Developing tomorrows leaders in

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Developing tomorrows leaders in health and
social care education Leadership theories and
themes Judy McKimm
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Activity

• ask people to pair up with the person they know
  the least
• individually reflect on an experience of good
  leadership (2 minutes)
• one tells the other the story (the partner
  actively listens) for 2 minutes, then repeat
  reversing the roles for another 2 minutes
• derive key elements of leadership for healthcare
  education from the stories and write up on post
  its for 5 minutes
• group into fours (or on tables) and organise the
  elements onto flip charts that are then put round
  the room
• NB Thanks to Mike Bradford for the original
  activity idea

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What is leadership?

• leadership is the process of influencing others
  to understand and agree about what needs to be
  done and how it can be done effectively, and the
  process of facilitating individual and collective
  efforts to accomplish the shared objectives
• Yukl, 2002

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Leaders

• effective leaders were not preachers they were
  doers (Drucker)
• the leader must walk the talk (Schein)
• leaders..must be comfortable operating across
  boundaries and who can forge links between
  organisations (Kanter)

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Quick chronology of leadership theory

• Prior to the 1980s, leadership and management
  tended to be seen as inter-changeable or
  overlapping
• Leadership tended to be seen as a sub-set of
  management and concerned with influencing
  groups
• Competence training and management development
  was the answer

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Leadership theory (contd)

• In the 1980s and 1990s, paradigm shift to
  business excellence models, emergence of the
  charismatic, heroic, senior leader leadership
  as transformative of the organisation, trait
  theories common
• Paralleled neo-liberalist ideologies, shift to
  market-led and individualist discourses,
  restructuring of public services

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Leadership theory contd.

• Recent shift away from transformational
  leadership is partly a response to corporate
  scandals (eg. Enron) and partly reflects
  post-modernism (complexity and managed chaos)
• Focus on distributed leadership, leadership at
  all levels, situational leadership, integrity as
  a core quality, the thoughtful leader,
  communities of practice

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Leadership theory contd.

• Emphasises the need for close alignment between
  strategic management and leadership
• Development of leadership capabilities in whole
  organisations, leadership at all levels
• Leaders must be emotionally intelligent, should
  have and display in-depth knowledge of their
  industry

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What makes a successful leader?

• Tends to be measured by outcomes
• Business or unit performance
• Internal stakeholder evaluation
• External stakeholder evaluation

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Where next?

• Storey (2004) suggests that collective or
  distributed leadership is currently the favoured
  mode. It helps to counteract the excesses of the
  individual hero leader and also is in tune with
  the preferred cultures and structures of
  organisations which lean towards empowered teams,
  distributed responsibility, network forms and
  value knowledge workers.

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Major theories

• Trait theory defines the attributes and
  qualities that differentiate leaders from
  followers (Adair, Bingham, Schenk)
• Style theories explains leadership qualities in
  terms of behaviours - directive, supportive, etc.
  (McGregor, Goleman)
• Contingency theories situational leadership, no
  one best solution, leaders make the best choice
  in the prevailing circumstances
• New paradigm leaders as managers of meaning,
  embraces transformative, transactional and
  culture based approaches

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6 Core Leadership Models

• Coercive leaders - demand instant obedience.
  Coercive leaders are self-motivated, initiate
  change and are driven to succeed.
• Authoritative leaders - energise people towards
  a goal. Authoritative leaders initiate change and
  are empathic.
• Affliliative leaders - build relationships.
  Affiliative leaders are empathic and have good
  communication skills.
• Democratic leaders - actively encourage team
  involvement in decision-making. Democratic
  leaders are good at communication, listening and
  negotiation.
• Pacesetting leaders - set high standards of
  performance. Pacesetting leaders use their
  initiative, and are self-motivated and driven to
  succeed.
• Coaching leaders - expand and develop people's
  skills. Coaching leaders have the abilities to
  listen well, communicate effectively and motivate
  others.
• Goleman, McKee Boyatzis - 2002

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Higgs and Dulewicz Emotional Intelligence
categories

• The drivers - motivation and decisiveness.  These
  characteristics energise and drive people towards
  their goals
• The "constrainers" - conscientiousness and
  integrity, emotional resilience, acting as
  controls and curbs to the excesses of the drivers
• The enablers - sensitivity, influence and
  self-awareness.  These facilitate performance and
  help the individual to succeed

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Activity

• With reference to the earlier discussion on slide
  9, look at pairs of political leaders eg.
• Tony Blair vs Margaret Thatcher
• Bill Clinton vs George Bush
• Churchill vs Hitler
• In small groups, identify the drivers,
  constrainers and enablers of these leaders, about
  the differences and similarities, about the
  effect on followers and about the time
  limitedness of their leadership their fatal
  flaws.

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Leadership vs management (Kotter, 1990)
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The managerleader dichotomy

• Managers
• Are transactional
• Seek to operate and maintain current systems
• Accept given objectives and meanings
• Control and monitor
• Trade on existing relationships
• Have a short-term focus
• Focus on detail and procedure

• Leaders
• Are transformative
• Seek to challenge and change systems
• Create new visions an new meanings
• Empower
• Seek to inspire and transcend
• Have a long-term focus
• Focus on the strategic big picture

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Leadership dilemmas

• Leaders are expected to manage and lead an
  empowered workforce which demands
• Consultation and involvement but leaders still
  get criticised for not having and communicating a
  compelling vision and purpose
• Autonomy and freedom but leaders are still
  expected to take full responsibility when things
  go wrong
• Opportunities for growth, challenge and glory -
  but leaders must be on hand to coach and mentor
  so that people can develop their potential
• Inclusion and team spirit but leaders are
  expected to give individual recognition and
  acknowledgement

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Activity

• Influencing style audit
• Work individually to complete the influencing
  style audit questionnaire and discuss this with
  a partner to explore some of the similarities and
  differences between you and what you plan to
  change and develop.