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RESPONSIVE PRACTICAL LEADERSHIP AND
GOOD GOVERNANCE
Contents
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Purpose
Outcome
Introduction
Methodology & Approach
Responding to the 21ST Century Dynamics
Context
Management & Leadership
Understanding Leadership
Power, Authority & Leadership
Managerial Leadership
Six Leadership Style
Leadership Dynamics of Partnerships
Qualities for Sustainable
Cooperative and Good Governance
Conclusion
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PURPOSE
 Educators to lead themselves
 Lead their team members and all critical
stakeholders towards achieving organizational
goals
 Effective execution of curriculum
 Building greatness and the culture of excellence
 Ensuring
improvement
responsibility
in
their
areas
of
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OUTCOME
 The course will enable educators and principals to develop facilitative
and personal empowering leadership principles
 Understand leadership dynamics and the challenges of the 21st
Century.
 Understand the elements of managerial and strategic leadership.
 Apply the elements of emotional intelligence to their areas of
responsibility.
 Apply a suitable leadership style for each situation to achieve the
desired outcome.
 Understand and apply the six leadership styles of Daniel Goleman to
the work environment.
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OUTCOME
 Identify and experience internal barriers such as beliefs, judgements
which limit intrapersonal connection and relationships.
 Learn and understand tools to effect good relations, communication,
influence and connecting with self, others, the school and its context.
 Enhance truthful communication to foster effective delegation,
enhance continuous learning, and improve understanding and instil
problem-solving paradigm
 Enhance ability to create win-win solutions and also learn to disagree
with each other
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INTRODUCTION
Focused areas:
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Understanding what a leader is and how to be effective
The difference between leaders and managers
The various elements of holistic leadership
Leadership behaviour resulting in positive influence
In this session we are going to focus on the practical application of
leadership on areas of your work environment. The session will therefore
focus on the practical application of leadership on:
 Leading and influencing people
 Being hands-on while providing space for self leadership
 Leading strategically and being of inspiration and modelling
effectiveness
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METHODOLOGY & APPROACH (1)
 The course enables educators and principals to develop facilitative
and empowering leadership
 Instill excellence and meaningful relationships that add value to the
schools
 This is achieved through the development of ability to connect by
focusing on three key areas:
 Leading self – you know what you want and what you don’t want
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METHODOLOGY & APPROACH (2)
 Influencing others – helping others to connect with themselves
 People want to be heard and have their intentions acknowledge
without judgment and prejudice
 Understanding the context and organizational imperatives – current
leadership dynamics of this century are about managing change,
relationships, influence and partnerships, yet remaining focus on the
critical business goals that give maximum benefits
 Enhancing purposeful partnership
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METHODOLOGY & APPROACH (3)
According to S.A constitution and democratic environment, the following
principles are imperative to know, understand and apply as stated in
Batho Pele:
 Consultation which enforces dialogue and participation
 Service standards as a means for benchmarking outputs and
outcomes
 Access and equal basis to the provision of services
 Courtesy as values for high consideration
 Information which is detailed, relevant and accurate
 Openness and transparency
 Redress where apology and full explanation should be given if
promises are not met
 Value for money for efficient and effective services
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RESPONDING TO THE 21st CENTURY
DYNAMICS
Challenges faced today globally in general:
 Realisation
that
real
fundamental
change
comes
through
transformation
 Breaking with the past and discover a breakthrough to the future
 The above can be achieved through true partnership with the public,
community and the private sector
 Socio economic crisis
 Globalization
 Competitiveness
 Cutting edge knowledge
 Interdependence
 Diversity and right based paradigms
 Equality
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CONTEXT
 Consultation
 Joint ownership and accountability
 Delegation
of
authority
on
areas
of
policy
formulation
(Government)
 Effective implementation (civil society) and effective monitoring
and evaluation (jointly)
 People centred driven approach to management and leadership
Therefore the school is a centre of such attention and pressure as a
physical and visible resource to many communities. Therefore it has to
position itself differently in today’s environment and needs.
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MANAGEMENT & LEADERSHIP
ACTIVITY 1:
 Management
- formulate your personal “definition” for the term “
management”
 Leadership – formulate your personal “ definition” for the term
“leadership”
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MANAGEMENT & LEADERSHIP
From an organizational point of view:
 Leadership is the ability of the manager to affect the behaviour of
their people in order to achieve organizational goals.
 To succeed in this a manager must know how to affect the behaviour
of their followers
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UNDERSTANDING LEADERSHIP
 Leadership is central to management
 As a leader you see the best in others and also know how to get the
best out of them
 Being a leader means building commitment to goal attainment among
those being led
 As well as a strong desire for them to continue following
LEADERSHIP, HOWEVER, GOES BEYOND FORMAL POSITION
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UNDERSTANDING LEADERSHIP
Activity
Consider below elements of the leadership triangle. Explain why there is
a strong need for leadership in your organisation.
COMMUNICATION
MOTIVATION
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INFLUENCE
PRACTICAL LEADERSHIP
 Influence is the most important leadership quality.
No influence – no leadership
Guidelines with regard to exerting influence
 What you do and what you say counts
 Do you talk about problems, or do you DO something about them?
• Empower
 I know exactly what is expected of me everyday
 I have the right tools and equipment to do my work right
 I have the opportunity to do what I can do best everyday
• Individual Concern
 Someone at work cares about me as a person
 Someone at work cares about my development
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Individual Concern
 Leaders have a special ability to influence emotions that make
managers uncomfortable
 Henry Ford: “Why do I always get a whole person when I really only
need a pair of hands?”
 A mere pair of hands is just a number and a means to an end
 Top predictor of trustworthiness – “does the company care about me
as a person?
 Large percentage of employees who perceive to be numbers only:
– Will cheat when they think they can get away with it
– Will resign when they get the opportunity
– Will find it difficult to accept a leader of a different race or
gender
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POWER, AUTHORITY AND LEADERSHIP
One of the characteristics of leadership is that leaders exercise power.
Concept of power as the ability to induce or influence behaviour.
Position Power
 Is defined as the extent to which you as a leader have rewards,
punishments and sanctions which you can bring to bear in reference to
your subordinates. This is the authority which has been delegated to
you by your superiors.
Personal Power
 Is the extent to which followers respect, feel good about, and are
committed to their leader and see their goals as being satisfied by the
goals of their leader. It is the extent to which you gain the confidence
and respect of your people .Your ability to generate cohesiveness and
commitment among the people you are attempting to lead.
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POWER, AUTHORITY AND LEADERSHIP
Personal Power versus Positional Power
There is a very important interrelationship existing between position
power and personal power. Personal and position power is
interdependent to the following extent:
 The amount of position power delegated to you by superiors
depends to a great extent on perception of how much personal
power you have, i.e. the extent to which your people will follow
your lead.
 The amount of personal power given to you by your
subordinates depends to a great extent on their perception of
how much position power you have, i.e. " the amount of
rewards, punishments and sanctions you are able to exercise as
a result of management's trust in you.
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POWER, AUTHORITY AND LEADERSHIP
Perception of Power
 When considering power, as with leadership style, it is not reality that
evokes behaviour on the part of superiors or subordinates it's their
perception of reality that evokes behaviour
Leadership and Power
 Since power influence potential, the particular combination of personal
and position power you have at a given time affects the leadership
styles you can apply effectively to the extent you intend to operate as
an autocratic manager, be sure you have plenty of position power
(rewards, punishments, sanctions).
Activity
Considering the above model, which style of exerting power will result in
growing, contributing team members and eventual organisational
growth? Provide reasons for your answer please.
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TIPS ON ENHANCING
INFLUENCE
 Develop the reputation of being an expert in something of
perceived value
 Make time for individual critical relationships
 Develop and apply sound networking skills
 Ensure you apply your “influence tactics” effectively
 Select the correct combination of power bases
For a good leader is not a "know it all", but rather
someone who freely accepts, and encourages
involvement from his or her followers.
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ENHANCING INFLUENCE
Influence doesn’t come to us instantaneously. It grows by
stages.
 You don’t have to be a professional
 It does not go according to gender
 No marital status
 Age group or fame
 Or of a certain ethnic group, race or nationality
Activity:
Name people you know that had influence on your life or other
people. In what way have they influenced you or other people?
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ENHANCING INFLUENCE
Everyone has influence
 Everyone is an influencer of other people
 A politician such as the president of RSA has influence on millions of
his followers
 A teacher, such as the late Leepile Taunyana, who taught Irvin Khoza,
touched the life of his own student and also indirectly influences all the
people Irvin grow to influence
 If your life connects with other people, then you are an influencer
 Everything you are at home , church, in your job, or in ball field has an
impact on the lives of other people
 American poet-philosopher Ralf Waldo Emerson said, ”Every person is
a hero and an oracle to somebody, and to that person, whatever he
says has an enhanced value”
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INTEGRITY
 Integrity is adherence to moral and ethical principles; soundness of
moral character; honesty
 Ethical principles are not flexible
 A little white lie is still a lie, theft is theft whether R1 or R1 million
 It commits itself to character over personal gain, to people over things,
to service over power, to principle over convenience, to long view over
immediate
 Integrity is crucial for business and personal success
 Integrity is more critical if you want to be an influencer
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 Foundation upon which many other qualities are built, such as respect,
dignity and trust
INTEGRITY
Integrity is not based on credentials
 Character comes from who we are, but some people want to be
judged not by who they are, but the titles they have earned or by the
position they hold, regardless of the nature of their character
 Credentials never accomplish what character can
Look at some differences between the two:
Credentials
Character
Are transient
Turn the focus to rights
Add value to only one person
Look to past accomplishments
Often evoke jealousy in others
Can only get you in the door
Is permanent
Keeps focus on responsibilities
Adds value to many people
Builds a legacy for the future
Generates respect and integrity
Keeps you there
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INTEGRITY
No number of titles, degrees, offices, designations, awards,
licenses, or other credential can substitute for basic, honest
integrity when it comes to the power of influencing others.
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INTEGRITY
Questions to help you measure your integrity:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How well do I treat people from whom I can gain nothing?
Am I transparent with others?
Do I role-play based on the person(s) I am with?
Am I the same person when I am in the spotlight as I am when I am
alone?
Do I quickly admit wrongdoing without being pressed to do so?
Do I put other people ahead of my personal agenda?
Do I have an unchanging standard for moral decisions, or do
circumstances determine my choices?
Do I make difficult decisions even when they have a personal cost
attached to them?
When I have something to say about people, do I talk to them or
about them?
Am I accountable to at least one other person for what I think, say,
and do?
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MANAGERIAL LEADERSHIP
Managerial Leadership – The Head, Heart and Feet
By this time it should be evident that we can relate to leadership as head, heart and hands
relationships.
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The strategic leadership of the head
The inspirational leadership of the heart
The supervisory leadership of the feet
Strategy –
positioning my
area of
responsibility and
ensuring growth
Culture – ensuring “the
way we do things around
here” results in positive
people
Inspiration
Influence –
through what we do
and say
Quality
Supervision –
hands-on
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EMOTIONAL INTELLIGENCE
Six styles of leadership spring from different components of
emotional intelligence.
Emotional intelligence - is the ability to manage ourselves and our
relationships effectively.
OR
Emotional intelligence refers to the capacity for recognizing our
own feelings and those of others, for motivating ourselves, and for
managing emotions in ourselves and in our relationships - Daniel
Goleman
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EMOTIONAL INTELLIGENCE
It consists of four fundamental capabilities:
1. Self awareness
 Emotional self awareness: the ability to read and understand
your emotions as well as recognize their impact on work
performance, relationships, and the like
 Accurate self assessment: a realistic evaluation of your strengths
and limitations
 Self confidence: a strong and positive sense of self worth
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EMOTIONAL INTELLIGENCE
2.
Self Management
 Self control: the ability to keep disruptive emotions and
impulses under control
 Trustworthiness: a consistent display of honesty and
integrity
 Conscientiousness: the ability to manage yourself and your
responsibilities
 Adaptability: skill at adjusting to changing situations and
overcoming obstacles
 Achievement orientation: the drive to meet an internal
standard of excellence
 Initiative: a readiness to seize opportunities
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EMOTIONAL INTELLIGENCE
3.
Social Awareness
 Empathy: skill at sensing other people’s emotions,
understanding their perspective, and taking an active interest
in their concerns
 Organizational awareness: the ability to read the currents
of organizational life, build decision networks, and navigate
politics
 Service Orientation: the ability to recognize and meet
customer’s needs
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EMOTIONAL INTELLIGENCE
4.
Social Skill
 Visionary leadership: The ability to take charge and inspire
with a compelling vision
 Influence: the ability to wield a range of persuasive tactics
 Developing others: the propensity to bolster the abilities of
others through feedback and guidance
 Communication: skill at listening and at sending clear,
convincing, and well-tuned messages
 Change catalyst: proficiency in initiating new ideas and
leading people in a new direction
 Conflict management: the ability to de-escalate
disagreements and orchestrate resolutions
 Building bonds: proficiency at cultivating and maintaining a
web of relationships
 Teamwork and collaboration: competence at promoting
cooperation and building teams
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SIX LEADERSHIP STYLE
Daniel Goleman (2005) identified six styles of leadership.
 Coercive leaders demand immediate compliance
 Authoritative leaders mobilize people toward a vision
 Affiliative leaders create emotional bonds and harmony
 Democratic leaders build consensus through participation
 Pacesetting leaders expect excellence and self-direction
 Coaching leaders develop people for the future.
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SIX LEADERSHIP STYLE
Below is a summary of the styles, their origin, when they work best and their
impact on the organization’s climate and its performance.
Coercive
Six Leadership Styles
Authoritative
Affiliative
The Leader’s
Modus Operandi
Demands
immediate
compliance
Mobilizes people
towards a vision
Creates harmony and
builds emotional bonds
Approach
Do what I tell you
Come with me
People come first
Underlying
emotional
intelligence
competencies
Drive to achieve,
initiative & selfcontrol
Self confidence,
empathy & change
catalyst
Empathy, building
relationships &
communication
When the style
works best
Impact on
climate
In a crisis, to kick When changes require
start a turnaround a new vision or when
or dealing with
clear direction is
problematic
needed
employees
Negative
Strongly positive
To heal rifts in a team or
motivate people in
stressful times
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Positive
SIX LEADERSHIP STYLE
Democratic
Six Leadership Styles
Pacesetting
Coaching
The Leader’s
Modus Operandi
Forges
consensus
through
participation
Sets high
standards for
performance
Develops people
for the future
Approach
What do you
think?
Collaboration,
team leadership,
communication
Do as I do - now
Try this
Conscientiousness,
drive to
achieve,
initiative
Developing
others, empathy,
self-awareness
To build buy-in
or consensus, or
to get input from
valuable
employees
To get quick
results form a
highly motivated
and competent
team
To help an
employee
improve
performance or
develop long term
strengths
Positive
Negative
Positive
Underlying
emotional
intelligence
Competencies
When the style
works best
Impact on climate
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CASE STUDY – DEMOCRATIC STYLE OF
LEADERSHIP
Catholic School System in a large metropolitan area ran by
Sister Mary
Question: What type of leadership style did
Sister Mary implement?
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Activity
SIX LEADERSHIP STYLE
The School Governing Body of your school has asked you and your SMT to advise
them.
The SGB expects of you:
1. to be brutally honest about the leadership style/s that are dominant in their
team as well as
2. the effect of these styles on individual staff and parents as well as
3. on the performance of the school especially Grade 12. The SGB further
expects of you to
4. make recommendations with specific reference to the leadership styles that
will ensure your school becomes effective, empowering and facilitative in its
leadership.
Discuss this in your SMT groups and prepare for a plenary presentation of 5
minutes.
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GROUP DISCUSSION
Take 20 minutes to discuss the following questions with three or four
other learners.
 How would you describe the current status of followership in your
own department and in the public sector as a whole?
 Which of the suggested steps for cultivating a followership oriented
leadership approach could be applied practically within your
department?
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