Principles of Effective Leadership Workshop

‫مبادئ ورشة القيادة الفعالة‬

Activity: Warm It Up!
!‫ دافئها‬:‫النشاط‬

• Introduce yourself ‫قدم نفسك‬

• Your department ‫قسمك‬
• How many Years in Yasmine Palace ‫عدد السنوات في قصر‬
‫ياسمين‬
• Answer the Questions Based on the Selected Candy
Color:
:‫• أجب على األسئلة استناًد ا إلى لون الحلوى المختار‬

What's your favorite hobby? ‫ما هو هوايتك‬

‫المفضلة؟‬
What is a place you've always wanted to visit?
‫ما هو المكان الذي كنت دائًم ا تود زيارته؟‬
If you were given a million dollars, but could only spend it
on others, what would you do?
‫ ماذا ستفعل؟‬،‫ ولكن يمكنك إنفاقها فقط على اآلخرين‬،‫إذا أعطيت مليون دوالر‬
Describe your perfect day. ‫وصف يومك‬
‫المثالي‬.
What is one thing you're looking
forward to this year? ‫ما هو الشيء الوحيد‬
‫الذي تتطلع إليه هذا العام؟‬
Activity: Discuss Leadership Behavior
‫ مناقشة سلوك القيادة‬:‫النشاط‬

• What are some leadership behaviors ‫• ما هي بعض سلوكيات أو صفات القيادة التي‬
‫رأيتها تحقق فارًقا إيجابًيا؟‬
or qualities that you have seen make

a positive difference
‫• ما هي بعض سلوكيات أو صفات القيادة التي‬
• What are some leadership behaviors ‫رأيتها تشكل عقبة أمام األداء؟‬

or qualities that you have seen

create an obstacle to performance

Activity: Discuss Common Traits
‫ مناقشة الصفات المشتركة‬:‫النشاط‬

‫• ما هي بعض الصفات المشتركة حول سلوك القيادة التي تحقق فارًقا‬

• What are some of the common traits
‫إيجابًيا؟‬
about leadership behavior that make
a positive difference
• What are some of the common traits ‫• ما هي بعض الصفات المشتركة حول سلوك القيادة التي تشكل عقبة‬
‫في األداء؟‬
about leadership behavior that
create hindrance in performance
 Common Traits

‫الصفات المشتركة‬

Positive Difference ‫فارق إيجابي‬

• Visionary
‫رؤوي‬ •
• Inspirational ‫ملهم‬ •
• Motivational ‫تحفيزي‬ •
‫القدرة على التواصل واالستماع‬ •
• Ability to communicate and listen
‫ُيعلم‬ •
• Teaches ‫إيجابي‬ •
• Positive ‫ديناميكي‬ •
‫يقود التغيير‬ •
• Dynamic
‫متعاطف‬ •
• Drives Change ‫واثق‬ •
• Empathetic ‫مخاطر‬ •
‫يكافئ‬ •
• Confident •
‫ إلخ‬،‫يعترف باآلخرين‬
• Risk Taker
• Rewards
• Recognizes others, etc
 Common Traits

‫الصفات المشتركة‬

Hindrance in Performance ‫عقبة في األداء‬

• Poor Communicator
• Inexperience ‫ُم تواصل ضعيف‬ •
‫خبرة قليلة‬ •
• Big Ego •
‫ كبرياء‬/ ‫ثقة زائدة في النفس‬
• Uncontrolled Temper ‫طابع متقلب‬ •
• Dictatorial ‫ديكتاتوري‬ •
‫يدير بتفصيل‬ •
• Micro Manager
‫ال يثق‬ •
• Doesn’t Trust ‫ إلخ‬،‫ال يفوض‬ •
• Doesn’t delegate, etc
Principles of Effective Leadership Workshop
‫ورشة مبادئ القيادة الفعالة‬

LEADERSHIP FUNDAMENTALS
‫أساسيات القيادة‬

Intrapersonal Leadership Interpersonal Leadership

‫القيادة الذاتية‬ ‫القيادة بين األشخاص‬
Self awareness using (DiSC) by applying Situational Leadership
)DiSC( ‫الوعي الذاتي باستخدام‬ ‫من خالل تطبيق القيادة الوضعية‬
Why Are We Here?
‫لماذا نحن هنا؟‬

 Differentiate Management  ‫قم بالتفريق بين اإلدارة والقيادة‬.

and Leadership
 ‫اكتسب المعرفة الحرجة والوعي الذاتي لتكون‬
 Gain critical knowledge and
self-awareness to be a ‫قائًد ا ناجًح ا‬.
successful leader  ‫قم بتكييف تفضيالت األسلوب لتكون أكثر‬
 Adapt style preferences to ‫فعالية‬.
be more effective
 ‫طبق سلوكيات القيادة المناسبة في مواقف‬
 Apply appropriate
leadership behaviours in ‫مختلفة لتكون أكثر فعالية‬.
different situations to be
To Qualify for Certification
‫للتأهل للحصول على الشهادة‬.

Certification
‫شهادة‬

Have your direct manager sign off on the behavioral

application (learning agreement of what you have
learnt in this workshop)
‫احصل على توقيع مديرك المباشر على التطبيق السلوكي (اتفاقية التعلم المتعلقة‬
)‫بما تعلمته في هذه الورشة‬.

Get at least 70% in your post-assessment

‫ في تقييمك بعد الدورة‬%70 ‫احصل على ما ال يقل عن‬
 THE BIG PICTURE
‫الصورة الكبيرة‬

WHAT IS YASMINE PALACE

GOAL?
‫ما هو هدف قصر ياسمين؟‬
The Quality of Yasmine Palace Leadership …
‫جودة قيادة قصر ياسمين‬
… drives our company priorities‫يحدد أولويات شركتنا‬
Priorities Strategy Goal
Build the industry’s
Quality strongest operating system
 Brand performance: ‫أداء العالمة‬ Yasmine Palace will be the
focused on the biggest
of Yasmine ‫التجارية‬ markets and segments
#1 Arabic Restaurant
company in the region for
Palace  Excellent returns: ‫عوائد ممتازة‬ where scale really counts guests, for investors and for
 Market scale/knowledge: ‫حجم‬ ‫بناء أقوى نظام تشغيل في الصناعة مركًز ا‬
Leadership colleagues "‫ستكون "قصر ياسمين‬
‫المعرفة‬/‫السوق‬ ‫على أكبر األسواق والقطاعات حيث يعد‬ ‫ للمطاعم العربية في المنطقة‬1 ‫الشركة رقم‬
‫جودة قيادة قصر‬  Aligned organisation: ‫منظمة‬ ‫الحجم مهًم ا حًق ا‬. ‫ وللزمالء‬،‫ وللمستثمرين‬،‫للزوار‬.
‫ياسمين‬ ‫متناسقة‬

• Yalla Spirit ‫روح يال‬

Our Core Values • Embrace Diversity ‫احتضن التنوع‬
• Authenticity ‫األصالة‬
• Nurturing Community ‫تنمية المجتمع‬
• Service Excellence ‫تميز الخدمة‬ • InterCultural Connection ‫االتصال‬
‫بين الثقافات‬
• Memorable Experiences ‫تميز الخدمة‬
 Employee satisfaction drives
customer satisfaction which leads to
increased ROI.
‫رضا الموظف يؤدي إلى رضا العميل الذي يؤدي بدوره إلى‬
‫زيادة في العائد على االستثمار‬.

The Harvard Business School

How many of you have ‫كم منكم عمل مع مشرفين ومدراء دون‬
worked with sub-par
supervisors and
‫المستوى المطلوب في الماضي؟‬
managers in the past?

‫كيف أثر ذلك عليكم؟‬

How did it impact you?
 The Service-Profit Chain
‫سلسلة الخدمة والربح‬

Attitude about Customer

the job Referrals
‫الموقف تجاه الوظيفة‬ ‫إحاالت العمالء‬
Service ‫خدمة‬

Helpfulness Return on Assets:

Employee ‫مساعدة‬ Customer ‫عائد األصول‬
Behavior Impressions Operating Margin:
‫سلوك الموظف‬ ‫انطباعات العمالء‬ ‫هامش التشغيل‬
Revenue Growth: ‫نمو‬
Product ‫منتج‬
‫اإليرادات‬
Value ‫قيمة‬ Customer
Attitude about Retention
the company ‫احتفاظ العمالء‬
‫الموقف تجاه الشركة‬

Relationship between employee satisfaction and bottom line

‫العالقة بين رضا الموظف والنتيجة النهائية‬
Rucci, et al, 1998
 The Cost of a Bad Boss
‫تكلفة مدير سيء‬
58% of people who have worked with subpar managers are
affected as follows:
:‫ من األشخاص الذين عملوا مع مدراء دون المستوى المطلوب تأثروا كما يلي‬58%

“Prevented me from learning” "‫"منعني من التعلم‬ 76%

“Hurt my career development” "‫"أضر بتطوير مسيرتي المهنية‬ 81%
“Prevented me from making a larger contribution 82%
to the bottom line” "‫منعني من إحداث مساهمة أكبر في النتيجة‬
‫"النهائية‬
86%
“Made me want to leave the company” "‫جعلني أرغب في‬
‫"مغادرة الشركة‬
Source: McKinsey’s War for Talent 2000 survey of 6,500
senior & mid-level managers at 35 large US companies
 What’s This Got To Do With Me?
‫ما عالقة هذا بي؟‬
 Career Growth &  Supportive
Development Work-Life
‫نمو وتطوير الوظيفي‬  Balance
‫توازن ُم ساند بين‬ 
‫العمل والحياة‬

 Meaningful  Recognition &

Work & Impact Appreciation
‫عمل ذو معنى وأثر‬  
‫تقدير وامتنان‬
 Inclusive and Collaborative Culture
‫ثقافة شاملة وتعاونية‬ 
Yasmine Palace Leadership Competencies
‫الكفاءات القيادية في قصر ياسمين‬
Yielding
Vision

Agile
Decision Adaptability
Making

Supervisors
& Managers

Learning Lead by
Mindset Example
Introduction

What is your most important responsibility as a

manager?

To produce results ...

but the only way to do this is through the efforts of
the people around you
Changing Role of the Manager
Traditional 21st Century
Traditional
Main role was to direct and 5% Strategy
20% Strategy
control the way work was 15% Coaching,
Developing,
done by the people that Supporting,
reported to them Building

60%
Coaching,
Developing,
Supporting,
Today 80% Directing Building
& Maintaining
Successful managers are
primarily driven by the roles
of coach, leader, developer,
mentor, and planner 20% Directing
& Maintaining
 The True Leader
“The only true leader is someone who
has followers.
An effective leader is not someone who is
loved or admired.
He or she is someone whose followers do
the right thing.
Popularity is not leadership. Results are.”
Peter Drucker
Activity: Perfect Square
 Activity: Perfect Square

1. What happened? What feelings did you experience at the

beginning, middle, end?
2. Was there a leader? Why do you think so?
3. What can you learn from this experience?
 What is Managing

 The root of the word management is

“manas” -- meaning hands.

 Managing is… to accomplish, to be in

charge of or responsible for, to conduct.

 It involves the process of setting and

achieving the goals through the
planning, organizing, directing and
controlling.
 What is Leading

 The root of the word leadership is “lead” -- meaning to go, to

guide.
 Leading is… influencing, guiding in direction, action, or
opinion.
 It involves inspiring others to follow, creating goodwill and
supporting others. Leaders achieve things that could not
have been done without them.
 Leaders and Managers

A leader can be a manager, but a

manager is not necessarily a leader.
THE SHIP AND THE LIGHTHOUSE ACTIVITY
 Activity Debrief

• Discuss the differences in roles between the Lighthouse (Leader)

and the Ship (Manager). What were the challenges and benefits
of each?

• How did the Waters (obstacles) feel? Did they perceive any
difference in how the Leader and Manager approached them?
 Management Versus Leadership

Management
Focus on Processes
l Embodies goals & objectives
l Concern with efficiency
l Controlling & problem-solving
Leadership
Focus on Results
• Embodies mission & vision
• Concern with effectiveness
• Motivating & inspiring

Managers seek Leaders seek

COMPLIANCE COMMITMENT
 Management Versus Leadership
Importance

High Leadership Skills

Managerial Skills

Technical Skills
Low

Individual Supervisor/ Executive

Contributor Manager
Leadership Fundamentals

Influencing
Personal
Performance

Influencing
Performance of
Others
Agenda (Part 1)

 Welcome & Introduction

 The Manager vs. The Leader
 LM1: Different Behavioral Styles
 LM2: Emotions
 EA1: Increase Self-Awareness
 EA2: Build Acceptance of Others
 EA3: Adapt Your Style
 Mastery Demonstration
Agenda (Part 2)

 Review Day 1
 LM3: 3Vs of Communication
 LM4: Situational Leadership
 EA1: Build Positive Bonds
 EA2: Evaluate the Leadership Situation
 EA3: Influence the Situation
 Mastery Demonstration
 Summary, Review & Evaluation
Housekeeping
Self-Assessment
Self-Assessment

21-30
31-40
41-50
LM1: What are the Different Behavioural Styles

A leader knows the keys for inspiring and influencing team

members. To be successful then, a leader must learn how to
communicate with coworkers and foster optimum teamwork.

Being aware of your preferred style of communication as well

as those of others, accepting and adapting to them, will enable
you to deal more effectively with them.
 What Do These Have in Common?

1. The world’s first lie detector

2. Wonder Woman
William Marston

He also originated the DiSC Personality Profile Model – which

is a useful guide to becoming more aware, to more readily
accept and adapt to others’ styles.

• DiSC divides behavior into 4 main dimensions:

• Dominance
• influencing
• Steadiness; and
• Compliance.
William M. Marston
D.i.S.C.

OUTGOING
Tells, Fast-paced,
Assertive, Initiates,
Competing, Quick,
Risk Taker, Direct

PEOPLE-ORIENTED
TASK-ORIENTED
Cool, Calculating,
Guarded, Objective,
D i Warm, Relaxed,
Feelings, Supporting,
Informal, Open, and
and Formal
C S Expressive

RESERVED
Asks, Slower-paced,
Responds, Avoids Risk,
Goes Along, Cooperating,
Deliberate, Indirect
 Different Behavioural Styles

DOMINANTS are INFLUENCERS are

very straight forward in outgoing, persuasive
dealing with challenges and influence others
and have little patience through talking. They
for details tend to be emotional

COMPLIANT people STEADY people like

adhere to rules, to be in the know and
regulations and work at a steady pace.
structure. They They don't like sudden
appreciate quality and changes or ambiguity
doing things right
Activity: Famous Faces
 What Do We Know About Style?

 We each have a unique style; a blend of

the 4 behavioural tendencies

 Each behavioural style has its strengths

and limitations

 There is no “best” behavioural style

 Our effectiveness with others depends

on our adaptability to meet the needs of
others
Activity: Which Style?

D
i
S
C
Emotional Intelligence
 LM2: What are Emotions?

All of us experience a wide range of

emotions in our lives.
Learning to recognize and stay with
our feelings is a valuable experience.

We can learn that just because we

feel something, we don't have to act
on it.
Why Is It Important?

Out of control emotions make smart

people stupid

-- Daniel Goleman
Emotional Intelligence

The ability to monitor one’s own and others’

emotions, to discriminate among them, and use
the information to guide one’s thinking and
actions.

-- Mayer & Salovey

Emotional intelligence is NOT…

• Being “nice”
• Allowing feelings to run wild
• Gender based -- women are not necessarily
“emotionally smarter” than men
• Fixed genetically
• Being emotional
- Cooper & Sawaf, 1997
Emotional Intelligence Competencies

By definition, E.I. consists of 5 competencies:

• Self-awareness
• Self-regulation
• Self-motivation
• Empathy
• Managing relationships

- Salovey & Mayer, 1985

Activity: Match the Emotion

Anger Thankful
Uneasy

Confused
Proud
Confident
Hurt
Encouraged
 Emotions and Our Brain

Our brain is always taking in information

though our senses. It interprets this
information and sends the appropriate
signals to the body that creates a response.
The lizard brain interprets many signals as a
“threat”. This affects our response to the
situation.
 Emotions and Our Brain

Amygdala
“Lizard Brain”

Reacts
Stimulus
Cortex
“Thinking Brain”

Interprets
Responding to Emotional People

DO: DON’T:
1. pay close attention 1. let your hot buttons
2. remain calm & get pushed
respectful 2. interrupt
3. send the message 3. react instantly to
“I’m here to work with angry or abusive
you” comments
4. choose your words 4. use “But…”
carefully 5. use empathy with
5. show understanding VERY angry people
 Activity: What Information?

1. For each of the situations, answer

the 3 questions

2. Please be prepared to share your

response with the larger group.
How to Influence Personal Performance?

Increase Self-
Awareness
Build Acceptance of
Others
Adapt Your Style
EA1: Increase Self-Awareness

Leadership starts with an understanding of

yourself.

Self-awareness gives us insight into how and why

we behave the way we do and adapt our behaviors
accordingly.

This will allow us to better manage our

relationships with others.
Johari Window

Known to Self Unknown to Self

Known to Others OPEN BLIND

ARENA SPOT

Unknown to Others HIDDEN UNKNOWN

FAÇADE POTENTIAL
How Do I Increase Self-Awareness?

1. Recognize your behavioural

style preference

2. Identify your strengths and

limitations

3. Assess how to leverage

strengths and overcome
limitations
 What’s my Style?

1. Tick the boxes that you think

best describe you.

2. Wait for further instructions

from facilitator.
 Activity: Masquerade Nite

1. Your team has been tasked to plan the

hotel’s Annual Dinner & Dance. The

theme is Masquerade Nite.

2. Create a plan for Masquerade Nite on

a flipchart.
 Activity: Strengths and Blindspots

 What are my greatest style-related

strengths and how do they help me on
my job?
 What are 3 of my style-related
limitations and how do they hinder my
job effectiveness?
 What are 3 things I could do to be more
effective when working with others?
 EA2: Build Acceptance of Others

Accepting others means accepting the

different styles and developing a positive
attitude and appreciation for their strengths &
weaknesses.

This will lay the foundation for others to trust

and have confidence in you, and vice versa.
How Do I Build Acceptance of Others?

1. Treat everyone as an individual

2. Identify and accept the other

person’s style

3. Stay flexible
Activity: Who, What, Why, How?

D i D i
C S C S
Jim Steve

D i D i
C S C S
Doug Jeannie
Stay flexible: Control Emotions

 Stay calm
– Don’t let your hot
buttons be pushed
– S.T.O.P.
– Positive self-talk
– Keep perspective
– 6 second pause
– Disengage
 Activity: Complaints! Complaints!

1. Stand in 2 rows facing each

other
2. Starting with one side, read the
complaints to your partner
3. Repeat step 2 with emotions
(make it real) while partner
practices staying calm
4. Reverse roles & repeat
 EA3: Adapt Your Style

We need to adapt our styles to the other person’s so

that we can optimize our working relationship.

When we adapt our style to theirs, we communicate

more effectively, they understand us more and we
build greater rapport with them.
What Does It Mean To Be Adaptable?

 We adjust our methods of communicating

and behaving.
 We go beyond our comfort zone so that
others are comfortable.
 We do not imitate other people; we adjust
our behaviour to be more in line with the
preference of others.
 We maintain our own identity and good
sense.
How Do I Adapt My Style?

1. Know the motivators of the different

styles

2. Adjust communication using the 3Vs

3. Complete an adaptability strategy for

each person
 Style Motivators

A ‘D’ is motivated by the ability to make decisions

and act without interference. Also…
• Challenges and problems to solve
• Power and authority to make decisions
• Changing environment
• Freedom from routine and mundane tasks

D
 Style Motivators

An ‘i’ is motivated by a sense of belonging that

includes interaction with others. Also…
– Flattery, praise, popularity and acceptance
– Create a friendly environment
– Provide freedom from many rules and regulations
– Get other people to handle details

i
 Style Motivators

An ‘S’ is motivated by security and loves status quo. Also…

• Loyalty and dependability
• Safety and security
• No sudden changes in procedures or lifestyle
• Time & activities that can be done from start to finish

S
Style Motivators

A ‘C’ is motivated by assurances of quality and accuracy. Also…

– Standards of high quality
– Detailed tasks
– Logical organization of information
– Limited social interaction

C
 Style Communication

Verbal Vocal Visual

 Direct speech  Speaks quickly  Direct eye contact
 Use words like “Definitely, fast, etc.”  Firm and loud tones  Firm handshake
D
 Unwavering  Bold visual appearance

 Ask questions  Friendly  Visual reinforcers

 Close, personal language  Animated  Lots of body movement
i
 Supportive language  Uses a lot of inflection  Smiles a lot

 Asks “how” questions  Constant  Gentle handshake

 Generalize  Patient speech  Little sudden movement
S
 Logical flow  Soft tones  Nods when agree

 Focuses on specific details  Little vocal variety  Poker face (unexpressive)

 Precise language  Even delivery  Controlled Movement
C
 Avoids emotions  “News reader” style  Avoids touching
 Adaptability Strategy

Outgoing

1. Identify the preferred styles of

your staff D i
People
Task Oriented Oriented
2. For the identified staff, use the C S

Styles template to build a

Reserved
strategy for adapting to them
Mastery Demonstration
Principles of Effective Leadership Workshop
Activity: Gang up on them!
 Why Are We Here?

 Differentiate Management and

Leadership
 Gain critical knowledge and self-
awareness to be a successful
leader
 Adapt style preferences to be
more effective
 Apply appropriate leadership
behaviours in different situations
to be more effective
Activity: Shapes
LM3: 3Vs of Communication

The word communicate comes from the Latin

word, communicare, which means to, “make
common or to share.”
In essence, communication is the act of creating
“shared understanding” between the message
sender and the message receiver.
WB 48
The 3Vs of Communication

Encode Decode

Sender Message Receiver

Visual 55%
Vocal 38%
Verbal 7%

Perfect communication occurs when the receiver

interprets a message as intended by the sender.

WB 48
 Principles of 3V Communication

1. Messages are sent visually, verbally & vocally

2. The effect of a message is based on interpretation

3. No two people interpret a message exactly the same way

4. A competent communicator sends a message with all 3 Vs consistent

with each other and with the intention

5. Effective communicators strive for ‘shared meaning’

Communication ‘Noise’

‘Noise’
Sender Receiver

Visual
Vocal

Verbal

‘Noise’ interferes with the intended message,

causing a communication gap.
 Possible Causes of ‘Noise’

Biases & Prejudices

Ill Health

Style Preference
Desire & Interest

Knowledge & Skills

“Noise” Environment

Emotional State
Low Self-Esteem

Natural Aptitude
Family Circumstances
Overcoming ‘Noise’

‘Noise’ can be overcome using Active

Listening i.e. using all of your attention,
focusing on what the sender is saying, and
showing the sender that you understood the
intended message.

Active listening uses verbal, vocal, and

visual behaviors to demonstrate
understanding.
Activity: Active Listening
Active Listening Techniques

a. Create a positive listening situation

b. Use active questioning techniques
c. Use active paraphrasing techniques
d. Use parroting
e. Use positive visual and verbal reinforcers
(acknowledgement)
f. Take notes (where appropriate)
g. Show the other person you understand
 LM4: Situational Leadership

Early leadership models assumed a

“same style” approach with all
employees in all situations

In the 1960’s, Hersey & Blanchard

developed “Situational Leadership”
which recognizes that different situations
require different leadership styles
 Activity: Paper Planes

Get into pairs:

• One will be the ‘leader’ (to be briefed
outside room)
• One will be the ‘performer’ (stay inside
room)
 Situational Leadership

“Development Level” “Other Aspects”

Determined by Determined by

“Situation”

Determined by

Leadership “Styles” = blend of “Support” and “Direction”

Situational Leadership

Therefore, the steps to apply Situational Leadership

are:
1. Assess your performer’s “development level”
2. Evaluate other aspects of the “situation”
3. Match the leadership “style” to the “situation”
 Development Levels

D4 D3 D2 D1

• Competence High
Moderate/High
Competence
Competence Low/Some Low
Competence Competence

• Commitment High High

Commitment Commitment
Low/Variable Low
Commitment
Commitment
Development Levels
D3 D2
-
C Moderate
O Competence Low/Variable Low/Some Low
M Commitment Competence
M Commitment
IT D4 D1
M
E
N
T High High High
Competence Commitment Commitment
Low
+ Competence

+ COMPETENCE -
Leadership Styles
S3 – “SUPPORTING” S2 – “COACHING”
+
S Lots of
U Lots of Lots of
Support
Little Support Direction
P
P Direction
O S4 – “DELEGATING” S1 – “DIRECTING”
R
T
I
N Lots of
G Direction
Little Little Little
Direction Support Support
-
0 - DIRECTING +
WB 55-56
Matching Style with Level

D4 D3 D2 D1
Little
Direction Little Direction Lots of Lots of
Direction Direction
High
Moderate
Competence
Competence Low/Some
Competence Low Competence

Little Little
Support Lots of Support
Support Lots of
High Support High
Commitment Low/Variable Commitment
Commitment Low Commitment
Activity: Snap!
How to Influence Performance of Others?

Build Positive Bonds

Evaluate the Leadership Situation
Influence the Situation
Activity: Leaders You Admire
 Characteristics of Admired Leaders

1. Honest 11. Cooperative

88% 28%
2. Forward-Looking 12. Determined
71 24
3. Competent 13. Imaginative
66 23
4. Inspiring 14. Ambitious
65 21
5. Intelligent 15. Courageous
47 20
6. Fair-minded 16. Caring
42 & Posner, 2002 - Based on data from over 75,000 respondents
From Kouzes
North America, Asia-Pacific, Latin America & Europe
20in
 EA1: Build Positive Bonds
The glue that builds strong bonds between
leader and followers are credibility & trust.

Trust can motivate others to participate in goal-

oriented work, and promote teamwork. This is
why building positive bonds is fundamental to
interpersonal leadership.
 Trust

 Trust takes a long time to develop and an even

longer time to regain once it’s broken.

 Trust, once broken, can take 4 to 12 times

longer to rebuild than what it initially took to
build in the first place
 How Do I Build Positive Bonds?

1. Exhibit trustworthy and trusting behaviours

2. Help your staff achieve their goals

3. Be a supportive listener
Activity: Game of Life

OR
Activity: Game of Life
Combination Payoff
6X All ($200)
5X 1Y X=$200; Y=($1,000)
4X 2Y X=$400; Y=($800)
3X 3Y X=$600; Y=($600)
2X 4Y X=$800; Y=($400)
1X 5Y X=$1,000; Y=($200)
6Y All $200
Building Trust

 Exhibit trusting behaviors

— Behaviors that put you in a perceived vulnerable
position e.g. self-disclosure
 Exhibit trustworthy behaviors
— Behaviors in response to another’s trusting
behaviors that indicate to the trusting party that you
are “safe” e.g. doing things as promised
 Activity: You and Trusting Behaviours

 Individually, answer each question.

 Please be honest, only you will see
the results.
 You have five (5) minutes.
 Activity: Onion Peel (option)

 Form into groups of 3 with

persons you are least familiar with
 Take turns to share your answers
to each question, until all 3
members in the group have shared
 NOTE: <1/2 min per question
EA2: Evaluate the Leadership Situation

Situational leadership suggests

to leaders how they should
behave based on the situation.
Effective leadership occurs when
the leader can accurately
diagnose a situation and then
exhibit the prescribed leadership
style that matches that situation.
How Do I Evaluate the Leadership
Situation?

1. Assess your performers development

level
2. Evaluate other aspects of the situation
3. Match situational leadership style
Assess the Development Level
 Assess the Development Level

1. Review your staff on his/her work tasks

2. Assess their development level per task (D1-D4)

Name Task Level of Level of Devt Level? Observed Actions to

competence? commitment? (D1 to D4) Motivators? Take:
EX: XYZ High Variable (seem to D3 Task Share
Helen be confident ownership, expectations
whenever doing doesn’t like to then have
task but lacks be disturbed weekly
motivation meetings;
sometimes) encourage
 Evaluate Other Aspects of the Situation

• Risk
• Required effort
• Urgency
• Ethical considerations
• Potential returns
Match Leadership Style to Development
Level
H Competence L

L
Direction
H
Support Direction Support
Competence
Variable Some
Commitment Competence Commitment
Support

D3 = S3 – Supporting D2 = S2 – Coaching

Commitment
D4 = S4 – Delegating D1 = S1 – Directing
Direction Support Support
Direction
Competence Commitment Commitment

H
L

Competence

L Direction H
S1 Leadership Mismatch
H Competence L

L
Support Support
H
Direction Direction
Competence
Variable Some
Commitment Competence Commitment
Support

D3  S1 – Directing D2  S1 – Directing

Commitment
D4  S1 – Directing D1  S1 – Directing
Support Support
Direction Direction
Competence Commitment Commitment

H
L

Competence

L Direction H
S2 Leadership Mismatch
H Competence L

L
H
Direction Direction
Support Support
Competence
Variable Some
Commitment Competence Commitment
Support

D3  S2 – Coaching D2  S2 – Coaching

Commitment
D4  S2 – Coaching D1  S2 – Coaching

Direction Direction
Support Support
Competence Commitment Commitment

H
L

Competence
L Direction H
S3 Leadership Mismatch
H Competence L

L
Direction Direction
H
Support Support

Competence
Variable Some
Commitment Competence Commitment
Support

D3  S3 – Supporting D2  S3 – Supporting

Commitment
D4  S3 – Supporting D1  S3 – Supporting
Direction Direction
Support Support

Competence Commitment Commitment

H
L

Competence

L Direction H
S4 Leadership Mismatch
H Competence L

L
Direction Support Direction Support
H
Competence
Variable Some
Commitment Competence Commitment
Support

D3  S4 – Delegating D2  S4 – Delegating

Commitment
D4  S4 – Delegating D1  S4 – Delegating
Direction Support Direction Support

Competence Commitment Commitment

H
L

Competence

L Direction H
 Case Study: Banquet Waiters

1. Review the case study in your

workbooks and answer the questions

2. Please be prepared to share your

examples with the larger group
 EA3: Influence The Situation

Leadership is a transaction between leaders and

followers.

The more we are able to adjust our behaviours to best

serve the specific situation faced by our performers,
the more successful we can be in enhancing their
performance.
Desire

Desire is the key ingredient in

how much discretionary
effort, energy, & enthusiasm
we put into the work we do –
or, whether we do it at all!
Maslow’s Hierarchy of Needs

Self-actualisation
Personal growth and fulfillment

Esteem
Achievement, status, responsibility, reputation

Belongingness
Family, affection, relationships, work group, etc.

Safety
Protection, safety, order, law, limits, stability, etc.

Physiological
Basic life needs – air, food, drink, shelter, warmth, sex, sleep, etc.
Motivation Cube

Tangible Reward

Type I: Type II:

Internal External O
S Tangible Tangible T
E H
L E
Type III: Type IV: R
F Internal External S
Intangible Intangible

Intangible Recognition
 Activity: What Type Are They?

1. Individually, consider the motivation

styles of each performer in your area

2. Next, think of some techniques that you

believe would work. If you are unsure,
develop one or two questions you
would ask to better understand his/her
motivators
 How Do I Influence The Situation?

1. Review the list of supportive and

directive behaviours
2. Plan what you will do differently
3. Work with your performer
 Dual Axis – Directive & Supportive

Directive Behavior
• Tell employee what to do, when and how to do it (one-
way communication)
• Spell out the leader and employee roles
• Closely supervise performance
• Keywords – Structure, Teach, Organize, Supervise
Dual Axis – Directive & Supportive

Supportive Behavior
• Engages in more two-way communication
• Listens and provides support and encouragement
• Involves the employee in decision making
• Encourages and facilitates self-reliant problem solving
• Keywords – Ask, Listen, Explain, Encourage
Key Characteristics of D1

CHARACTERISTICS OF BEHAVIOUR?
EMPLOYEE
• Unskilled
A new employee starting • Inexperienced
in a new position
• Motivated
• Enthusiastic
• Willing

Leadership Style Needed: “Directing”

Directing Leadership

The Leader must:

• Demonstrate

• Explain how

• Set goals

• Organise the work in advance

• Provide structure

• Control

• Supervise closely

• Evaluate
Key Characteristics of D2
CHARACTERISTICS OF
EMPLOYEE
New, relatively unskilled
gaining experience, but a
bit de-motivated
Leadership Style Needed: “Coaching”
BEHAVIOUR?
• Encounter difficulties
• Gets frustrated
• Unhappy with boss, colleagues
• Domestic/adjustment difficulties
• Lack skills & knows it!
• Not getting good training
 Coaching Leadership
The Leader must:
• Demonstrate • Praise
• Explain how • Explain why
• Set goals • Ask for opinions
• Organise work • Listen
• Provide structure • Encourage
• Control • Reassure
• Supervise closely
• Evaluate
Key Characteristics of D3
CHARACTERISTICS OF
EMPLOYEE
Becomes more experienced,
but has not had time for
work to become routine
Leadership Style Needed: “Supporting”
BEHAVIOUR?
• Uncertain about some aspects
of job
• Lacks confidence to make
decisions without your approval
• Suggests lots of ideas
• Takes time fulfilling tasks
• Fluctuating motivation
 Supporting Leadership

The Leader must:

• Praise and reassure
• Encourage
• Ask for ideas and opinions
• Listen
• Involve follower in goal setting
• Involve follower in evaluation
• Involve follower in problem-solving
• Share decision making
Key Characteristics of D4

CHARACTERISTICS OF
EMPLOYEE
Fully experienced, and can
do the job with ease
BEHAVIOUR?
• Confident
• Shares ideas, thoughts
• Explains course of action
• In-depth discussions
• Wants additional responsibility

Leadership Style Needed: “Delegating”

Delegating Leadership

The Leader must:

• Share expectations
• Avail himself but not interfere
• Delegate responsibility and
authority
• Allow the follower to evaluate
his/her performance
• Provide information &
resources
• Reward & recognition
Summary
S3 S2
SUPPORTING COACHING
Share ideas Explain decisions and
and facilitate provide opportunity
in decision making for clarification

S4 S1
DELEGATING DIRECTING
Turn over responsibility Provide specific
for decisions and instructions and closely
implementation supervise performance
Mastery Demonstration
Activity: Jeopardy

 Individually, take 5
minutes to review the
entire content of this
workshop
 When the review is
complete, form into 4
small table groups
 Follow the Facilitators
directions
 Activity: Learning Journal

1. Take one minute to look

through the day’s material
2. Identify the top five most
impactful concepts or skills that
you learned
Workshop Evaluation

1. Please take the next few minutes to complete the

post L2 assessment (crossword puzzle)
2. After that, please take three minutes to complete
the workshop evaluation form

Thank You!
Final Thought

“Leaders need to do what the people

they supervise can’t do for themselves
at the present moment.”

– Ken Blanchard