant variables include:
– The number of followers reporting to a leader
– Followers’ trust and confidence in the leader
1-27

28.

The Followers (continued)
• The leader-follower relationship has undergone
dynamic change for many reasons:
– Increased pressure to function with reduced
resources
– Trend toward greater power sharing and
decentralized authority in organizations
– Increase in complex problems and rapid changes.
• Followers can become much more proactive in
their stance toward organizational problems.
• Followers can become better skilled at
“influencing upward” by being flexible and open to
opportunities.
1-28

29.

The Situation
• Leadership often makes sense only in the
context of how the leader and followers
interact in a given situation.
• The situation may be the most ambiguous
aspect of the leadership framework.
1-29

30.

There is No Simple Recipe for
Effective Leadership
• Leadership must always be assessed in the
context of the leader, the followers, and the
situation:
– A leader may need to respond to various followers
differently in the same situation.
– A leader may need to respond to the same follower
differently in different situations.
– Followers may respond to various leaders quite
differently.
– Followers may respond to each other differently with
different leaders.
– Two leaders may have different perceptions of the
same followers or situations.
1-30

31.

There is No Simple Recipe for
Effective Leadership (continued)
• The right behavior in one situation is not
necessarily the right behavior in another
situation.
• Though unable to agree on the one best
behavior in a given situation, agreement can
exist on some clearly inappropriate behaviors.
• Saying that the right behavior for a leader
depends on the situation differs from saying it
does not matter what the leader does.
1-31

32.

Summary
• Leadership is the process of influencing an
organized group toward achieving its goals.
• Considerable overlap exists between leadership
and management.
• The study of leadership must also include two
other areas: the followers and the situation.
• Good leadership makes a difference, and it can
be enhanced through greater awareness of the
important factors influencing the leadership
process.
1-32

33.

homework
THE BLIND MEN AND THE ELEPHANT
it was six men of Indostan / To learning much inclined,
Who went to see the elephant / (Though all of them were blind),
That each by observation / Might satisfy his mind.
The First approached the Elephant / And happening to fall
Against his broad and sturdy side, / At once began to bawl;
“God bless me! But this elephant / Is nothing but a wall!”
The Second, feeling of the tusk, / Cried “Ho! What have we here
So very round and smooth and sharp! / To me ‘tis mighty clear
This wonder of an Elephant / Is very like a spear!”
1-33

34.

THE BLIND MEN AND THE ELEPHANT
it was six men of Indostan / To learning much inclined,
Who went to see the elephant / (Though all of them were blind),
That each by observation / Might satisfy his mind.
The First approached the Elephant / And happening to fall
Against his broad and sturdy side, / At once began to bawl;
“God bless me! But this elephant / Is nothing but a wall!”
The Second, feeling of the tusk, / Cried “Ho! What have we here
So very round and smooth and sharp! / To me ‘tis mighty clear
This wonder of an Elephant / Is very like a spear!”
1-34

35.

THE BLIND MEN AND THE ELEPHANT
The Third approached the animal, / And happening to take
The squirming trunk within his hands, / Thus boldly up and spake;
“I see,” quoth he, “the elephant / Is very like a snake!”
The Fourth reached out his eager hand, / And felt about the knee:
“What most this wondrous beast is like / Is mighty plain,” quoth he;
“’Tis clear enough the elephant / Is very like a tree.”
The Fifth, who chanced to touch the ear, / Said, “E’en the blindest man
Can tell what this resembles most; / Deny the fact who can,
This marvel of an elephant / Is very like a fan!”
1-35

36.

THE BLIND MEN AND THE ELEPHANT
The Sixth no sooner had begun / About the beast to grope,
Than, seizing on the swinging tail / That fell within his scope,
“I see,” quoth he, “the elephant / Is very like a rope!”
And so these men of Indostan / Disputed loud and long,
Each in his own opinion / Exceeding stiff and strong,
Though each was partly in the right, / And all were in the wrong
1-36