IGNATIAN LEADERSHIP  Setting a direction

 Aligning people in that direction

Leadership VS Management
 Motivating Kotter, 1990
1. Definition  Inspiring
Contention between the two  Developing mutual purpose
2. Function
 Working together to create change Rost, 1993
Definition
Four Pillars
Leadership (more complex, involves people)
1. Self Awareness –understanding one’s strengths,
 Viewed as an ability or behavior weaknesses, values and worldview
 A matter or process 2. Ingenuity –confidently innovating and adapting to
 Dealing with somebody, if not appreciated then not embrace a changing world
seen as a leader 3. Love –engaging others with a positive loving attitude
 Process of influencing the activities (Stodgill, 1950) 4. Heroism –energizing themselves and others through
heroic ambitions
Leadership is about articulating visions, embodying values
and creating the environment within which things can be Leadership Theories
accomplished. (Richards & Engle, 1986)
 A theory is a statement of concepts and their
Management (focuses on getting things done) interrelationships that shows how and/or a
phenomenon occurs (Corley & Goia, 2011)
 Attainment or organizational goals in an effective and
efficient manner (Daft et. al, 2010) Great Man Theory
 Absence of people and influence
 People are born with traits that make them natural
 Encompasses getting things done through other
leaders, and only great individuals possess such traits
people in order to achieve stated objectives
(Harrison, 2018)
Function
Trait Theory
Leader
 Focused on the personality characters of the leader
 Cope with change
Eight Traits of a Leader
 Develop a vision and strategies for achieving vision
1. Intelligence
Manager
2. Alertness to the needs of others
 Deal with complexity 3. Insight
 Involved in planning and budgeting 4. Initiative
5. Responsibility
Totally different in their attitude towards goals and 6. Persistence in dealing with Problems
conception of work 7. Self Confidence
8. Sociability
Managerial Functions
Optimism
 Planning
 Organizing  Refers to a tendency to see the positive side of things
 Staffing and expect that things will turn out well
Fayol, 2016
 Controlling
 Budgeting
 Problem Solving Kotter, 1990

Self Confidence

Leadership Functions
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  Refers to a general assurance in one’s own 2. Production orientation
judgments, decision making, ideas and capabilities
Blake & Mouton Managerial Grid (1955)
Honesty

 Refers to truthfulness and non deception

Integrity

 Means the leader’s character is whole, integrated and

grounded in solid, ethical principles and he or she
acts in keeping with those principles

Drive

 Refer to high motivation that creates a high effort

level by a leader

Skill Theory

 A shift from a focus on personality traits to an

emphasis on skills and abilities of individuals that Contingency Theory
can be learned and develop
 Proposes that there is no optimum style of leadership.
Three (3) Essential Skills to being an Effective Effective leaders will use different styles based on
Administration the contingencies of the situation; hence, a style of
leadership which was ideal in the past might not be of
1. Technical
great use
2. Human
3. Conceptual Least Preferred Co-Worker Scale

Three (3) Key Leadership Competencies (Mugford et al, 1. Relationship motivated

2000) 2. Task motivated

1. Problem Solving Skills Situational Theory

2. Social Judgment Skills
3. Knowledge Skills  Focuses on the characteristics of followers

Behavioral Theory Four Quadrants of Leadership

 Focuses on how leaders behave towards their

subordinates in various contexts

Leadership Styles of Managers

1. Autocratic
2. Democratic
3. Laissez-Faire

How individual acted when they led organizations

1. Initiating structure behavior

2. Consideration behavior

Two (2) types of leadership behavior (Northouse, 2010)

1. Employee orientation
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Self Awareness Emotion

 Understanding one’s strengths, weaknesses, values
and worldview
 Appreciating one’s giftedness; awareness of one’s
self as loved
 Developing the ability to reflect on one’s
weaknesses, compulsions & other personal baggages
that hinder the realization of one’s potential
 Cultivating a sense of mindfulness and interiority
 Real time feedback signals that come on quickly and
dissipate just as rapidly
Moods
 Are feelings that last a long time, often occur for
unknown reasons, and can be part of our body
chemistry

St. Ignatius of Loyola 2. We can try to ignore our emotions , but it doesn’t
work
 The spiritual exercises have as their purpose the
conquest of self and the regulation of one’s life in Emotional Reappraisal
such a way that no decision is made under the
influence of any inordinate attachments  Involves looking at the issues but attempting to
reframe them in a more constructive and adaptive
The Examen is a technique way; situation as a challenge to be appraised; a lesson
to be learned
 Become aware of God’s presence
 Review the day with gratitude 3. We can try to hide emotions, but we are not as
 Pay attention to your emotions good at it as we think
 Choose one feature of the day and pray from it
Emotional Labor
 Look toward tomorrow
 The process of managing feelings and expressions to
Five (5) Emotional Intelligence –Daniel Goleman, 1998
fulfill the emotional requirements of a job
Components
Surface Acting
 Self Awareness –the ability to recognize and
 When you feel one way but don’t show the true
understand your moods, emotions and drives, as well
underlying feeling
as their effects to others.
 Self Regulation –think before acting
Deep Acting
 Motivation –a passion to work for reasons that go
beyond money and status, a propensity to pursue  Trying to change current feelings
goals with energy and persistence
 Empathy –the ability to understand the emotional 4. Decisions must incorporate emotion to be
makeup of other people; skill in treating people effective
according to their emotional reactions
 Social Skill –proficiency in managing relationships Different moods influence our thinking in different ways
and building networks; an ability to find common
ground and build rapport Positive emotions

Six (6) Basic Principles of Emotional Intelligence  Expand our thinking

 Help generate new ideas
1. Emotion is information  Encourage us to consider possibilities

Emotions are primarily signals about people, social situations

and interactions.
Negative emotions
Emotions VS Moods

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  Provide a clearer purpose
 Allow details to be examined more efficiently
 Motivate a more efficient search for errors
5. Emotions follow logical patterns
6. Emotional universals exist, but so do specifics
Travel back in time to Rome to a person called
Marcus Aurelius (one of predominant figures of stoic school
of philosophy). He has a side job of being the emperor of
Rome, and the historian called him the true beacon of
leadership. He was supposed to be one of the last of the five
(5) good kings of Rome.

Emotional Display Rules The happiness of your life depends on the quality of your
thoughts.
 Our society and culture teach us when it’s okay to
show how we feel and when it’s not So act virtuous, use your time well, and be cheerful. Then,
when you drop from life’s tree, you will drop like a ripe fruit.
Seven (7) Basic Emotions
–Marcus Aurelius
 Surprise
 Disgust Focus on Self Leadership
 Contempt
 Leading one’s self first before going out and leading
 Happiness
others
 Sadness
 Anger If you want to lead, invest at least 40% of your time in leading
 Fear yourself. –Dee Hock (Founder of VISA)

Secondary or Self-Conscious Emotions How do you do that?

 Unlike the basic emotions of anger, fear and joy, 1. Self Awareness
these secondary emotions have a strong social or Tool: Character traits check
cultural component to them 2. Self Reflection
Tool: 5 minute reflection
Emotional Blueprint –Mayer & Salovey, 1997 3. Self Regulation
Tool: Reframing -gauge the importance of the issue
and act accordingly

On the “Sui Generis” Leader

ADDU leaders are educated and formed according to the

vision and mission of the ADDU. They have optimally
benefited from the life of the university - Jesuit, Catholic, and
Filipino - and have personally appropriated its values and
mission. In this context, they are prepared for a life of
leadership dedicated to the common good through careful
cultivation of appropriate ideals, virtues and leadership skills.
They may be leaders of the Catholic Church or of another
TED Talk –Leadership Utopia
faith. They may be leaders for the Philippine society,
especially Mindanao –Joel Tabora, SJ, 2012
Leadership in Utopia?
Ignatius' Six (6) Categories of Qualities of a Leader
Only three things happen naturally in organizations –friction,
confusion and underperformance; but everything else
1. Union with God
requires leadership. –Peter Drucker
In regard to the qualities which are desirable in the superior
general, the first is that he should be closely united with God
Leadership Problem = TLT x People x Power
our Lord and intimate with Him in prayer and all his actions
TLT means “too little time” that he may so much the better obtain for the whole body of
The way out?
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the society from god, the fountain of all good, a large share of  Intelligent
his gifts and graces.
Learning is highly necessary for one who will have so
2. Virtue many learned men in his charge
The second quality is that he should be a person whose
example in the practice of all the virtues is a help to other  Learned
members of the Society. Charity should be especially
resplendent in him, toward all his fellowmen and above all Although learning is highly necessary... still more
toward the members of the society. Genuine humility should necessary is prudence along with experience in spiritual
shine forth. and interior matters, that he may be able to discern the
various spirits and to give counsel and remedies to so
Key Virtues many who will have spiritual necessities.
 Charity
 Humility  Prudent
 Self Control
... conversing with such various persons from within and
without the society
He ought also to be independent of all passions, by his
keeping them controlled and mortified (so that) in his
4. Efficiency
interior they may not disturb the judgment of his intellect,
One highly necessary for the execution of business, is that he
and in his exterior he may be so composed, particularly so
should be vigilant and solicitous to undertake enterprises as
self controlled when speaking, that no one, whether a
well as energetic in carrying them to their completion and
member of the society who should regard him as a mirror
perfection, rather than careless and remiss in such a way that
and model, or an extern, may observe in him anything or
he leaves them begun but not finished.
word which is not edifying.

5. Physical Qualities
 Blending Gentleness with Effectiveness
The fifth quality has reference to the body in regard to health,
appearance and age.
He should know how to mingle rectitude and necessary
severity with kindness and gentleness to such an extent
6. External Gifts
that he neither allows himself to swerve from what he
The sixth quality pertains to extrinsic endowments. Among
judges to be more pleasing to God our Lord nor ceases to
these, preference ought to be given to those which help more
have proper sympathy for his sons.
toward edification and the service of god in such a charge.
Examples are generally found in reputation, high esteem and
 Magnanimity, fortitude, constancy
whatever else aids toward prestige with those within and
without.
Magnanimity and fortitude of soul are likewise highly
necessary for him to bear the weaknesses of many, to
Practical Norm
initiate great undertaking in the service of god our lord,
and to persevere in them with constancy when it is called
[The General] ought to be one of those who are most
for, without losing courage in the face of contradictions...
outstanding in every virtue, most deserving in the society, and
he should be superior to all eventualities, without letting
known as such for a considerable time.
himself be exalted by those which succeed or depressed
by those who go poorly. If any of the aforementioned qualities should be wanting, there
should be at least no lack of great probity and of love for the
3. Intellectual Qualities
Society, nor of good judgment accompanied by sound
He ought to be endowed with great understanding and
learning.
judgment, in order that his talent may not fail him either in the
speculative or the practical matters which may arise.

SUMMARY NOTES FROM READINGS

Key Intellectual Qualities

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Reading: What Makes a Leader by Daniel Goleman  No one can be authentic by trying to imitate someone
else.
IQ and technical skills are important, but emotional  People trust you when you are genuine and authentic,
intelligence is the sine qua non of leadership. not a replica of someone else.

Emotional Intelligence (EI)

 A group of five skills that enable the best leaders to

maximize their own and their followers’
performance.

The EI skills are the following:  Authentic leaders demonstrate a passion for their
purpose, practice their values consistently, and lead
EI Component Definition Hallmarks with their hearts as well as their heads.
Knowing one's  Leadership emerged from life’s stories.
emotions, strengths, Self confidence, realistic
Self-awareness weaknesses, drives, self-assessment, self-
values and goals -and depreciating sense of
their impact on others humor, thirst for
constructive criticism
Controlling or
Self-regulation redirecting disruptive Trustworthiness, integrity,
emotions and impulses comfort with ambiguity and
change

A passion for the work

Motivation Being driven to itself and for new
achieve for the sake of challenges, unflagging
achievement energy to improve,
optimism in the face of
failure

Considering others' Expertise in attracting and

Empathy feelings, especially retaining talent, ability to
when making develop others, sensitivity
decisions to cross-cultural differences

Managing Effectiveness in leading

Social Skill relationships to move change, persuasiveness,
people in desired extensive networking,
directions expertise in building and How people become authentic leaders?
leading teams
They frame their life stories in ways that allow them to see
Evaluating Emotional Intelligence themselves not as passive observers of their lives but rather as
individuals who can develop self-awareness from their
Competency Models –to aid in identifying, training, and experiences.
promoting likely stars in the leadership firmament.
 The journey to authentic leadership begins with
Three Categories of Capabilities understanding the story of your life.

1. Purely technical skills (like accounting and business

planning)
2. Cognitive abilities (like analytical reasoning)
3. Competencies demonstrating emotional
intelligence (such as the ability to work with others
and effectiveness in leading change)  It is your personal narrative that matters, not the mere
facts of your life.
 Leaders consistently replied that they found their
Reading: Discovering your Authentic Leadership
strength through transformative experiences. Those

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 experiences enabled them to understand the deeper
purpose of their leadership.
Knowing your Authentic Self
 When the 75 members of Stanford Graduate School
of Business’ Advisory Council were asked to
recommend the most important capability for leaders
to develop, their answer was nearly unanimous: self
awareness.
 Knowing one’s authentic self requires the courage
and honesty to open up and examine their
experiences. As they do so, leaders become more
humane and willing to be vulnerable.
 Denial can be the greatest hurdle that leaders face in
becoming self-aware.
 Authentic leaders realize that they have to be willing
to listen to feedback –especially the kind they don’t
want to hear.
Practicing your Values and Principles
 Leadership principles are values translated into
action. Having a solid base of values and testing them
under the fire enables you to develop the principles
you will use in leading.
 “Concern for Others” can be translated into a
leadership principle such as “create a work
environment where people are respected for their
contributions, provided job security, and allowed to
fulfill their potential.”
Balancing your Extrinsic and Intrinsic Motivations
Two types of Motivation
1. Extrinsic –are propelled to achieve by measuring
their success against the outside world’s parameters
2. Intrinsic –are derived from their sense of the
meaning of their life. They are congruent with your
values and are more fulfilling than extrinsic
motivations.
Building your Support Team
 Authentic leaders build extraordinary support teams
to help them stay on course. Those teams counsel
them in times of difficulty, and celebrate with them
in times of success.
 Authentic leaders find that their support teams
provide affirmation, advice, perspective, and calls for
course corrections when needed.
 Leaders must give as much as their supporters as they
get from so that mutually beneficial relationships can
develop.
 Many leaders have had a mentor who changed their
lives. The best mentoring interactions spark mutual
learning, exploration of similar values, and shared
enjoyment.
Integrating your Life by Staying Grounded
 To lead a balanced life, you need to bring together all
of its constituent elements –work, family,
community, and friends –so that you can be the same
person in each environment.
Empowering People to Lead
 Authentic leaders recognize that leadership is not
about their success or about getting loyal
subordinates to follow them. They know the key to a
successful organization is having empowered leaders
at all levels, including those who have no direct
reports.
 No individual achievement can equal the pleasure of
leading a group of people to achieve a worthy goal.
When you cross the finish line together, all the pain
and suffering you may have experienced quickly
vanishes. It is replaced by a deep inner satisfaction
that you have empowered others and thus made the
world a better place.
Reading: Leadership Begins with an Inner Journey
 Everything you will ever do as a leader is based on
one audacious assumption –you matter. Before you
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 can lead others you have to lead yourself and believe
that you can have a positive impact.
 Leadership begins with you.
 The quest for leadership is first an inner quest to
discover who you are and what you care about, and
it’s through this process of self-examination that you
find the awareness needed to lead.
 The mastery of the art of leadership comes with the
mastery of the self, and so developing leadership is a
process of developing the self.
 You can demonstrate leadership at any age. It is not
about some position.
A Process of Internal Self Discovery
 Leadership is everywhere, it takes place every day,
and leadership can come from anyone.
 Becoming a leader is a process on internal self-
discovery. It’s important that one should first define
self values and principle.
 Becoming a leader begins when you come to
understand who you are, what you care about, and
why you do what you do. Developing yourself as a
leader begins with knowing your own key
convictions; it begins with your value system.
 Leaders need internal guidance to navigate the
turbulent waters in this stormy world. A clear set of
personal values and beliefs is the critical controller in
that guidance system.
You Have to Stand for Something
 When leaders are clear about what they believe in,
they can take strong stands and are much likely to be
swayed by every fad or opinion poll.
Who are you?
 The clearer you are, the easier it is to stay on the path
you’ve chosen.
 They needed to know something about who you are
as a person –your hopes, dreams, talents,
expectations and loves.
When to say Yes and when to say No
 Before you listen to those voices, you have to listen
to that voice inside that tells you what’s truly
important. Only then will you know when to say yes
and when to say no –and mean it.
 Developing leadership is about leading out of what
is already in your soul. It’s about liberating the
leader within you. It’s about setting yourself
free. It’s about putting your ear to your heart and
just listening.
 Starting with the inner journey gives you the
confidence to take the right turns, to make the
tough decisions, to act with determination, and
to take charge of your life.
Reading: Leadership Theory & Research (Harrison, 2017)
Management
 Defined as the ‘attainment of organizational goals in
an effective and efficient manner through planning,
organizing, leading and controlling organizational
resources’
 It involves the use of authority inherent in a
designated formal rank to obtain compliance from
members of an organization
 It encompasses getting things done through other
people in order to achieve stated objectives
Leadership
 Defined as more complex and deals with other
variables such as influence, motivation, change and
not just meeting the organizational objectives
Mintzberg (1973) Proposed Ten Managerial Roles
Information Processing Roles
 Disseminator
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  Monitor
 Spokesperson
Interpersonal Roles
 Figurehead
 Leader
 Liaison
Decision-Making Roles
 Disturbance handler Charismatic Leadership Theory
 Entrepreneur
 Negotiator
 Resource allocator
Theories of Leadership
Leader–Member Exchange Theory
 Takes a psychodynamic approach by conceptualizing
leadership based on the relationship and interaction
between leaders and followers.
 The basic premise of this theory is that leaders
develop different types of relationships with Transactional Leadership Theory
individual group members which are known as
dyads.
 The in-group members develop a close relationship
with the leader based on trust, respect, negotiation
and mutual influence
 The out-group members do not possess a close
relationship with the leader; rather, the relationship is
transactional, bound to employment contracts, and
characterized by low trust, respect and obligation
Servant Leadership Theory
 Represents a radical shift from the perception of a
leader as an all-knowing individual to that of a
selfless servant.
 Servant leadership itself is a paradoxical concept
because people view servants and leaders as entirely
different people and it can be difficult to
conceptualize an individual as being both at the same
time.
 According to Greenleaf, servant leaders put their Transformational Leadership Theory
service before self interest, earn trust by being
trustworthy, help others to discover themselves and
listen actively to the problems of the group rather
than impose their will on others
 Spears identified ten characteristics of a servant
leader:
Distributed Leadership Theory
1. Listening
2. Empathy
3. Healing
4. Awareness
5. Persuasion
6. Conceptualization
7. Foresight
8. Stewardship
9. Commitment to the growth of people
10. Community building
 The word ‘charisma’ is a Greek word that means a
gift of God’s grace or divine power
 According to Weber, charisma occurs when a leader
emerges with a radical vision that offers solution to a
crisis or problem and, as a result, enables followers to
believe in the vision
 Charismatic leaders empower their subordinates by
providing opportunities to accomplish difficult tasks.
These leaders also have the ability to dominate and
influence others.
 Transactional leadership is deeply rooted in the
notion of the path goal theory, which is based on
contingent rewards.
 A transactional leader motivates followers through
exchanges that appeal to their self-interests.
 Transactional leadership involves contingent rewards
and management by exception.
 Contingent rewards involve the use of incentives to
motivate subordinates. Followers are made aware of
the standard of performance expected and the
rewards that they can obtain once they meet the
necessary standards. Management by exception can
either be active or passive. In the active form, the
leader seeks out mistakes while watching the
followers and enforces rules or takes coercive action
to deter followers from making subsequent mistakes.
With the passive form, the leader only intervenes
after errors have occurred.
 For Burns and Bass, transformational leadership
involves stimulating followers to go beyond their
self-interests in order to achieve organizational goals
or objectives.
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  The term ‘distributed leadership’ has been used Traits are not effective
in every situation. It
interchangeably with terms such as shared leadership, Intuitively appealing does not explain the role
Great Man/Trait
team leadership, participative leadership and Theories and highlights the of leadership in ensuring
importance of a leader business and
democratic leadership by some researchers. organizational coherence
 Distributed leadership does not involve a single
Focuses on leadership Essentially trait driven
individual, but is a collective effort of the group. skills and and difficult to
Skill Theory
competencies differentiate skills from
Authentic Leadership Theory traits
Just like trait approach,
Behavioural Identifies leadership it fails to consider the
 Authentic leadership research is primarily formative, behavior as a core part situational contingencies
Theory
and the concept is still being defined. The of the leadership associated with
process leadership
development of the theory arose from the
shortcomings of transformational leadership with It does not explain why
Contingency It emphasizes the people with certain
respect to ethics. Theory importance of leadership styles are
 Authentic leadership theory stresses the role of ethics situations in leadership more effective in
behavior particular situations than
and integrity from the onset of leadership. others
Followers may view
Entrepreneurial Leadership Theory Implicit Stresses the such ineffective
Leadership importance of the leadership behaviors as
social construction of effective. Perception
 Entrepreneurial leadership is a new paradigm that has Theories
leadership by the may vary with cultural
emerged from the domains of leadership and followers. values and even gender

entrepreneurship. It neglects the impact of

 It has been defined as a type of leadership that creates Leader–Member It provides a broader conflict in the
Exchange picture of leadership as effectiveness of an
visionary scenarios, which in turn are used to an interactive organization when
Theory
assemble and mobilize a ‘supporting cast’ of exchange process followers are grouped
between leaders and into in-groups and out-
participants who become committed to the discovery followers groups
and exploitation of strategic value creation.
Servant Views leaders as self- Not suitable for dynamic
 Entrepreneurial leadership is a type of leadership Leadership less individuals environments. It does
capable of identifying and exploiting opportunities in Theory emphasizing the not explain how leaders
an entrepreneurial environment. importance of service, cope with drastic
which is intuitively measures such as
 Entrepreneurial leaders understand specific appealing organizational change
functional areas in their business. This understanding It provides a vivid Focuses mainly on
spans beyond their business to include situations of Transactional picture of leadership as contingent rewards as
Leadership an exchange process the tool to influence
varying degrees of complexity. with the end result the subordinates. This may
Theory
achievement of not be effective in
Conceptions of Entrepreneurial Leadership organizational goals diverse entrepreneurial
settings

1. Entrepreneurial leadership as a convergence of Charismatic/ Conceptualizes A modification of the

entrepreneurship and leadership Transformation leadership as valuable trait approach and fails
in organizations facing to explain clearly how
2. The psychological and behavioral profile of al Leadership
turbulence and turmoil such characteristics can
Theories improve organizational
entrepreneurial leaders
effectiveness
3. The context of entrepreneurial leadership
4. Theoretical approaches to entrepreneurial leadership Distributed Emphasizes the It may not be feasible in
Leadership importance of group every context especially
5. Entrepreneurial leadership compared with other effort and participation in small businesses
Theory
forms of leadership in leadership where subordinates
6. Entrepreneurial leadership and values adulate their leaders and
resist empowerment
7. Entrepreneurial leadership education
8. Entrepreneurial leadership and venture performance Authentic Stresses the Fails to explain how
Leadership importance of integrity authenticity will always
and ethics in leadership produce positive
Strengths and weaknesses of some of the theories of leadership Theory
outcomes especially in
Leadership entrepreneurial settings
approaches Strengths Weaknesses
The Skills Required for Developing Oneself as a Leader

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Technical Skills
 Technical skill is the in-depth understanding of and
the proficiency in a specific type of activity,
particularly one involving methods, processes,
procedures or techniques.
 It includes competencies in a specialized area as well
as analytical ability. This skill includes factual
knowledge about the organization and its products
and services. Such knowledge is usually obtained by
a combination of training, formal education and job
experience.
Human Skills
 Human skills involve the knowledge and ability to
work with people. These include knowledge about
human behavior and group processes; the ability to
understand other people’s feelings, attitudes and
motives; and the ability to communicate
unambiguously and persuasively.
 Include skills required for coordination of actions of
oneself and others, negotiation skills for reconciling
differences among employee perspectives and
establishing mutually satisfying relationships and,
persuasion skills to influence others to more
effectively accomplish organizational objectives.
Conceptual Skills
 Conceptual skills involve dealing with concepts and
ideas. People who possess such skills are comfortable
with hypothetical notions and abstractions.
 Conceptual skills include good judgment, foresight,
intuition, creativity and the ability to understand
ambiguous and uncertain events.
Other Leadership Skills
Business Skills
 Business skills are critical leadership skills for any
organization. This position is also supported by
literature in the domain of entrepreneurial leadership.
 The business skills can be developed by training and
development programs.
Conceptual Skills
Six Forms of Conceptual Skills for Effective Leadership
1. Analytical Skills
Leaders should be able to think objectively. The use of logic
to analyze the strengths and weaknesses of different
approaches to work is critical for success as a leader
2. Idea Generation Skills
The ability to generate new ideas and question assumptions is
a vital skill for effective leadership. Leaders especially based
on entrepreneurial leadership literature should be innovative
and skilled in generating new ideas. These leaders have to be
creative and develop new and useful ideas in terms of
entrepreneurial opportunity recognition, resource utilization
and problem-solving
3. Problem-Solving Skills
Effective leaders are able to solve problems. They do this by
adopting analytical and logical approaches, despite their
limited resources. They persist until they find a solution to the
problem. This problem-solving orientated mindset concurs
with prior research in mainstream leadership literature
4. Envisioning Skills
Envisioning is a core conceptual skill that leaders should
possess. Vision involves ‘…creating a picture of what the
future state will be like’. Leaders need to be able to create a
vivid picture of the future for the organization to create added
value. When the vision is known and shared, it generates
enthusiasm and motivation, and builds the confidence of
people in the organization.
5. Strategic Planning Skills
Strategic planning skills form another important conceptual
skill for any leader, which is paramount to their success.
Leaders ought to develop strategies for their organizations.
They are usually strategically oriented and can formulate
strategy based on available resources.
6. Decision-making Skills
Decision-making is a conceptual skill that leaders possess.
Leaders are decisive.
Interpersonal Skills
1. Empathy
Empathy is a core interpersonal skill that effective leaders
possess. Effective leaders understand the feelings, motives and
emotions of others. They should be sensitive to the emotions
of others
2. Communication/Listening Skills
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Communication and listening skills are necessary for building
interpersonal relationships. These help to inspire an
understanding of the actions of employees, customers and
vendors. It is the ‘…process of making sense to the world and
sharing that sense with others by co-creating meaning through
the use of verbal and non-verbal symbols’.
3. Motivating Skills
The ability to motivate and inspire confidence in followers is a
vital interpersonal skill for effective leadership. These
perceptions concur with prior research in mainstream
leadership literature that interpersonal skills are essential for
influencing people. However, effective leaders are not only
proficient in motivating their followers but also should have
the ability to motivate themselves.
4. Team-building Skills
The ability to build teams and promote team work is a vital
interpersonal skill for effective leadership. Able to move from
‘me to we’.
5. People Management and Development Skills
The ability to manage and develop people forms an important
interpersonal skill in effective leadership. To demand respect
and trust from your followers, it is important to lead by
example.
6. Self-Management Skills
The ability of leaders to manage themselves is an essential
interpersonal skill. This is evidenced in their planning and
organizing, in their handling of difficult situations and in their
critical reflection on their strengths and weaknesses. Effective
leaders have the ability to handle pressure and exhibit self-
control in difficult situations, and this is pivotal to their
success. They are not flustered and are able to control their
emotions.
Entrepreneurial Skills
1. Opportunity Identification Skills
The ability to identify opportunities is an important skill
required for successful leadership.
2. Opportunity Exploitation Skills
Effective leaders are able to exploit recognized opportunities.
Such opportunities may vary from expansion into emerging
markets, to selling products with a short shelf life to maximize
profitability, etc. This resonates with the common perception
found in the literature that entrepreneurial leaders are able to
exploit opportunities.
3. Risk Management Skills
Leaders especially business related should have the ability to
manage risks they encounter in their business. They should be
able to identify, evaluate and assess risks. Leaders should
ruminate on ways to mitigate risks and estimate their impact
on the financial position of their companies.
Leadership Skills Development
1. Mentoring
Mentoring could be formal or informal. Formal mentoring is a
structured program where a more experienced manager is put
in place to support and develop a less experienced individual.
The program could be very beneficial if properly structured. It
can improve learning, facilitate adjustment and most
importantly develop the leadership skills in the mentee that the
mentor may already possess. The mentor serves as a role
model. They become exemplars of the behavior and culture of
the organization from the lens of the mentee.
2. Leadership Training Programmes
Leadership training programmes are widely used to develop
leadership skills in organizations. Almost every organization
whether small or large has a leadership programme in place to
develop their staff. These programmes may take different
forms ranging from short leadership workshops in few
hours/days to structured university programmes in form of
MBAs or DBAs.
3. Personal Growth Activities
Leadership development is also a personal journey, and
individuals need to commit to developing their own skills.
Personal growth activities include reading leadership
development books as well as listening and watching
programmes on leadership. Individuals need to be aware of
their strengths and weaknesses. As regards their weaknesses,
personal growth activities should be in place to address them.
This can only be possible through emotional self-awareness,
accurate self-assessment and conscientiousness. Only through
understanding yourself in form of your feelings and cognitive
processes, you will be able to develop the leadership
competences required for success.
Reading: Heroic Leadership, Lowney 2003
What are the Jesuit leadership secrets? How did individual
Jesuits become leaders and why were their corporate efforts
successful?
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Four principles stand out. Jesuits became leaders by
 understanding their strengths, weaknesses, values,
and worldview
 confidently innovating and adapting to embrace a
changing world
 engaging others with a positive, loving attitude
 energizing themselves and others through heroic
ambitions
These four principles don't come from a Jesuit rule book or
leadership instruction manual. It's pretty certain that no early
Jesuits — and no one else in the sixteenth century, for that
matter — ever used the word leadership as we understand it
today. Nor did they speak explicitly of self-awareness,
ingenuity, love, and heroism as four core principles driving
their organization.
Instead, their leadership principles emerge only as we sift
through their words and actions to find those themes that
animated them at their most successful. In the early Jesuits'
case, one could do the sifting with a pitchfork: these four
themes infused their work and achievements, leap from their
writings, and dominated their carefully mapped training
program.
These four leadership principles guided individual Jesuits, and
the same four formed the basis of Jesuit corporate culture.
Self-awareness: "To order one's life"
Leaders thrive by understanding who they are and what they
value, by becoming aware of unhealthy blind spots or
weaknesses that can derail them, and by cultivating the habit
of continuous self-reflection and learning.
Only the person who knows what he or she wants can pursue
it energetically and inspire others to do so. Only those who
have pinpointed their weaknesses can conquer them. Obvious
principles, but rarely heeded in practice.
The early Jesuits invented an array of tools and practices to
mold self-aware recruits. Cut off for a month from work,
friends, news, and even casual conversation, Jesuit trainees
dedicated all their energy to a searching self-assessment.
Engaging in the Spiritual Exercises was the peak
developmental moment of a training regimen that
encompassed everything from scutwork to begging for food
and lodging on a solitary long-distance pilgrimage. Recruits
emerged from training knowing what they wanted in life, how
to get it, and what weaknesses could trip them up.
Self-awareness is never a finished product. Granted, some
guiding life values are usually adopted early on and thereafter
remain nonnegotiable. But our already complex world keeps
changing. Leaders must keep changing as well. Every early
Jesuit dedicated an intensively focused week each year to
revitalizing his core commitment and assessing his
performance during the previous year.
Moreover, Jesuit self-awareness techniques accommodated
change by instilling in recruits the habit of continuous
learning, of daily reflection on activities. These techniques
remain relevant today precisely because they were designed to
allow busy people to "reflect on the run." Most religious prior
to the Jesuits counted on the cloister walls to help them remain
focused and recollected each day. But Loyola essentially tore
down the monastery walls to immerse his Jesuits in the
maelstrom of daily life. Once those walls came down, Jesuits
had to employ techniques to remain recollected while all hell
was breaking loose around them-just as everyone else has to
today.
Centuries later, academic studies are finally catching up to
Loyola's vision and are validating his emphasis on self-
awareness. Though executives frequently rise through the
ranks on the strength of their technical expertise, raw
intelligence, and/or sheer ambition, these traits alone rarely
translate into successful long term leadership performance.
Research increasingly suggests that IQ and technical skills are
far less crucial to leadership success than is mature self-
awareness. In other words, the hard evidence points to the
critical soft skills that are encompassed by knowing oneself.
Ingenuity: "The whole world will become our house"
Leaders make themselves and others comfortable in a
changing world. They eagerly explore new ideas, approaches,
and cultures rather than shrink defensively from what lurks
around life's next corner. Anchored by nonnegotiable
principles and values, they cultivate the "indifference" that
allows them to adapt confidently.
Loyola described the ideal Jesuit as "living with one foot
raised" — always ready to respond to emerging opportunities.
Self-awareness is key to successfully living with one foot
raised. A leader must rid him- or herself of ingrained habits,
prejudices, cultural preferences, and the "we've always done it
this way" attitude — the baggage that blocks rapid adaptive
responses. Of course, not everything is discardable baggage.
Core beliefs and values are nonnegotiable, the centering
anchor that allows for purposeful change as opposed to
aimless drifting on shifting currents. The leader adapts
confidently by knowing what's negotiable and what isn't.
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Our generation has been dizzied by seemingly unending
change. Within the last fifty years, a handful of humans has
stood on the moon; the Earth-bound majority learned to e-mail
friends. The early Jesuits faced equally profound changes.
Voyages of discovery had more than tripled the size of the
settled world then known to Europeans. Asia and the
Americas had begun to appear on the world map — the
European version of the world map, that is — first in sketchy
outline but with increasing definition over the early decades of
the sixteenth century. In Europe, a Protestant reformation
sparked by Martin Luther had in one generation ended Roman
Catholicism's monolithic domination of Christendom, winning
broad support for new religious ideas and practices. The
reformers helped spur the world's first media revolution. It's
been estimated that Martin Luther alone was responsible for
composing one-quarter of all the titles published in Germany
over a ten-year period. As Luther and others exploited the full
power of the printing press for the first time in its short
history, publishers inundated Europe with more books in a
fifty-year period than had been published in the previous
millennium.
In those troubled times, the Vatican hierarchy vacillated
between deer-in-the-headlights paralysis and defensive
overreaction to the roiling environment.7 Distracted by
other priorities or wallowing in denial, church authorities
first allowed Martin Luther's challenge to fester; then, by
summarily excommunicating the dissident monk, they
handed him a platform with which he could rally support.
While Luther and others swamped Europe with books and
pamphlets outlining their reform message, Vatican
authorities got busy publishing their first index of banned
books.
While the Vatican sputtered in its efforts to halt
unwelcome changes, Loyola's Jesuits plunged headlong
into this changing world. In Europe, Vatican officials were
condemning the vernacular Bibles and prayer books used
in Protestant worship; outside Europe, Jesuits were
compiling groundbreaking translating dictionaries for
Tamil, Japanese, Vietnamese, and a host of other languages
so that they could present their message in local languages
through local culture. While a lumbering institutional
church squandered nearly a decade in preparations for the
Council of Trent
— where they would galvanize strategic responses to the
Protestant threat — nimbler Jesuits pursued their strategic
agenda with greater speed and urgency. Within a decade of
identifying higher education as a key priority in the 1540s,
they had opened more than thirty colleges around the
world.
How did the early Jesuits make themselves so immediately
and totally comfortable in a world that had probably
changed as much in their lifetimes as it had over the
previous thousand years? Jesuits prized personal and
corporate agility. They were quick, flexible, open to new
ideas. The same set of tools and practices that fostered self-
awareness, Loyola's Spiritual Exercises, also instilled
"indifference," freedom from attachments to places and
possessions, which could result in inappropriate resistance
to movement or change. The "living with one foot raised"
message was reinforced constantly: Loyola's chief
lieutenant barnstormed Europe reminding Jesuits that for
men open to new and ever changing missions, "the whole
world will become [their] house."8 He meant it literally,
urging them to speed, mobility, and rapid response. But he
was also describing a mindset for each Jesuit to cultivate.
Love: "With greater love than fear"
Leaders face the world with a confident, healthy sense of
themselves as endowed with talent, dignity, and the
potential to lead. They find exactly these same attributes in
others and passionately commit to honoring and unlocking
the potential they find in themselves and in others. They
create environments bound and energized by loyalty,
affection, and mutual support.
Machiavelli counseled leaders that "to be feared is safer
than to be loved." Unsurprising advice from a man
convinced that humanity was "ungrateful, fickle, liars and
deceivers, fearful of danger and greedy for gain."
Ignatius Loyola was his polar opposite, counseling Jesuit
managers to govern using "all the love and modesty and
charity possible" so that teams could thrive in
environments of "greater love than fear."
This starkly contrasting Jesuit approach stemmed from
their starkly contrasting worldview. Whereas Machiavelli
beheld a world peopled with fearful, ungrateful deceivers,
Jesuits viewed the world through a very different lens: they
saw each person as uniquely endowed with talent and
dignity. The Jesuits' behavior flowed from their vision, as
Machiavelli's advice did from his. Love-driven Jesuits
worked with passion and courage, whether teaching
teenagers or confronting colonialists who abused
indigenous peoples in Latin America.
Jesuits remained committed to this vision because it
worked. They were energized by working with and for
colleagues who valued, trusted, and supported them. Teams
were bound by loyalty and affection, not riddled with
backstabbing and second-guessing. The company's pioneer
in Asia, Francis Xavier, eloquently exemplified the depth
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and far-reaching power of these ties. Crisscrossing Asia,
thousands of miles and some years removed from his
cofounder colleagues, he drew energy from mere scraps of
paper he carried bearing each one's signature. Why? Their
signatures alone reminded him of "the great love which
[colleagues] always showed and are still showing toward
me."10 It's hard to imagine today's corporate road warriors
snapping open briefcases to draw similar energy from the
latest memo from headquarters.
Their egalitarian, world embracing vision enabled Jesuits
to create teams that seamlessly blended recruits from
European nobility, the world's poorest families, and most
everything in between. Jesuits working in China included
nationals from half a dozen countries, all this centuries
before the term multinational teams entered the corporate
lexicon.
Everyone knows that organizations, armies, sports teams,
and companies perform best when team members respect,
value, and trust one another and sacrifice narrow self-
interest to support team goals and their colleagues' success.
Individuals perform best when they are respected, valued,
and trusted by someone who genuinely cares for their well-
being. Loyola was unafraid to call this bundle of winning
attitudes "love" and to tap its energizing, unifying power
for his Jesuit team. Effective leaders tap its power today as
well.
Heroism: "Eliciting great desires"
Leaders imagine an inspiring future and strive to shape it
rather than passively watching the future happen around
them. Heroes extract gold from the opportunities at hand
rather than waiting for golden opportunities to be handed to
them.
Management consultants endlessly search for the elusive
surefire formula to elicit motivated, committed
performance from individuals and teams. As much as
managerial America would like to throw a switch or push a
button to ignite a corps of charged-up workers, it doesn't
work that way. There is no on switch for motivation. Or,
more accurately, there is a switch of sorts, but it is on the
inside. Ultimately, only each individual can motivate him-
or herself.
Loyola once encouraged a Jesuit team in Ferrara, Italy, by
saying that they should "endeavor to conceive great
resolves and elicit equally great desires."11 It was not an
isolated sentiment. Jesuit culture spurred Jesuits to "elicit
great desires" by envisioning heroic objectives.
Outstanding personal and team performance resulted, just
as it does when athletes, musicians, or managers focus
unrelentingly on ambitious goals. Jesuits were also driven
by a restless energy, encapsulated in a simple company
motto, magis, always something more, something greater.
For Jesuit explorers all over the world, magis inspired them
to make the first European forays into Tibet, to the
headwaters of the Blue Nile, and to the upper reaches of
the Mississippi River. For Jesuit teachers in hundreds of
colleges, magis focused them on providing what was
consistently the world's highest-quality secondary
education available-one student at a time, one day at a
time. Regardless of what they were doing, they were rooted
in the belief that above-and-beyond performance occurred
when teams and individuals aimed high.
The Jesuits built their company on this conviction. They
looked to enlist total team effort in something that was larger
than any one Jesuit. Yet team commitment followed individual
commitment. Each recruit first went through the process of
personally shaping and owning the team's goals, of eliciting
his own "great desires" and motivating himself.
How did the Jesuits build the most successful religious
company in history? And how do individuals become leaders
today? By knowing themselves. By innovating to embrace a
changing world. By loving self and others. By aiming high.
Self-awareness, ingenuity, love, and heroism. Not four
techniques, but four principles forming one way of living, one
modo de proceder. No early Jesuit succeeded by adopting
three and ignoring the fourth. To understand Jesuit leadership,
we must first dissect it to study its four core elements and then
conclude by reassembling them to bring Jesuit leadership to
life. For its real power lies not in the mere sum of its parts but
in what results when these four principles reinforce one
another in an integrated life.
Reading: The Jesuits by John W. O’Malley, SJ
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