Presenting a Sustainable Master Model of Leadership, where it is stressed the fundamental leadership attributes of a leader in the workplace. Special emphasis is given to the element of "Emotional Intelligence".

1. 1

2. • Introduc)on
• Statement
of
the
problem
• Brief
overview
of
the
paper
study
• Literature
Review
• Goleman
Literature
Reviews
• Emo;onal
Intelligence
Theory
related
literature
• Six
Styles
of
Leadership
Theory
related
literature
• Quintessen;al
Leadership
Theory
• Model
of
Team
Development
Theory
• Self-­‐Monitoring
Theory
• Final
considera;ons
–
Interpre;ng
the
analysis
of
the
literature
review
• Proposed
Leadership
Model
• Conclusion
2

3. 3

4. Two
main
trends
of
thinking
regarding
leadership:
! Personal
and
innate
characteris2cs
of
the
individual.
! Social
learning
from
the
individual
–
process
of
leadership
approach.
4

5. • Explore
new
ways
of
looking
at
leadership.
• Crucial
elements
and
factors
play
a
decisive
role
in
the
quality
of
the
leadership
applied
by
a
leader.
5

6. • The
proposal
of
a
new
model
of
leadership.
6

7. Statement
of
the
problem
• Who
manage
and
who
is
managed.
7

8. • How
one
may
find
such
leader?
• Change
the
concept
that
leadership
is
an
innate
ability
of
each
person.
8

9. • Ac2vity
that
is
directly
related
to
people.
• Vital
to
have
a
strong
rela;onship
of
trust
between
those
involved.
Leadership
9

10. However,
to
gain
that
trust:
Leaders
must
follow
personal
development
10

11. • What
does
it
take
to
be
(or
become)
an
effec;ve
leader?
• What
responsibili;es
does
it
entail?
• What
should
one
expect
from
a
leader?
• What
key
leadership
aAributes
should
one
leader
have
in
the
workplace?
11

12. Brief
overview
of
the
paper
study
• Leadership
largely
depends
on
the
social
learning
from
the
individual.
• Not
exclusively
only
on
the
personal
and
innate
characteris2cs
of
the
individual.
12

13. • Human
being
=
natural
propensity
to
acculturate,
learn
and
be
adaptable.
Thus:
Leadership
may
be
trained
and
improved.
13

14. Consequently,
concepts
as:
• Emo)onal
intelligence
(Goleman,
2000)
• Self-­‐monitoring
(Lennox
&
Wolfe,
1984)
=
Two
tools
=
Leaders
to
establish
new
types
of
rela2onships
and
approaches
to
work.
14

15. 15

16. Literature
Review
16

17. • Max
Weber’s,
James
MacGregor
Burn’s
and
Bernard
Bass’s
models
of
Transac;onal
and
Transforma;onal
Leaders.
• Bennis
&
Nanus’
theory
of
Transforma;onal
Leaders.
• Schein’s
theory
of
Culture
Change
as
Transforma;on.
• Robert
Goffee
and
Gareth
Jones’
contribu2on.
• Eve
Mitleton-­‐Kelly’s
contribu2on.
• Mark
Maletz
and
Ni2n
Nohria’s
contribu2on.
• Peter
Drucker’s
contribu2on.
• Jim
Collins’
contribu2on.
17

18. • Some
of
key
accounts
=
most
valuable
for
the
present
analysis.
Leadership:
The
capability
of
promo2ng
a
coordinated
ac;on,
aiming
to
achieve
organiza2onal
objec2ves
(Gomes,
A.D.,
Cardoso,
L.
&
Carvalho,
C.
2000);
18

19. A
phenomenon
of
interpersonal
influence
applied
in
a
par2cular
situa2on
trough
the
process
of
human
communica2on,
aiming
the
communica;on
of
par;cular
objec;ves
(Fachada,
1998);
19

20. A
process
of
influence
and
performance
of
a
given
func2on
from
a
group
oriented
for
the
consecu2on
of
results
accepted
by
the
members
of
the
group.
To
lead
is
to
pilot
a
team,
a
group,
a
union
of
people;
it’s
to
predict,
decide,
organize
(Parreira,
2000).
20

21. a)
Odete
Fachada
–
theory
of
the
Personality
Traces:
! Leader
possesses
personal
characteris;cs
21

22. b)
Lourenço
Parreira
in
Liderança
e
eficácia:
! Leadership
=
intrinsically
individual.
22

23. Further:
• The
Trace
Theory
=
capability
of
leadership
could
be
diagnosed
through
tests
and
ques;onnaires
23

24. Nevertheless:
• This
theory
=
own
limita2ons.
• Parreira’s
account:
! Very
difficult
to
isolate
a
finite
set
of
characteris2cs
and
traces
that
define
all
leaders
(and
that
are
present
in
all
leaders).
! Very
difficult
to
assure
that
those
characteris2cs
aren’t
also
akributes
existent
in
non-­‐leaders.
24

25. In
other
words:
• There
may
be
people
(non-­‐leaders)
that
present
traces
that
are
iden2fied
as
being
ones
of
a
leader.
• So
why
aren’t
those
people
leaders
too?
25

26. • Limita2ons
around
the
Trace
Theory
made
authors
to
re-­‐define
the
Theory
of
Leadership.
26

27. Leader
vs.
Non-­‐Leader
Process
of
leadership
vs.
Analysing
solely
the
Individual
Leader.
27

28. • The
process
of
leadership
approach:
• Leadership
may
be
trained
and
acquired
(Parreira,
cited
in
Cotrim,
2012).
28

29. 5
par;cular
theories
=
process
of
leadership
approach.
29

30. • Emo)onal
Intelligence
(Goleman,
2000)
• The
Six
Styles
of
Leadership
(Goleman,
2000)
• Team
Development
Model
(Tuckman,
2010)
• The
Quintessen)al
Leadership
(Doyle,
2006)
• The
Self-­‐Monitoring
(Lennox
&
Wolfe,
1984)
30

31. Peculiar
co-­‐rela;on
and
interdependency
between
those
theories.
31

32. Emo)onal
Intelligence
=
Key
factor
32

33. Goleman
Literature
Reviews
1. Emo)onal
Intelligence
–
EI
“The
ability
to
manage
ourselves
and
our
rela2onships
effec2vely”.
Consists
of
four
fundamental
capabili;es:
33

34. • Self-­‐awareness
• Self-­‐management
• Social
awareness
• Social
skill
34

35. Self-­‐Awareness Self-­‐Management Social
Awareness Social
Skill
Emo;onal
self-­‐awareness:
The
ability
to
read
and
understand
your
emo2ons
as
well
as
recognize
their
impact
on
work
performance,
rela2onships,
and
the
like.
Self-­‐control:
The
ability
to
keep
disrup2ve
emo2ons
and
impulses
under
control.
Empathy:
Skill
at
sensing
other
people's
emo2ons,
understanding
their
perspec2ve,
and
taking
an
ac2ve
interest
in
their
concerns.
Visionary
leadership:
The
ability
to
take
charge
and
inspire
with
a
compelling
vision.
Accurate
self-­‐assessment:
A
realis2c
evalua2on
of
your
strengths
and
limita2ons.
Trustworthiness:
A
consistent
display
of
honesty
and
integrity.
Organiza;onal
awareness:
The
ability
to
read
the
currents
of
organiza2onal
life,
build
decision
networks,
and
navigate
poli2cs.
Influence:
The
ability
to
wield
a
range
of
persuasive
tac2cs.
Self-­‐confidence:
A
strong
and
posi2ve
sense
of
self-­‐
worth.
Conscien;ousness:
The
ability
to
manage
yourself
and
your
responsibili2es.
Service
orienta;on:
The
ability
to
recognize
and
meet
customer's
needs.
Developing
others:
The
propensity
to
bolster
the
abili2es
of
others
through
feedback
and
guidance.
Adaptability:
Skill
at
adjus2ng
to
changing
situa2ons
and
overcoming
obstacles.
Communica;on:
Skill
at
listening
and
at
sending
clear,
convincing,
and
well-­‐tuned
messages.
Achievement
orienta;on:
The
drive
to
meet
an
internal
standard
of
excellence.
Change
catalyst:
Proficiency
in
ini2a2ng
new
ideas
and
leading
people
in
a
new
direc2on.
Ini;a;ve:
A
readiness
to
seize
opportuni2es.
Conflict
management:
The
ability
to
de-­‐escalate
disagreements
and
orchestrate
resolu2ons.
Building
bonds:
Proficiency
at
cul2va2ng
and
maintaining
a
web
of
rela2onships.
Teamwork
and
collabora;on:
Competence
at
promo2ng
coopera2on
and
building
teams.
Table 1
35

36. 36

37. 2.
The
Six
Leadership
Styles
–
SLS
Coercive
Authorita)ve
Affilia)ve
Democra)c
PaceseMng
Coaching
37

38. Coercive Authorita;ve Affilia;ve Democra;c PaceseXng Coaching
The
leader's
modus
operandi
Demands
immediate
compliance
Mobilizes
people
toward
a
vision
Creates
harmony
and
builds
emo2onal
bonds
Forges
consensus
through
par2cipa2on
Sets
high
standards
for
performance
Develops
people
for
the
future
The
style
in
a
phrase
"Do
what
I
tell
you."
"Come
with
me."
"People
come
first."
"What
do
you
think?"
"Do
as
I
do,
now."
"Try
this."
Underlying
emo2onal
intelligence
competencies
Drive
to
achieve,
ini2a2ve,
self-­‐
control
Self-­‐
confidence,
empathy,
change
catalyst
Empathy,
building
rela2onships,
communica2on
Collabora2on,
team
leadership,
communica2on
Conscien2ous
ness,
drive
to
achieve,
ini2a2ve
Developing
others,
empathy,
self-­‐
awareness
When
the
style
works
best
In
a
crisis,
to
kick
start
a
turnaround,
or
with
problem
employees
When
changes
require
a
new
vision,
or
when
a
clear
direc2on
is
needed
To
heal
rirs
in
a
team
or
to
mo2vate
people
during
stressful
circumstances
To
build
buy-­‐in
or
consensus,
or
to
get
input
from
valuable
employees
To
get
quick
results
from
a
highly
mo2vated
and
competent
team
To
help
an
employee
improve
performance
or
develop
long-­‐term
strengths
Overall
impact
on
climate
Nega2ve
Most
strongly
posi2ve
Posi2ve Posi2ve Nega2ve Posi2ve
Table 2
38

39. Quintessen;al
Leadership
Theory
39

40. ① The
Mysteries
of
Quintessen;al
Leadership
Revealed
by
Sandra
Ross.
40

41. Not
good
enough
to
just
be
(or
be
called)
a
leader.
Leader
=
=
quintessen)al
one
41

42. How
do
you
recognize
one?
How
do
you
become
one?
42

43. Quintessen;al
leader:
=
Analy;cal
skills
=
Honest
with
him/herself
=
Look
within
and
without
fear
The process starts with
you
43

44. Quintessen;al
leader:
=
Willingness
to
do
something
radically
different
from
the
status
quo
and
it
will
require
thinking
outside
of
the
box
The process starts with
you
44

45. ② The
8
Quintessen;al
Ques;ons
for
Leaders
by
Shawn
Doyle.
45

46. Respond
in
a
very
honest
and
realis;c
way
46

47. 8
ques2ons
are:
1. Do
you
have
a
mission,
vision
and
values
statement?
2. Do
you
have
a
short,
mid,
and
long-­‐term
strategy?
3. Do
you
hire
people
smarter
than
you?
4. Do
you
communicate
well
with
the
team?
5. Have
you
created
a
mo;va;onal
environment?
6. Do
you
reward
for
excep;onal
performance?
7. Do
you
hold
people
accountable?
8. Are
you
commiXed
to
employee
development?
47

48. Model
of
Team
Development
Theory
by
Bruce
Tuckman.
1
–
Forming
2
–
Storming
3
–
Norming
4
–
Performing
48

49. Bruce Tuckman’s Model of Team Development
Stage Characteristics Team leader role
Forming
Team meets (formation); begins
collective work
Outlines mission; looks for
agreement on team roles, rules,
guidelines for decision-making
Storming
Team deals with confusion and
conflict over goals, decision-
making, roles and control
Facilitates discussion; ensures
common understanding of
agreements
Norming
Team accepts goals, roles, rules;
works positively
Encourages norming process;
supports and coaches; celebrates
success
Performing
Team focuses on achieving goals;
personal growth for team
members; conflict handled
positively
Encourages high performance;
facilitates communication;
celebrates success
Table 3
49

50. Self-­‐Monitoring
Theory
by
psychologists
Richard
Lennox
and
Raymond
Wolfe.
Leader
=
evaluate
and
assess
poten;al
leadership
aAributes.
50

51. Self-­‐monitoring
Tool:
! Realis;c
diagnosis
! Main
traits
of
personality
! Leadership
aAributes
51

52. 13
ques;ons
ques2onnaire:
! AAributes
that
may
need
improvement.
52

53. 7
ques;ons
=
one’s
ability
to
modify
self-­‐presenta;on
53

54. 1) In
social
situa2ons,
I
have
the
ability
to
alter
my
behaviour
if
I
feel
that
something
else
is
called
for?
2) I
have
the
ability
to
control
the
way
I
come
across
to
people,
depending
on
the
impression
I
wish
to
give
them?
3) When
I
feel
that
the
image
I
am
portraying
isn't
working,
I
can
readily
change
it
to
something
that
does?
4) I
have
trouble
changing
my
behaviour
to
suit
different
people
and
different
situa2ons?
54

55. 5) I
have
found
that
I
can
adjust
my
behaviour
to
meet
the
requirements
of
any
situa2on
I
find
myself
in?
6) Even
when
it
might
be
to
my
advantage,
I
have
difficulty
pusng
up
a
good
front?
7) Once
I
know
what
the
situa2on
calls
for,
it's
easy
for
me
to
regulate
my
ac2ons
accordingly?
55

56. 6
ques;ons
=
one's
sensi;vity
to
expressive
behaviours
of
others
56

57. 8) I
am
oren
able
to
read
people's
true
emo2ons
correctly
through
their
eyes?
9) In
conversa2ons,
I
am
sensi2ve
to
even
the
slightest
change
in
the
facial
expression
of
the
person
I'm
conversing
with?
10) My
powers
of
intui2on
are
quite
good
when
it
comes
to
understanding
others'
emo2ons
and
mo2ves?
57

58. 11) I
can
usually
tell
when
others
consider
a
joke
to
be
in
bad
taste,
even
though
they
may
laugh
convincingly?
12) I
can
usually
tell
when
I've
said
something
inappropriate
by
reading
it
in
the
listener's
eyes?
13) If
someone
is
lying
to
me,
I
usually
know
it
at
once
from
that
person's
manner
of
expression?
58

59. Final
considera;ons
–
Interpre;ng
the
analysis
of
the
literature
review
59

60. ! 5
theories
=
process
of
leadership
approach
All
the
key
leadership
aAributes
=
may
be
trained,
acquired
and
mastered.
60

61. Leader
must
master
all
the
five
elements
(theories)
Leader
must
master
the
element
of
EI.
EI
=
key
and
central
in
a
model
to
be
applied.
61

62. Proposed
Leadership
Model
Figure 1 – The interdependence of 5 key elements
62

63. Leader
should
master:
! All
the
EI
akributes.
! All
six
leadership
styles
(as
each
given
situa2on/problem
requires
and
demands
the
applica2on
of
a
different
style).
! All
key
qualifica2ons
and
akributes
of
a
quintessen2al
leader.
! The
team
work
development.
! The
element
of
self-­‐monitoring.
63

64. Concrete
benefits
of
the
model?
=
result
in
boos;ng
the
leadership
capabili;es
of
a
leader.
64

65. Conclusion
65

66. 5
theories
=
fundamental
pillars
of
being
a
leader.
66

67. Several
factors
=
affect
the
effec;veness
of
leadership.
KEY
=
master
EI
aAributes.
Element
of
EI
=
at
core.
67

68. Key
important
aspects
=
closely
co-­‐related
and
interdependent.
Quintessen;al
Leadership
Goleman’s
theories
Tuckman’s
theory
=
EI
element
is
a
keystone
68

69. Another
Key
element
=
self-­‐monitoring
tool.
=
assess
and
measure
the
leadership
capabili;es.
69

70. E-­‐Card:
hAp://cotrimjoao.wix.com/personal-­‐card
70