WELCOME

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THE PROJECT

WHY THIS SKILL BOX?

INSPIRATION *

ACTION *

REFLECTION

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LEADERSHIP

The 21st Century has different leadership styles. Discover your style and create it.

WHY THIS SKILL BOX?

Leadership is not only about being on the top of a hierarchy and guiding an

organisation or a group. In medium and large enterprises, there is not a

unique and solid pipeline of work.

Different projects arise, start, evolve and develop until a consolidated process

is reached. In that process, people from different areas and with diverse

backgrounds work together on them.

There is not always a sole leader for all projects. Depending on the content,

this can change. Workers have to know when to take a step forward and lead

and how to facilitate others do.

AutorOn what? Projects?

AutorI don’t understand…

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Quote Goes Here

INSPIRATION ACTION

There is a myriad of authors that have studied the topic of

“Leadership” and/or have proposed different styles

within its scope. We highlight the following:

• James C. Hunter: His short novel illustrates a radically

different approach in which the leader is serving and

supporting others’ acts. This contrasts with the

misconception that a leader should only guide the group.

• Daniel Goleman: After showing that there is not a unique

style, different styles proposed by D. Goleman are shown.

These styles are illustrated with excerpts of different

movies such as “The Gladiator”, “Invictus” or “Dead

Poets Society”.

Before presenting the inspiration, participants are invited to

think of different people whose Leadership has impressed

them.

After the presentation of Leadership styles, the names of those

inspirational people are shared, and the proposal to group them

and to identify which leadership style(s) they practice is put

forward. Participants are also asked to think about concrete

actions carried out by those where thye acted as leaders.

• What was the context and the problem?

• What did they do

• What outcome was presented to others?

Participants can ask for further information or to discuss other

actions to be taken and their possible outcome.

Reflec�on After the session, participants are invited to think about situations in which they have led and what is their particular style.

They are also invited to think if other styles would have been more effective, what will be the pros and cons of each of them.

AutorWhich one?

Leadershipskill box

James Hunter, Marvin Harris, Daniel Goleman

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Inspiration

James C. HunterDetroit (USA), 1955

http://www.jameshunter.com

The Servant1979

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Classic View

Marvin HarrisAnthropologist

"Was there life before bosses?"

Jefes, cabecillas, abusones1985

• Degree of power (headquarters consist of severalcommunities and settlements)

• The headquarters acquire or inherit their position, whilethe leaders must revalidate their status by donatingrepeated feasts.

• Comparative standard of living with plebeians: betterbosses and ringleaders who should be generous bykeeping the "bones".

• The boss must revalidate the title by leading to victory in war.

Based on anthropology

Headmen (leaders of villages and autonomous gangs) and chiefs (leaders of groups of gangs and villages in a more or less

permanent alliance called headquarters).

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Current View: Human Leader

Empathy

The Human Touch

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Current View: Leadership Styles

Daniel GolemanPsychologist

Harvard Business Review on What Makes a Leader?

1988

Leadership: The Power of Emotional Intelligence

2011

From dissonance to resonance

• Dissonant: does not empathise

• Resonant: empathises

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Current View: Daniel Goleman

Authoritarian Leader Useful with troubled workers or when quick changes are needed. They are required to respect the rules of a boss, without explanations and with full supervision and control.

Helmsman Leader: Achieves excellent results in a short time. Doesn’t notice people at a specific or personal level, and is defined by a job where there is insufficient communication but where the

employee is expected to obtain optimum objectives. Affiliate Leader:

Able to motivate and establish a good working environment, fostering personal relationships. Democratic Leader:

Teamwork is fostered by stimulating participation, taking into account personal values. Coaching Leader:

Empowers personal qualities and encourages learning new strategies to create a bridge between career goals and objectives. Visionary Leader

Appropriate when you need to shift and bring a new vision into the organisation. There is no imposition of a working method and there is room for innovation and imagination.

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Current View: James C. Hunter

Patience Showing self-control.

Friendliness Paying attention, appreciating and encouraging.

Humility Being authentic and unpretentious, not arrogant.

Respect Treating others as important people.

Generosity Satisfying others’ needs.

Indulgence Not holding a grudge on those who harms us.

Honesty Not deceiving others.

Commitment Sticking to one's own choices and decisions.

Leadershipskill box

styles

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Instructions

Please view the next few videos concerning some leadership styles.

Write down the characteristics of each leader on a sheet of paper.

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Leadership Styles: 300

Leonidas heads to the front of 300

Spartans to face thousands of

Persians. The Spartans are

professional warriors who are

educated in the art of war.

Leonidas speaks to them when they

see the entire Persian army.

https://www.youtube.com/watch?v=XOLpIkoS0QY%3e

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Leadership Styles: The Gladiator

Maximus Decimus Meridius (the Gladiator) faces professional fighters in the art of killing.

He is counting only on other inmates: some he knowns, but others he knows only barely.

These disputes recreate the ancient battles

that were held for the entertainment of the

people. In the battle showed (the fall of the

empire of Carthage before the Romans), the

Gladiator is on the side of Carthage, so he

must die.

https://www.youtube.com/watch?v=uQQZR-Skftk

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Leadership Styles: Excalibur

Arthur has drawn Excalibur (the sword) from the stone, so, according to the legend, he is the rightful king.

However, a group of knights led by Sir Uryens

does not acknowledge him as such and tries to

conquer the castle from the knights who are on

the side of Arthur.

Arthur comes to the aid of the castle, along with

some loyal companions. In the battle he manages

to defeat Uryens and, with the sword on his neck,

asks him to knight him.

https://www.youtube.com/watch?v=XAIeh0YarFs

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Leadership Styles: Invictus

Nelson Mandela has been elected president

after 27 years in prison for fighting apartheid

(which segregated black people).

The South African Sports Committee, composed

mostly of black leaders, decides to eliminate the

colours of the "Springboks", the South Africa

national rugby team, considered to be a symbol

of the white power over the black.

Mandela addresses the committee, to avoid confrontations and bet on conciliation.

https://www.youtube.com/watch?v=N9KxWSy6toY

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Leadership Styles: Dead Poets Society

Professor Keating teaches poetry to a group of students in a school in

England.

According to what he is teaching, the rules are set and the students will

only have to study them. Poetry is taught the same way as mathematics is.

Keating does not agree with this way of teaching and understanding

poetry.

Trailer 1 - rip it out!

Trailer 2 - look at things in a different way

https://www.youtube.com/watch?v=LjHORRHXtyIhttps://www.youtube.com/watch?v=XtYRC00IoUs

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Leadership Styles: Pay it Forward

Trevor McKinney is 11 years old, and in his Social Studies class, professor Eugene Simonet

assigns them a unique job for the course: “Think of an idea to change the world, and put it

into ACTION!”

https://www.youtube.com/watch?v=5ZTm-iYUpm4

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Instructions

Choose leaders known from history and especially from your

field of work.• Write their names down in post-its (one

leader per post-it).

Associate the selected leaders with the characteristics obtained

from the videos.

Determine leadership styles and what characteristics each style

has.

LEADERSHIP

CREATING A LEADER Table of contet o

Profiles and leadership characteristics ................................................................ 1

Profiles of Goleman......................................................................................... 1 James C. Hunter Characteristics ...................................................................... 1 Connecting styles and characteristics ............................................................. 2 Leadership examples....................................................................................... 3

Applying to Daniel H. Pink ................................................................................... 4

Defining the characteristics of the leader ....................................................... 4 Creating a new Leader .................................................................................... 4

Creating the leader's story .................................................................................. 5

Argument ........................................................................................................ 5 Micro-story...................................................................................................... 5

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Profiles and leadership characteris�cs

Leader = profiles of Daniel Goleman + characteristics of James C. Hunter

Profiles of Goleman

James C. Hunter Characteris�cs

Some of the following characteristics are highlighted by James C. Hunter in his book "The Paradox":

• Patience: Showing self-control

• Friendliness: Paying attention, appreciating and encouraging

• Humility: Being authentic, unpretentious and without arrogance

• Respect: Treating others as important people

• Generosity: Satisfying of others’ needs

• Indulgence: Not holding a grudge against those who harms us

• Honesty: Not deceiving others

• Commitment: Sticking to one's own choices and decisions

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In addition to these characteristics, please highlight some of the leadership characteristics that are not on the list:

Connec�ng styles and characteris�cs

Please indicate the extent to which each characteristic required by each leadership style is necessary. Special emphasis must be placed

on those characteristics required to exercise leadership. Assessment should be as follows:

⃝ ⃝ ⃝ ⃝ ⃝ No opinion (cannot be evaluated)

⃝ ⃝ ⃝ ⃝ You don’t need anything

⃝ ⃝ ⃝ You need it very little

⃝ ⃝ You need it in part

⃝ You need it at a high level

Essential

Authoritarian Leader

Pilot Leader

Affiliative Leader

Democratic Leader

Coaching Leader

Visionary Leader

Patience ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Friendliness ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Humility ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Respect ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Generosity ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Indulgence ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Honesty ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

Commitment ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

_____________ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

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Leadership examples

From the examples on the slides, please determine how each of the examples fits into the leadership styles.

300: Leonidas comes from the front of 300 Spartans to face thousands of Persians. The Spartans are professional warriors who are educated in the art of war. Leonidas speaks to them when they see the entire Persian army.

Máximo Décimo Meridio (the Gladiator) leads professional fighters in the art of killing. These disputes recreated the antiquity battles for the entertainment of the people. In the battle showed, Gladiator is on the side of Carthage, so he must die. He only counts with other inmates, some known and others he barely knows.

Arthur has extracted the Excalibur sword from the stone. The tradition says that he must be the king. However, a group of knights, led by Uryens, does not recognize him and tries to conquer the castle of one of the knights who are on the side of Arthur. Arthur comes to the aid of the castle, along with some loyal. In the battle he manages to catch Uryens and, with the sword in his neck, he asks him his fidelity.

Nelson Mandela has been elected president after 27 years in prison for fighting apartheid (which segregated black people). The South African Sports Committee, composed mostly from black leaders, decides to eliminate the colours of the "Springboks", the South Africa national rugby team, considered a symbol for the whites of their power over blacks. Mandela addresses the committee, to avoid confrontations and bet for the conciliation.

Professor Keating must teach poetry to the students of an English school. In this type of teaching, the rules are eternal and the students only have to fulfil them. Poetry is taught in the same way as mathematics. Keating doesn't agree with that vision of poetry.

Trevor McKinney is 11 years old and in his social class, professor Eugene Simonet gives them a unique job for the course: “Thinking of an idea to change the world --- and putting it into practice"

Authoritarian Leader

Pilot Leader

Affiliative Leader

Democratic Leader

Coaching Leader

Visionary Leader

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝

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Applying to Daniel H. Pink

Defining the characteris�cs of the leader

1. To be creative you need to create connections, and for that we will do the following exercise:

• Post-it colour A: write down the name of people who are leaders or the name of people you consider to be a reference, and

then glue each post-it to a blackboard/wall/glass. Repeat this for every person.

• Post-it colour B: for each person, highlight the most important characteristics (keep the number of skills to a minimum, sticking

to those you consider most important).

2. Relocate the post-it to another area of the blackboard/wall/glass.

3. Connect (with the tape/rope/string provided) the post-it of the person to the post-it with the characteristic(s).

Please write down the characteristics that have more connections, or that seem more appropriate to you because they relate to more

people who you find are a reference:

Crea�ng a new Leader

After collecting references and their characteristics, it's now time to create the character. Please copy the characteristics to a another

post-it and glue it on to this page. Select 3 per intuition and attach a colour sticker according to the classification you see fit.

Red Essential Red The one who is my favourite from those that have appeared

Green Necessary Green Person I like

Yellow Recommended Yellow Person with whom I am neutral

Blue Optional Blue Person I don't know

White Unnecesary White Person I don't like

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Crea�ng the leader's story

Argument

The characteristics shall be ordered according to the following sequence of colours:

Green Yellow Red

Micro-story

Please write a micro-story of about 200 words in which the character you “created” must use the 3 selected characteristics, in the above-

mentioned order:

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Skill Box Self Evaluation Document for the self-assessment of the achievement of the Skill Box

Student name

Skill box name

Date

Summary 1. This section dedicated to write a personal reflection after the end of the skill box activities. Slides can be used as a guide. Approx. 400 words.

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Implementation 2. How the concepts, experiences and reflections obtained in this Skill Box can be applied to your job position? Approx. 200 words.

Feelings Rate from 1 to 5, with 1 completely disagree, and 5 completely agree these questions.

Question 1 2 3 4 5 3. In general, it has been very easy for me to carry out the

activity. 4. I have perfectly understood the concepts explained in the

Inspiration step. 5. I felt very comfortable with me, or my co-workers (in the

case of teamwork) when doing the Action step 6. It has been very easy for me to do the tasks concerning the

step of reflection. 7. It has been very easy to make the summary (previous page)

of the skill table. 8. I can apply this Skill Box to the tasks that I am currently

developing in my workplace. 9. The learning obtained in this Skill Box will allow me to

progress in my job or used in the future. 10. I can apply what I have learned in this Skill Box in my

personal environment and it will benefit me in the future.

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Skills acquired Rate from 1 to 5, with 1 “irrelevant” and 5 “fully acquired” if these soft skills have been acquired after performing the Skill Box.

Soft Skill 1 2 3 4 5 11. Motivation

12. Time management

13. Responsibility (customer orientation and work goals)

14. Adaptability and Flexibility

15. Team work

16. Service Skills

17. Communication skills

18. Conflict Management

19. Problem solving

20. Creativity and Innovation

21. Critical and Structured Thinking

22. Decision Making

23. Leadership

24. Please, let us know other soft skills acquired, but not included in the previous list

Free text 25. Please, fill this text box in the case you want to communicate some aspects do not covered in the previous sections.

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Skill Box External Evaluation Document for an external assessment of the student performance in the Skill Box

Student action For the evaluation of the action step, you must answer the following questions. Rate from 1 to 5, with 1 completely disagree, and 5 completely agree these questions.

Question 1 2 3 4 5 1. The student has shown that he has done the inspiration

phase (use the same concepts, vocabulary, and so on) 2. In general, the student has shown to be comfortable doing

the activities involved in the Skill Box action step. 3. In the case that action step implies teamwork, the student

has participated actively with their co-workers

Student reflection For the evaluation of the free text, a rubric based on the cognitive level of the revised Bloom taxonomy. To do this, it will be evaluated which levels of that taxonomy covers each text provided by the student. Rate from 1 to 5, with 1 completely disagree, and 5 completely agree these questions.

Revised Bloom taxonomy level 1 2 3 4 5 4. Remember

5. Understand

6. Apply

7. Analyse

8. Evaluate

9. Create

Free text 10. Please, fill in this text box with information concerning the student about the entire skill box. This is your reflection as a teacher. This text can serve as feedback to the student.

http://www.skills-4u.eu/

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Rubrics to evaluate the free text student answers Sub-

dimension Maximum Minimum Fail

Remember Definitions are given from sources other than class. Consistent data and information are presented that do not coincide with those presented in class. The concepts that have been worked in class are exposed.

Some definitions are given, although others are missing. The data and the information provided in class are presented.

The definitions presented are literally the same as those presented in class sessions. No data is presented nor is any information given.

Understand

The definitions, concepts and data that have been given in active session are explained, in a different way from the one presented in class.

Explain the definitions that have been given in class, at least with the point of view exposed in class.

Do not explain definitions given in class.

Apply

There are examples, both fictitious and real, about the application of the concepts. Personal anecdotes are used to link with the concepts.

Give some example or personal anecdote about the application of the concepts given in class.

Do not use personal examples or anecdotes.

Analyse

Link (conceptually) different concepts from the same session or between other sessions. Link concepts with activities carried out in class. Detect the advantages and disadvantages of each presented concept and each activity developed.

Link different concepts from the same session. Detect any advantage or inconvenience of the concepts presented and the activities carried out.

Do not interconnect different concepts

Evaluate

Give a personal opinion about the definitions and information that has been worked on in class. Comment on the activities carried out. Take sides or decisions about the concepts worked on.

Give an opinion about the concepts worked or the activities carried out.

Do not give opinions or make decisions about the contents worked in class.

Create Propose new ideas, new concepts. Propose actions to take in order to develop the concepts worked on.

Propose, at least, new ideas and concepts related to those worked in class.

Do not make proposals or concepts or activities.

http://www.skills-4u.eu/

The 21st Century has different leadership styles. Discover your style and create it.Why this skill box?InspirationAction

Reflection1.1 - James Hunter (en).pdfLeadership�skill boxInspirationClassic ViewCurrent View: Human LeaderCurrent View: Leadership StylesCurrent View: Daniel GolemanCurrent View: James C. Hunter

2.1 - leadership styles (en).pdfLeadership�skill boxInstructionsLeadership Styles: 300Leadership Styles: The GladiatorLeadership Styles: ExcaliburLeadership Styles: InvictusLeadership Styles: Dead Poets SocietyLeadership Styles: Pay it ForwardInstructions

3.1 - creating a leader (en).pdfProfiles and leadership characteristicsProfiles of GolemanJames C. Hunter CharacteristicsConnecting styles and characteristicsLeadership examples

Applying to Daniel H. PinkDefining the characteristics of the leaderCreating a new Leader

Creating the leader's storyArgumentMicro-story

4.1 - Skill Box Self Evaluation.pdfSummaryFeelingsSkills acquiredFree text

4.2 - Skill Box External Evaluation.pdfStudent actionStudent reflectionFor the evaluation of the free text, a rubric based on the cognitive level of the revised Bloom taxonomy. To do this, it will be evaluated which levels of that taxonomy covers each text provided by the student. Rate from 1 to 5, with 1 completely disa...

Free textRubrics to evaluate the free text student answers