Leadership for All

City of Cape Town

Leadership Development Proposal

Arnold Smit

Date: 30/10/2012

Leadership for All By Marius Ungerer, Johan Herholdt & Jannie le Roux

Presented by Prof Marius Ungerer

We Read For You: October 2012

Your partner in world-class business learning

2 M Ungerer USB 2012 Leadership for All. WRFY October.

The scorecard – disenchantment with management

2008 Gallup poll on honesty and ethics among workers in

21 different professions :

only 12% felt business executives had high/very high

integrity – an all time low.

37% rate executives low/very low on integrity.

2009 survey by Management Today:

31% of respondents stated they had low or no trust in their

management team.

This pattern is continuously confirmed by MBA students

during class discussions.

Everybody is interested in leadership, but how

do we break the patterns from the past?

How do we restore confidence in leaders and

their practice?


Purpose of book

The purpose of this book is to make a contribution in the

leadership ‘practices’ domain.

Although there are many books covering leadership content

(the What of leadership) there is a shortage of material that

guides leaders to ‘entrain’, experiment and explore options

for the How-to of refining their natural leadership style and

strengths.

This book structures self-help reflective routines to assist

leaders in developing their skills, attitude and knowledge

practically in 24 competencies .

The core of this book centres around 101 reflective rituals that

guide leaders to expand their competence repertoire .


Target audience(s)

People who want to develop a thorough understanding

about:

the essential competences that leaders use

in order to be influential and

have a positive impact in the world.

People who would find this book beneficial will include

students, leaders, coaches, mentors, trainers,

programme developers and academics who are in the

game of developing leaders.

This book is aimed at any person who wants to improve

his or her leadership capacity.

Building a deep leadership capacity and capability to foster

societal, organisational and personal leadership is a strategic

priority, especially in emerging economies


The intent with the title

Leadership does not only reside in a “super-club” of

specially gifted individuals or the executive floor.

Organisational success is the result of many

collaborators each doing their part to fulfil shared ideals

and aspirations of the enterprise.

In thriving organisations, leaders and leadership

behaviour is an ubiquitous, widely distributed capability.

The reality is that there are people who swim in front.

Leadership cannot exist without followers. Followers

always “swim” behind a leader/s, but in front of others.

This implies that, paradoxically, we are ALL leaders and

followers at the same time.

To be a leaders is however a conscious choice. We are all

confronted with this challenge choice. To lead from anywhere

requires a systematic on-going skills building approach.


How do we see leadership?

Leadership is viewed from an outcome perspective.

Leadership is not about our intent, but all about our effect on

others. We know leaders are judged by their results as well as

how it were achieved, and not their intent only.

Leadership is a capability to influence positively and impact

on situations and people in order to make a difference in the

circle of influence of the leader and her or his followers.

Leaders exert their influence and power in such a way that

they impact the status quo and others in a positive way.

Leadership is a team activity where mutual influencing

between leaders and followers creates outcomes that no

individual could have achieved on her or his own.

The core activity that leaders perform is to use their voice,

presence and power ethically and within moral boundaries to

energise themself and others


Developing my leadership influence and impact

through:

Finding my own unique, authentic voice

Making a difference through my presence

Using my power wisely

Presence makes my leadership an experience for others

Leadership involves using my Voice and Power with moral

responsibility and moral boundaries


Approach to reading and working with the book

Because the nature of the book is ‘practice’

orientated, it would be impossible to complete the

reading and do the tasks structured in the routines

all in one go.

This is not a book where the emphasis is only on

conceptual understanding of the material.

You will be challenged to engage positively and

constructively with the reflective rituals that are

designed to build your leadership competencies for

positive influence and impact effects.


Chapter themes

Chapter 1: Leadership – an Introduction

Chapter 2: Reflective Learning

Chapter 3: The Reality of Leading

Chapter 4: Growing Your Leadership Influence and Impact: Introduction to Reflective Rituals

Chapter 5: Reflective Rituals: Cognitive and Knowledge Competency Cluster

Chapter 6: Reflective Rituals: Social and Attitude Competency Cluster

Chapter 7: Reflective Rituals: Personal and Emotional Competency Cluster

Chapter 8: Leadership – The Fat Lady Never Sings


Key departure points related to content

Figure 4.2: The relationship between the Leadership Models and Positive

Psychology

Authentic Leadership

(Robert H. (Bob) Terry)

Principle-

Centred

Leadership

(Stephen R.

Covey)

Servant

Leadership

(Robert K.

Greenleaf)

6 Universal

Virtue Themes

Positive Psychology

Larger perspective flows from science of Positive Psychology.

Integrated view based on leadership concepts relating to authentic leadership, principle-centred leadership, distributed leadership and servant leadership.


Key departure points related to content

Figure 4.2: The relationship between the Leadership Models and Positive

Psychology



Principle-

Centred

Leadership

(Stephen R.

Covey)

Servant

Leadership

(Robert K.

Greenleaf)

6 Universal

Virtue Themes

Positive Psychology

• Positive psychology is the

study of circumstances and

processes required for the

optimal functioning of

people, teams and

organisations.

• Positive psychological

thinking was born from the

realisation that psychology

was not producing enough

“knowledge of what makes

life worth living”.


Authentic leadership influences leaders’ and

followers’ wellbeing

Authentic Leadership • Self-awareness

• Unbiased Processing

• Authentic Behaviour/Actions

• Relational Authenticity

Leader Well-being • Personal Expressiveness

• Self-realisation/Development

• Flow experiences

• Self-efficacy/Self-esteem

R1

Influence Processes • Personal & Organisational Identification

• Positive Emotions Contagion

• Positive Behaviour Modelling

• Supportive Self-determination

• Positive Social Exchanges

Follower Well-being • Personal Expressiveness




R2

Based on Ilies, R., Morgeson, F.P., Nahrgang, J.D. (2005). Authentic leadership and eudaemonic well-being:

Understanding leader–follower outcomes. The Leadership Quarterly. 16, 373-394.

Fig. 1.1. Authentic leadership influences on Leaders’ and Followers’ well-being


The effect of followers’ wellbeing on leaders









R1










R2

R3

Figure 1.2. The effect of Followers’ Well-being on the Leader’s Well-being


Virtuous effects of Leadership

Entrainment and synchrony (Creating a vibe)


















R4

E.g. marching in step for as little as 3 minutes increases co-operation significantly


Virtuous effects of Leadership

Leadership is a natural and necessary task wherever

social beings have to cooperate.

The compass of the leader is her/his set of core virtues.

These virtues resonate within the leader and the leader’s

behaviour and sets up a virtuous reinforcing loop

between leader and followers through the process of

synchrony and entrainment.

The behaviour of the leader influences the behaviour of

many in a positive way.

The absence of virtues set up a negative reinforcing loop.


Authentic leadership in the context of leadership

models

Figure 1.3. The Overlap between Servant, Principle-Centred and Authentic Leadership



Servant

Leadership

(Robert K.

Greenleaf)

•People ‘served’ grow as individuals,

becoming “healthier, wiser, more

autonomous and more likely themselves to

become servants

•The least advantaged in society benefits

most (or are at least not more

disadvantaged).

Therefore the servant leader:

•Uses Transformation as a vehicle for

personal and institutional growth.

•Uses Personal growth as a route to

better serve others.

•Creates Enabling environments that

empower and encourage service.

•Sees Service as her/his fundamental

goal.

•Builds Trusting relationships as a basic

platform for collaboration and service.

•Creates commitment as a way to

collaborative activity.

•Engages in Community building as a

way to create environments in which

people can trust each other and work

together.

•Nurtures the spirit as a way to provide

joy and fulfilment in meaningful work.

Principle-

Centred

Leadership

(Stephen R.

Covey)

Principle-centred leaders:

•are continually learning – they seek

training, learn from their experiences and

listen to others.

•are service-oriented – they see life as a

mission to serve others.

•radiate positive energy – they have

optimistic attitudes and are positive and

upbeat.

•believe in other people – they do not

over-react to criticism, negative behaviour

or human weaknesses, as they understand

that behaviour and potential are different

things.

•lead balanced lives – they are active

socially and intellectually, and have many

life interests.

•see life as an adventure – they savour life

and are not afraid of the unknown, as they

know it will be exciting and educational.

•are synergistic – they are catalysts for

change, improving any situations in which

they become involved.

•exercise self-renewal – they regularly

exercise the four dimensions of the human

personality: physical, mental, emotional and

spiritual.

Outcomes of

Servant leaders:


Virtues as the basis: What is a virtue

A virtue is defined as:

“Moral excellence and righteousness; goodness”; and

“A particularly efficacious, good, or beneficial quality;

advantage”.

The general scheme we endorse relies on six overarching

virtues that almost every culture across the world

endorses.

Peterson and Seligman developed a classification

framework in which they classified 24 individual

strengths linked to six broad universal virtues.

These virtues transcend national and cultural boundaries.

Although they do not claim universality with this

framework, they represent a claim of ubiquity – the

identified virtues and associated individual strengths are

commonly present in all people of the world. Peterson, C., and Seligman, M.E.P. 2004. Character Strengths and Virtues: A

Handbook and Classifications. New York: Oxford Press.

“If a man decides to be a man of virtue, he will not

do evil things.” – Confucius


Six Universal virtue themes

Wisdom and knowledge which includes the cognitive

competencies of:

creativity, curiosity, open-mindedness, love of learning and

perspective.

Humanity and includes the social and attitude competencies

of:

kindness, love and social intelligence.

Justice. The social and attitude competencies associated

with it are:

fairness, leadership and teamwork.

Courage and includes the personal and emotional

competencies of:

authenticity, bravery, persistence and zest.

Temperance and personal and emotional competencies of:

forgiveness, modesty, prudence and self-regulation.

Transcendence and include the personal and emotional

competencies of:

appreciation of beauty, gratitude, hope, humour and

religiousness.

Peterson, C., and Seligman, M.E.P.

2004. Character Strengths and Virtues: A

Handbook and Classifications. New

York: Oxford Press.

1

2

3

4

5

6


Virtue is easy

Many of us have been indoctrinated since a young age

that a virtuous life is difficult, only reserved for a few

‘moral geniuses’, something that happens after a lifetime

of striving, essentially impossible for ‘normal’ human

beings who are worried about the next down-payment on

the car and the kids’ braces.

This (non-virtuous) view has been given the lie by recent

insights into our mammalian heritage.

Mark Solms argues that virtuous behaviour is the most

basic instinct we all possess. He says we as people are

compelled to act in ways that make us feel good, so

much so that it is an ancient part of the structure of the

brain – the so-called PAG structure, which developed in

vertebrates before mammals split off. (Solms, M. 2011.

Neurobiological Foundations in John W. de Gruchy (ed.) The Humanist

Imperative in South Africa. Stellenbosch: Sun Press. p. 41-55.)

When Peterson and Seligman did their research they

stumbled upon these very feel-good factors.


Meta-Competence Structure to house 101 Reflective Routines

3 Competency

Clusters

6 Universal Virtue

Themes

24 Leadership Meta-

Competencies

101 Reflective

Routines

Figure 4.3. Meta-Competence Structure to house 101 Reflective Routines

Wisdom and knowledge

Humanity

Justice

Courage

Temperance

Transcendence

Cognitive and knowledge

Competency Cluster

Social and attitude

competency cluster

Personal and emotional

competency cluster

Universal Virtue Theme:

Wisdom and

knowledge Creativity

Curiosity

Open-

mindedness

Love of learning

Perspective


Humanity Kindness

Love

Social intelligence


Courage Authenticity

Bravery

Persistence

Zest


Justice Fairness

Leadership

Teamwork


Temperance Forgiveness

Modesty

Prudence

Self-regulation


Transcendence Appreciation of

beauty and

excellence

Gratitude

Hope

Humour

Spirituality

1

2

3

4

5

6

Cognitive and

knowledge

Competency Cluster

Social and attitude

competency cluster

Personal and emotional

competency cluster


Self-knowledge as basis for personal growth

The principle of descriptive self-awareness says

that people benefit more from describing

themselves to themselves than from having

themselves described by others.

Dave Snowden

People learn through self discovery


Reflection as learning process

The roots of reflective learning lie in this statement by

professor Donald Schön:

“I have come to feel that [the] only learning which significantly

influences behaviour is self-discovered, self-appropriated

learning.”

We learn best by reflecting on our experience, on our

practice.

This is why our 101 practices aim not at conclusions, but at

being a stimulus for learning.

Following the practices will give you an experience or

experiences from which to learn.

The conclusions – the morals of the stories – will, of

necessity, be your own.

Sustainable change comes from inside ourselves

Skill-building requires repeated practice


Reflective Routines for each competency area

Virtue and Competencies Definition

1. Wisdom and knowledge

Creativity

Curiosity

Open-mindedness

Love of learning

Perspective

Cognitive strengths that entail the acquisition and use of

knowledge

Thinking of novel and productive ways to do things

Taking an interest in all of ongoing experience

Thinking things through and examining them from all sides

Mastering new skills, topics, and bodies of knowledge

Being able to provide wise counsel to others

2. Courage

Authenticity

Bravery

Persistence

Zest

Emotional strengths that involve the exercise of will to

accomplish goals in the face of opposition, external or internal

Speaking the truth and presenting oneself in a genuine way

Not shrinking from threat, challenge, difficulty, or pain

Finishing what one starts

Approaching life with excitement and energy

3. Humanity

Kindness

Love

Social intelligence

Interpersonal strengths that involve “tending and befriending”

others

Doing favours and good deeds for others

Valuing close relations with others

Being aware of the motives and feelings of self and others

Peterson, C., and Seligman, M.E.P. 2004. Character Strengths and Virtues: A



Reflective Routines for each competency area

Virtue and Competencies Definition

4. Justice

Fairness

Leadership

Teamwork

Civic strengths that underlie healthy community life

Treating all people the same according to notions of fairness

and justice

Organizing group activities and seeing that they happen

Working well as member of a group or team

5. Temperance

Forgiveness

Modesty

Prudence

Self-regulation

Strengths that protect against excess

Forgiving those who have done wrong

Letting one’s accomplishments speak for themselves

Being careful about one’s choices; not saying or doing things

that might later be regretted

Regulating what one feels and does

6. Transcendence

Appreciation of beauty

and excellence

Gratitude

Hope

Humour

Spirituality

Strengths that forge connections to the larger universe and

provide Meaning

Noticing and appreciating beauty, excellence, and/or skilled

performance in all domains of life

Being aware of and thankful for the good things that happen

Expecting the best and working to achieve it

Liking to laugh and tease; bringing smiles to other people

Having coherent beliefs about the higher purpose and

meaning of life

Peterson, C., and Seligman, M.E.P. 2004. Character Strengths and Virtues: A



You have to engage with the reflective

rituals of this book to really learn and to

develop your own leadership capacity.

Reflection needs both a stimulus and a

focus, and the intention is to supply a

variety of these


Using Entrainment


Leader Well-being

R1

Influence Processes

Follower Well-being

R2 R3

6 Universal

Virtue Themes

24 Meta-

competencies

for Leaders

How virtues and competencies influence leader behaviour

R4


LEADING IN THE 21ST CENTURY

The currency

Personal relationships as part of a connected

web

Trust is the basis of personal relationships. It is

fragile and needs to be maintained through

consistent behaviour.

“The moment there is suspicion about a person’s

motives, everything he does becomes tainted.” –

Mahatma Gandhi

The scarce resource

Personal energy to strive continuously to achieve

BHAGs

The gift

Abundance thinking, where everybody achieves

more through collaborative efforts

Co-operation and co-opetition


LEADING IN THE 21ST CENTURY

The attitude

Positive deviance in order to seek possibilities

Love and respect for others who are different

from me

The intent

Organisations that are fit and friendly for human

beings

Unleashing the collective genius through a

community of learners

The perspective

Integration of “me-we-work-world”


The Myths about leadership we want to change

through the book

≠ Long live the hero leader

≠ Leadership power is all about me

≠ Leadership is about a position

≠ Leadership is only about results

≠ Leadership is just another additional task

≠ Leadership deals only with the positive things in life


What external reviewers said about the book

Prof Ronel Erwee, University of Southern Queensland,

Australia

This book has a very refreshing approach in assisting leaders and managers to enhance their specific competencies and clarify their value systems.

It enables leaders to pace themselves to build a personal learning program by completing the reflective exercises based on their unique needs.

The questions in the reflective exercises can be confronting, but they do generate much soul-searching and a quest for new perspectives.



Prof Peet Venter, UNISA, Business Management, south Africa

The book is not so much a traditional “academic” book, but rather a tool or roadmap for personal discovery and leadership development,

which makes it very suitable to students on leadership courses at business schools, participants in leadership workshops, as well as to practitioners such as coaches, and leaders or aspiring leaders in all types of organisations and contexts.

I also found it to be strongly founded in theoretical principles, and this combination offers a welcome alternative to the biographies of “rock star CEOs” that far too often serve as the role models and guides for aspiring leaders.



Christo Nel, The Village Leadership Consulting & visiting

Lecturer Extraordinaire at USB.

It’s greatest contribution is making the art and challenge of reflection and self-directed adult learning accessible and user-friendly.

By giving people “a range of options for reflection” it removes a common layer of resistance,


We as humans want validation …

Some people wait their whole life to be affirmed.

This book give all of us the ability to:

Discover who I am is enough!

Allow yourself the privilege to:

Discover who you are is more than enough to be a leader.

Lead by giving yourself and other people a voice, power

and presence.


This book is however not the last view …

The task of the leader is a never-

ending one.

There is no end line. There are just

many beginnings.

The fat lady never sings.

The world will always need leaders

who can challenge, change and

improve the status quo.

Leadership for All

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