transformational leadership(st.xaviers) (5)

7/31/2019 Transformational Leadership(St.xaviers) (5)

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TRANSFORMATIONAL LEADERSHIPTHROUGH EMOTIONAL INTELLIGENCE

FORTHE NEW MILLENIUM


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ROLE

SKILL

STYLE

Often these do not integrate - gaps/ MismatchResult - Leader is ineffective

Role encompasses:(i) Getting the best out of the people you have - Empowering.(ii) Building potential for higher performance -Potential v/s Performance(iii Developing leadership down the line - Dispensability & Succession

Planning

LEADERSHIP FOCUSES ON:


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TYPES OF LEADERSHIP

Transactional Manager

* Short-term* Segmented

(Plant /Unit)* Tangible

(Project/ Product)

Transformational Leader

* Long-term - even beyond his term

* Global Perspective (Impact on Outside World)

* Intangibles - Visions, Values, Relationships

(SOFTISATION)


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Role Set- Office/Works

BossNot Direct Bosses

Outsiders Manager/Leader Peers

Not Direct Subordinates

Subordinate

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

responsibility.


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Role Set- Family/Home *

Based on feelings:

Self


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MIND SET

SELF AWARENESS

MOTIVATION

SOCIAL SKILL EMOTIONAL INTELLIGENCE EMPATHY

SELF REGULATION


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Emotional IntelligenceThe survival skills of the new millennium have a

different vocabulary and a different approach to lifeand 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 managerelationships, be it personal or at work is termed

emotional intelligence.


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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 roundour your personal self-improvement programme.


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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.


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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 - Thisis not easy.

ARISTOTLE, The Nicomachean Ethics

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


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ANGER

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

The Stimuli

1. The extent of the threat, hurt, violation & frustration2. The cause of the damage or frustration3. The likelihood of trigger to anger

Assertive Anger - managing anger positively and constructively

- Assertive - Ethical- Non-violent - Responsible- Goal directed


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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


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Ten Basic MotivesThe 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 ?


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WHAT MAKES A LEADER ?The Five Components of Emotional Intelligence at Work

Self Awareness

Self-Regulation

Motivation

Empathy

Social skill

the ability to recognize and

understand your moods, emotions,and drives, as well as their effect onothers

the ability to control or redirectdisruptive impulses and moods

the propensity to suspend judgment- to think before acting

a passion to work for reasons that gobeyond money or status

a propensity to pursue goals with

energy and persistence

the ability to understand theemotional makeup of other people

skill in treating people according totheir emotional reactions.

proficiency in managingrelationships and building networks

an ability to find common groundand build rapport

self-confidencerealistic self- assessment

self-deprecating Sense of humor

trustworthiness and integritycomfort with ambiguityopenness to change

strong drive to achieveoptimism, even in the face offailureorganizational commitment

expertise in building and

retaining talent

cross-cultural sensitivityservice to clients and customers

effectiveness in leading change

persuasivenessexpertise in building andleading teams


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Emotional Literacy

* Ability to speak about emotions in three wordsentences 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 youmessage in disguise)


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Components of EISelf-awareness. Knowing how you feel in "real-time"

Emotional literacy. Being able to label emotionsprecisely. Being able to talk about feelings with others

Empathy and compassion. The ability to feel andunderstand the emotions of others.

Balance. Being able to make decisions using a healthybalance of emotion and reason.

Responsibility. Taking primary responsibility of your ownemotions 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


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More Desirable Feelings whichManagement Can Help Create*

Respected* Acknowledged

* Supported

* Helped

* Trusted

* Appreciated

* Important

* Special

* Irreplaceable

* Useful* Needed

* Valued & valuable


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Common Negative Feelings

Disrespected Unappreciated

Unfulfilled

Unchallenged

Unmotivated Apathetic

Exploited

Bored

Criticised

Unsupported

Hindered

Over-controlled Underestimated

Powerless

Overworked

Underpaid Stressed

Judged

Replaceable

Unimportant

Afraid & Insecure

C t f S lf


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Components of Self-Development

Self-Acceptance

Self- Insight

Self- Planning Self-Development

Self- Competence

Self- Management


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Where to start - creatingdissatisfaction with existing reality.

Factors under my control

Targets of Change

Targets of Influence

Targets of Coping


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Recommendations:1. Introduce EI in schools

2. Schooling the Emotions

3. Ban corporate punishment (if any) from schools

4. Utilising the strengths of senior students/peers

5. Hostels for Boys & Girls

6. Parent/Teachers interaction


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Recommendations:

7. Encourage Extra Curricular activities

8. Select & Highlight students all round performance

9. Principals involvement with problem children

10 Treat Boys & Girls differently

11 Introduce ranking amongst schools

12 Deal with Bullys & Ragging effectively


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transformational leadership(st.xaviers) (5)

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