Elene Mae A.
Riveral | MPSYCH 113
LEADERSHIP SEMINAR
VENUE AND PARTICIPANTS: Don Bosco Technical High School (Don Bosco High School
Students)
TIME AND DATE: February 1, 2020 | 10:30 AM – 12:00 PM
OBJECTIVES:
The objectives of the leadership seminar is for participants to:
1) determine the qualities of an effective leader
2) demonstrate leadership skills
3) develop a list of do’s and don’t’s of an effective leader
PROGRAMME:
SESSION TIME IN-CHARGE
Prayer 10:30 AM – 10:32 AM Ms. Nicole Abanilla
National Anthem 10:32 AM – 10:34 AM AVP
Welcome Remarks 10:34 AM – 10:36 AM Mr. Stanley Dipay
Speaker Introduction 10:36 AM – 10:38 AM Ms. Chriscelle Bustillo
Discussion Proper 10:40 AM – 11:20 AM Ms. Elene Mae Riveral
Activities 11:20 AM – 11:58 AM Ms. Nicole Abanilla
Closing Remarks 11:58 AM – 12:00 PM Ms. Chriscelle Bustillo
DISCUSSION:
I. Discussion Objectives
a. Define leadership
b. Enumerate the qualities of an effective leader
c. Compare and contrast a good leader and a bad leader
d. Assess how qualities of an effective leader can be embodied
II. Discussion Proper
What is Leadership?
People participate in groups in almost every aspects of live. People spend most of
their life in the context of organizations (March & Simons, 1958). Organizations
largely focus on building relationships, or repeated interpersonal interactions among
members that is done through leadership.
In today‘s fast-paced environment, an effective and adaptable leadership style is
essential. Attention spans are short and every members of a particular organization
may be asked to interact with a myriad of different personalities in a number of
different situations.
In order to get an understanding of the concept of leadership, it is important to look
at the most common definitions of leadership. Eminent personalities had their own
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
views and hence have defined leadership. Some of the definitions on leadership are
as follows:
- Leadership is an attempt at influencing the activities of followers through the
communication process and toward the attainment of some goal or goals.
- Leadership is an influence process that enable managers to get their people to
do willingly what must be done, do well what ought to be done.(Cribbin, J.J.
‘Leadership: strategies for organizational effectiveness’)
- Leadership is defined as the process of influencing the activities of an organized
group toward goal achievement.(Rauch & Behling.)
- Leadership is discovering the company's destiny and having the courage to
follow it. ( JoeJaworski - Organizational Learning Center at MIT.).
- Leadership is interpersonal influence, exercised in a situation, and directed,
through the communication process, toward the attainment of a specified goal or
goals. (Tannenbaum,Weschler & Massa)
Early students of leadership examined great leaders throughout history, attempting
to find traits that they shared. Among personality traits that they found were
determination, emotional stability, diplomacy, self-confidence, personal integrity,
originality, and creativity. Intellectual abilities included judgmental ability, knowledge,
and verbal communication ability. In addition, physical traits cannot be ignored, such
as age, height, weight, and physical attractiveness.
It is not only inborn personality traits that are important but also styles and behaviors
that a person learns. Strong autocratic leaders set their goals without considering the
opinions of their followers, and then command their followers to execute their
assigned tasks without question. Consultative leaders solicit the opinions and ideas
of their followers in the goal-setting process but ultimately determine important goals
and task assignments on their own. Democratic or participative leaders participate
equally in the process with their followers and let the group make decisions.
Extremely laid-back leaders, so called laissez-faire leaders, let the group take
whatever action its members feel is necessary.
Situational theory also appeared as a reaction to the trait theory of leadership. Social
scientists argued that history was more than the result of intervention of great men
as Carlyle suggested. Herbert Spencer (1884) said that the times produce the
person and not the other way around. This theory assumes that different situations
call for different characteristics; according to this group of theories, no single optimal
psychographic profile of a leader exists
.
According to the theory, "what an individual actually does when acting as a leader is
in large part dependent upon characteristics of the situation in which he functions."
Some theorists started to synthesize the trait and situational approaches. Building
upon the research of Lewin [Link], academics began to normalize the descriptive
models of leadership climates, defining three leadership styles and identifying in
which situations each style works better.
The authoritarian leadership style, for example, is approved in periods of crisis but
fails to win the "hearts and minds" of their followers in the day-to-day management;
the democratic leadership style is more adequate in situations that require
consensus building; finally, the laissez faire leadership style is appreciated by the
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
degree of freedom it provides, but as the leader does not "take charge", he can be
perceived as a failure in protracted or thorny organizational problems.
This theorist defined the style of leadership as contingent to the situation, which is
sometimes, classified as contingency theory. Four contingency leadership theories
appear more prominently in the recent years: Fiedler contingency model, Vroom-
Yetton decision model, the path-goal theory, and the Hersey-Blanchard situational
theory.
The Fiedler contingency model bases the leader’s effectiveness on what Fred Fiedler
called situational contingency. This results from the interaction of leadership style
and situational favorableness (later called "situational control"). The theory defined
two types of leader: those who tend to accomplish the task by developing good-
relationships with the group (relationship-oriented), and those who have as their
prime concern carrying out the task itself (task-oriented).
According to Fiedler, there is no ideal leader. Both task-oriented and relationship-
oriented leaders can be effective if their leadership orientation fits the situation.
When there is a good leader-member relation, a highly structured task, and high
leader position power, the situation is considered a "favorable situation". Fiedler
found that task-oriented leaders are more effective in extremely favorable or
unfavorable situations, whereas relationship-oriented leaders perform best in
situations with intermediate favorability.
What makes a good leader?
Emotional Quotient
Emotional intelligence is defined as the ability to understand and manage your own
emotions, as well as recognize and influence the emotions of those around you. The
term was first coined in 1990 by researchers John Mayer and Peter Salovey, but was
later popularized by psychologist Daniel Goleman.
4 Components of Emotional Intelligence
Emotional intelligence is typically broken down into four core competencies: Self-
awareness, Self-management, Social awareness and, relationship management.
In order to improve your emotional intelligence, it’s important to understand what
each element entails. Here is a closer look at the four categories:
1. Self-Awareness
Self-awareness is at the core of everything. It describes your ability to not only
understand your strengths and weaknesses, but to recognize your emotions and the
effect they have on you and your team’s performance.
2. Self-Management
Self-management refers to the ability to manage your emotions, particularly in
stressful situations, and maintain a positive outlook despite setbacks. Leaders who
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
lack self-management tend to react and have a harder time keeping their impulses in
check.
3. Social Awareness
While it’s important to understand and manage your own emotions, you also need to
know how to read a room. Social awareness describes your ability to recognize
others’ emotions and the dynamics in play within your organization.
4. Relationship Management
Relationship management refers to your ability to influence, coach, and mentor
others, and resolve conflict effectively.
Interpersonal Communication
Interpersonal communication is the process by which people exchange information,
feelings, and meaning through verbal and non-verbal messages: it is face-to-face
communication.
Interpersonal communication is not just about what is actually said - the language
used - but how it is said and the non-verbal messages sent through tone of voice,
facial expressions, gestures and body language.
When two or more people are in the same place and are aware of each other's
presence, then communication is taking place, no matter how subtle or unintentional.
Without speech, an observer may be using cues of posture, facial expression, and
dress to form an impression of the other's role, emotional state, personality and/or
intentions. Although no communication may be intended, people receive messages
through such forms of non-verbal behavior.
Situational Leadership
Situational Leadership was created by Paul Hersey and Ken Blanshard when they
merged their own individual leadership theories to create the model. The premise of
this model is that there is not single most effective leadership style, rather there are
different leadership styles which are appropriate for different tasks and individuals.
Successful leaders are able to adapt their style to the people that they work with. The
model is made up of two parts; the learners’ development level and the leaders’
leadership style.
Leadership Styles
The four leadership styles of Situational Leadership offer varying degrees of support
and direction. The leadership styles can be mapped across the development levels
as below.
Three key considerations to remember are:
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
1) The importance of matching the development level to the correct leadership
style. The consequences of “mismatching” can be detrimental to the learner. For
example, being highly directive of someone and micromanaging their workload
when in reality they require a more hands off delegating style.
2) An individual may need a different leadership style in different tasks – just
because someone is D4 (highly competent and highly committed) on part of their
role, doesn’t mean they are D4 in all of them.
3) An individual can move back and forward through the Development Levels over
time, so don’t assume just because someone was D4, they will remain so –
commitment or competency can drop too.
ACTIVITIES
I. Mrs. Wright – Interpersonal Activity
Instructions
Ask the group to form a big circle. Give each person in the circle a playing card. Ask
everyone to remember what's on the card they have in their possession. Inform everyone
that you are about to read a story. Tell the group that during the story, if they hear the word
“right”, they are to pass the card they have in their hands to the Right. If they hear the word
“left” they are to pass the card they have in their hands to the Left. Do a “test run” with the
group. Tell the group: “I’d like to do a test run with you. Ready? Right (pause to let everyone
pass their card to the Right). Left (pause to let everyone pass their card to the Left).
Everyone should now have the card they started out with. Now let’s
begin the story.” This is where you start reading the “Mrs. Wright” story. Start off slow so
people can get a chance to feel successful. Then slowly speed up. If everyone does their
job, they will end up with the same card they started the Mrs. Wright activity with.
Story
“Once upon a time, Mrs. Wright took her three left handed children (Wendy Wright, Larry
Wright, and Billy Wright) on a vacation. They left on a Monday and planned to return just
before the Thanksgiving holiday. Billy Wright left school for the Wright vacation. Wendy left
a whole plate of leftovers for her cat to eat during the Wright vacation. But Billy, who is the
president of a local leftist organization, was the saddest of all. He left behind all the
addresses of friends that he wanted to write to while on vacation. This mistake left Billy’s
friends in the dark. By the end of the week, all the Wrights wished they had never left. They
still had the weekend left, but Mrs. Wright decided that the right thing to do would be to
return home right away... They arrived back at their house, which is located to the left of
Yankee Stadium, in time for Thanksgiving leftovers”
Processing Questions
1. How much of the story can you remember?
2. What did it take for you to accomplish the activity?
3. What do you think are the important things to remember to successfully accomplish the
activity?
4. What does the activity tell us about listening skills
II. Back Writing – Emotional Intelligence and Transactional Leadership
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
Instructions
Each member will line up. The facilitator will show a picture to the person at the back of
each line a certain word (ex: tree). The person at the back of their lines will use their finger
to draw on the back of the person in front of them- attempting to transmit the message in
such a way that enables that person to then draw on the back of the person in front of them.
Teach these actions: tap own shoulder for ‘repeat’ and nod for ‘OK, I understood’. The non-
verbal "message" is sent through the line and the last person must draw an exact duplicate
of what they feel drawn on their back to the board. If the front member can write on the
board what’s been drawn on his/her back, the group then successfully achieved the round.
When the round is finished, have the first person go to the end of the line to change writers
for the next round (there are three rounds). Talking is not allowed.
Processing Questions
1. How were you able to transfer the message?
2. What were the difficulties that you have met?
3. What are the reasons of these problems?
4. What are some important things you learn about the activity?
5. If you could do it again, what would you do differently?
CONCLUSION
The talk will be concluded by sharing the following quotes:
“Before you are a leader, success is all about growing yourself. When you
become a leader, success is all about growing others.” – Jack Welch
“The greatest leader is not necessarily the one who does the greatest things. He is
the one that gets the people to do the greatest things.” – Ronald Reagan
“A leader is one who knows the way, goes the way, and shows the way.” – John
C. Maxwell
REFERENCES
Boehm, A. & Yoels, N. (2009). Effectiveness of welfare organizations: the contribution of
leadership styles, staff cohesion, and worker empowerment. British Journal of Social Work, 39,
1360- 1380. DOI: 10.1093 /bjsw /bcn036
Cartwright, D. (1968). The nature of group cohesiveness. In D. Cartwright & A. Zander (Eds.).
Group Dynamics: Research and Theory. London: Tavistock.
Chan, J., Ho-pong, T., & Chan, E. (2006). Reconsidering social cohesion: developing a
definition and analytic framework or emperican research. Social Indicators Research, 75, 273-
02. DOI: 10.1007/s11205-005-2118-1
SUBMITTED TO: MR. STANLEY DIPAY
Elene Mae A. Riveral | MPSYCH 113
Colquitt, J., Scott, B. & LePine, J. (2007). Trust, trustworthiness, and truth propensity: A meta-
analytic test of their unique relationship with risk taking and job performance. Journal of Applied
Psychology, 92, 4, 909- 927. DOI: 10.1037/0021-9010.92.4.909
Friedkin, N. (2004). Social cohesion. Annual Review of Sociology, 30, 409- 425. DOI:
10.1146/[Link].30.012703.110625
Gaw, B.A., (1979). Processing questions: An aid to completing the learning cycle. The 1979
Annual Handbook for Group Facilitators.
Gillespie, N. & Mann, L. (2004). Transformational leadership and shared values: the building
blocks of trust. Journal of Managerial Psychology, 19, 6, 588- 607. DOI
10.1108/02683940410551507.
Hogg, M., Hardie, E., & Reynolds, K. (1995). Prototypical similarity, self-categorization and
depersonalized attraction: a perspective on group cohesiveness. European Journal of Social
Psychology, 25, 159- 177. DOI: 10.1002/ejsp.2420250204
SUBMITTED TO: MR. STANLEY DIPAY