LEADERSHIP

ENHANCING SAFETY
Ktenas Panagiotis MSc. Urban Plan, MA Inter.
Relat., BSc Econ and Mar. Eng.
Certified Adult Educator, Registrar N.EA24815
(EOPPEP).
ex. Lt Cdr Hellenic Navy
COSTA CONCORDIA
ANALYSIS SUBMITTED TO MSC 92
• the Master’s unconventional behavior … represents the
main cause of the shipwreck.” (p.9)
• No clear handover between Master and C/O
• Lack of leadership from the bridge
• Inattention of Master due to other persons on the bridge
• Inattentive bridge team
• Disoriented crew
• “…passive attitude of the bridge Staff. Nobody seemed to
have urged the Master … or to give warning …”
Safety Leadership

Refers to managers behaviors in relation to

safety outcomes:

I. Monitoring and reinforcing seafarers safe

behaviors

II. Participating in workforce safety activities

III. Being supportive of safety initiatives

IV. Emphasizing safety over productivity

LEADERSHIP

Usually has to do with

battlefield and military.
But is that so?
 LEADERSHIP
“The power of the Spartan army
did not come from the sharpness
of their spears, however; it came
from the strength of their shields.
Losing one’s shield in battle was
considered the single greatest
crime a Spartan could commit.
“Spartans excuse without penalty
the warrior who loses his helmet or
breastplate in battle,”

Excerpt From: Sinek, Simon.

“Leaders Eat Last: Why Some
Teams Pull Together and Others
Don't”.
WHO DO YOU CONSIDER
TO BE A LEADER ?
Leadership has been defined as the art of
getting others to do (and want to do)
something that the leader believes should be
(must be) done, involving interpersonal
influence, goal-setting and communication
WHAT IS LEADERSHIP?
Leadership is a process by which a person influences others
to accomplish an objective and directs the organization in a
way that makes it more effective and efficient.

1. Every leader MUST know that he/she is there to lead;

2. Leading is an art!

3. Leadership is not a “means to an end” but a process;

4. Leaders have the ability to either make things happen or

destroy what has already been done
 LEADERSHIP
Let’s go to a little known
country, that is called
South Sudan
The fish smells • Leaders define Values

from the head • Values establish Culture

down • Culture develops Systems

• Systems define Behaviors
Communication and Leadership from within
L E A D IN G A N D
M A N A G IN G Y O U R
“Leadership and communication
O R G A N IZ A T ION
are indispensable to each other ”
J.F.K
L E A DIN G A N D

“The
M A N A G IN G
YOUR TEAM art of communication is the
language of leadership
”
J.Hume

L E A D IN G A N D
M A N A G IN G
Y O U R SEL F
 Looking at Human Brain
It’s all about hijacking by emotions

01 02
HUMAN COMPUTER

RATIONAL THINKING, EVERYTHING IS STORED

REASONING, QUITE SLOW HERE! BRAIN WILL LOOK
HERE FOR ANSWERS –
FASTEST BY 20 TIMES

CHIMP

03
EMOTIONAL HIJACKING-
FASTER THAN HUMAN PART-
SLOWER THAN COMPUTER
Insights about the brain and our interactions with the world

Subconscious mind Conscious mind

(System 1) (System 2)

Fast, Slow,
unconscious, deliberate,
effortless effortful

Error prone Reliable

Sub-
conscious Here and
mind/ now, always There and
processing on then, what if

Thinking, Fast and Slow, 2011 by Daniel Kahneman

LEADERSHIP-DECISION MAKING
“perceptions of leaders can vary
depending on whether things go
well or not, and this is sometimes
called ‘the romance of
leadership’. if things go really
well, this is attributed to the
leader’s skill, but if things go
badly, the leader’s ineptitude is
blamed”
 Ladder of inference
Inference definition: a
conclusion reached on the basis
of evidence and reasoning.
#Process of abstraction
Draw conclusions based on the
interpreted facts and our assumptions.
Apply our existing assumptions,
sometimes without considering them.
Interpret what they mean.
Experience these selectively based on
our beliefs and prior experience.
Take actions that seem "right" because they
are based on what we believe.
Develop beliefs based on these conclusions.
From Argyris, C., 'Overcoming
Organizational Defenses: Facilitating
Organizational Learning,' 1st
Edition, © 1990. Printed electronically
and reproduced by permission of
Pearson Education, Inc., Upper
Saddle River, New Jersey. and Sons,
Inc.
14
 Why have I
chosen this
course of

Ladder of inference action?

Wherever you are in your Now work your way back up

1 decision making process 5 the ladder, using the right
STOP! It’s time to consider facts, to reach the right
your reasoning conclusion.
What beliefs led to this
Identify which rung of the action?
2 ladder you have reached
Why did I draw this
Question the choices you conclusion?
3 made to get here. WHAT you
were thinking and WHY? What am I assuming
and why?
Work your way down the
ladder, analyzing your
Why did I draw this
thought process at each conclusion?
rung.
When you’ve reached the What facts I have
4 bottom of the ladder, you
chosen to use and why?

know which facts you can

What are the real facts
rely on that I should be using?

15
Differences between Leader Vs Manager
LEADER: MANAGER

Interests mainly in “Why” Interests mainly in “How”

Accepts and manages the status

Open ways – horizons
quo

Brings changes, innovations Prefers the steadiness

Search reality Accepts the reality

Gives emphasis in future Gives emphasis in present

Does the right things! Does the things right!

The Circle of Safety
Leaders eat Last

DANGER

DANGER

DANGER
SAFETY

DANGER
WHICH STYLES EXIST?
MAIN CHARACTERISTICS

• Authoritarian (directive): centralised authority, dictate work

methods, make unilateral decisions, limit employee participation.

• Democratic (participative): involve employees in decision-

making, delegate authority (empowerment), encourage
participation in deciding work methods and goals.

• Laissez-faire: give employees complete freedom in decision-

making with minimum leader participation, provide materials
(when requested) and answer questions (when asked).
Time for Thought Which leadership styles have you
experienced?
What does it mean in detail and how
does it work?
Which advantages and disadvantages
do you see?
"Leadership Styles" Questionnaire
1
Strongly
• Consider your own impression of the term "leadership". Disagree
Based on your experiences, what is leadership? 2
Disagree

• Read the following statements, then use scales below 3

Neutral
to indicate the degree to which you agree or disagree
with each statement about leadership. 4
Agree

5
• There are no right or wrong answers. The aim is to Strongly
Agree
provide you with insight about how you define and
view leadership styles.

Kurt Lewin's Leadership Styles Framework

"Leadership Styles" Questionnaire
1
Strongly
1. Employees need to be supervised closely or Disagree
they are not likely to do their work. 2
Disagree
2. Employees want to be a part of the decision-
making process. 3
Neutral
3. In complex situations, leaders should let
subordinates work problems out on their own. 4
Agree
4. It is fair to say that most employees in the
5
general population are lazy. Strongly
Agree
5. Providing guidance without pressure is the key
to being a good leader.
"Leadership Styles" Questionnaire
1
Strongly
6. Leadership requires staying out of the way of Disagree
subordinates as they do their work. 2
Disagree
7. As a rule, employees must be given rewards or
punishments in order to motivate them to 3
achieve organizational objectives. Neutral

8. Most workers want frequent and supportive 4

Agree
communication from their leaders.
5
9. As a rule, leaders should allow subordinates to Strongly
Agree
appraise their own work.
10. Most employees feel insecure about their work
and need direction.
"Leadership Styles" Questionnaire
1
Strongly
11. Leaders need to help subordinates accept Disagree
responsibility for completing their work. 2
Disagree
12. Leaders should give subordinates complete
freedom to solve problems on their own. 3
Neutral
13. The leader is the chief of the achievements of
the members of the group. 4
Agree
14. It is the leader's job to help subordinates find
5
their "passion". Strongly
Agree
15. In most situations, workers prefer little input
from the leader.
"Leadership Styles" Questionnaire
1
Strongly
16. Effective leaders give orders and clarify Disagree
procedures. 2
Disagree
17. People are basically competent and if given
a task will do a good job. 3
Neutral
18. In general, it is best to leave subordinates
alone. 4
Agree

5
Strongly
Agree
"Leadership Styles" Questionnaire - Scoring

• Add together the scores of items 1, 4, 7, 10, 13, and 16. These items
measure authoritarian leadership. The authoritarian score is:__________

• Add together the scores of items 2, 5, 8, 11, 14, and 17. These items
measure democratic leadership. The democratic score is:__________

• Add together the scores of items 3, 6, 9, 12, 15, and 18. These items
measure laissez-faire leadership. The laissez-faire score is:__________
"Leadership Styles" Questionnaire - Scoring
This questionnaire is designed to measure three common styles of leadership: authoritarian,
democratic, and laissez-faire. By comparing your scores, you can determine which styles are most
dominant and least dominant in your own style of leadership. For each of the three scores, the use
the following rubric:

• If the score is 26 or higher, it is in the very high range.

• If the score is 21 to 25, it is in the high range.

• If the score is 16 to 20, it is in the moderate range.

• If the score is 11 to 15, it is in the low range.

• If the score is 10 or less, it is in the very low range.

Situational Leadership

The rationale of this style is based on the assumption that every employee
needs to be led by his/her own state of development and maturity to
release its potential for the company.

The manager does not always lead with the same style, but adapts the style
of leadership to the maturity level of the employee.
Situational Leadership
How to adapt it in everyday management?

Level of maturity 1 - Dictating

Give precise instructions and monitor performance.
Level of maturity 2 - Explanation
Explain decisions and provide an opportunity for clarifying questions.
Level of maturity 3 – Participation
Share ideas and encourage employees to make their own decisions.
Level of maturity 4 - Delegate
Delegate responsibility for decision-making and execution.
Situational Leadership
HIGH
Low Task and High High Task High
Relationship Relationship
RELATIONSHIP BEHAVIOUR
(SUPPORTIVE)
S3 SUPPORTING S2 COACHING

Low Task High Task

Low Relationship Low Relationship
S4 DELEGATING S1 DIRECTING

LOW TASK BEHAVIOUR

HIGH
(DIRECTIVE)
Hersey-Blanchard Situational Leadership Theory
Skills of Situational Leader

DIAGNOSIS FLEXIBILITY

1st 2nd
The willingness and ability The ability to use a variety
to look in a situation in of leadership styles.
order to decide which
leadership style is the most
appropriate.
Accountability

Accountability is about making a personal choice, to take ownership for

achieving desired results. Safety accountability refers to the condition of
being held liable for one’s safety performance.
Accountability
• Is taken
• Cannot be shared
Accountability • Something you hold a
person to after a task is
done or not done

• Is given
• Can be shared
Responsibility • Demonstrated by
doing the assigned
task.
 The most important words
In Leadership

01WORD
02
WORDS
03WORDS

“We” "Thank you" "If you please."

04
WORDS
05
WORDS
06WORDS

"What is your opinion." "You did a good job." "I admit I made a
mistake."
CASE STUDY

It’s time for Pasta Tower