Leadership Skills

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Leadership Skills

• Designed by
• Mary Lou Gamble

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Lessons Learned from the Titanic

• Three leadership styles from three captains
• Titanic Captain Smith an intelligent,
  experienced, knowledgeable man. Pride feeds
  carelessness, perpetual well-being can open doors
  to a dangerous enemy complacency. The ship was
  proclaimed unsinkable incredible false sense of
  security, arrogance. He did not even slow down
  through ice fields, take heed when we think we
  stand, lest we fall.

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• Californian Captain Lord reserved and overly
  cautious. When he heard about the ice in his
  path, he slowed down. When he saw the ice he
  stopped and waited for daylight. Witnessed the
  distress signals of the Titanic. Rationalized
  the signal as being for another company ship.
  Rationalization is a popular shield for cowards.
  The lackadaisical attitude of the Californian
  crew is beyond comprehension, had they responded
  to the first distress signal they may well have
  been able to save all of the lives that were lost.

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• Carpathia Captain Rostron had the ability to
  make quick decisions and energize those who
  served under him and was devoted to prayer. As
  soon as they received the wire, he immediately
  ordered the ship full speed ahead and had the
  report confirmed later. He demonstrated a truly
  prepared mind, thought of everything and took
  care of every detail. He took every measure to
  reduce risk to his own ship and passengers added
  more men as lookouts for ice and he prayed. The
  difficult rescue was carried out with order and
  discipline. Peace reigned as the passengers
  caught the spirit of self sacrifice from
  crewmembers. He was prepared.

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Leadership Skills

• Competence/Expertise in selected field
• Communication
• Verbal presentations
• Listening skills
• Clear writing techniques

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• Team Player
• Carries share of responsibilities
• Brings out the best in others
• Respects others
• Makes sure the right person is doing the right job

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• Positive Attitude
• Strives for excellence
• Takes pride in work
• Eager to learn
• Confidence in abilities
• Sense of purpose and commitment

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• Personal Attributes
• Values integrity and honesty
• Adapts well to change and new challenges
• Able to accept and learn from constructive
  criticism
• Creative problem-solver
• Unafraid to admit mistakes
• Not arrogant willing to start at the bottom and
  do menial tasks
• Organized and able to use time efficiently
• Recognizes opportunities
• Flexible
• Stability in personal life
• Good negotiator
• Vision and goals set for the future

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Giving Constructive Criticism

• There are ten guidelines to bring about positive
  change when telling someone they have done
  something wrong
• 1. Start off by saying something good.
• 2. Identify the behavior you want to criticize.
  Direct your criticism at action, not the person

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• 3. Make criticisms specific. Rather than, You
  always miss deadlines, say, You missed the
  March 15th deadline for your report.
• 4. Be sure the behavior you are criticizing can
  be changed. Foreign accents, baldness, etc.
  cannot always be changed.
• 5. Use I and we to stress that you want to
  work out the problem together, rather than
  making threats.

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• 6. Make sure the person understands the reason
  for your criticism.
• 7. Do not belabor the point. Short and sweet
  no lectures.
• 8. Offer incentives for changed behavior
• 9. Do not set a tone for anger and sarcasm.
  Both are counterproductive.
• 10. At the end, reaffirm your support and
  confidence in the person.

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• Leaders learn effective people skills and
  practice what they learn. They mentor to others
  and are excellent role models. People aspire to
  become great leaders by defining their values and
  goals according to examples set by those in
  leadership positions. Position may come as the
  result of longevity or a host of other reasons.
  Leadership evolves through respect, integrity,
  and excellence.

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• Thank you for your participation in this
  workshop. We hope you found it useful. Please
  remember to complete and return an Academic
  Enrichment Summary. If you are viewing this
  workshop via the internet please come by the
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  Academic Enrichment Summary or you may click on
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  page and print one out or e-mail it to
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  participation. Handouts available upon request.
• EXIT