1. INTRODUCTION TO LEADERSHIP AND POWER Formal position of power? Some magical X-factor leaders have? Leader s ability to influence others

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1 W10: Intrductin t Leadership, Pwer and Influence Objectives: 1. Describe different types f leadership theries and styles a. Intrductin b. Leadership and trait theries f leadership c. Behaviural theries f leadership d. Situatinal, cntingency and transfrmatinal leadership e. Authentic, ethical leadership and leading with humility 2. Define pwer and describe different surces f pwer. a. Pwer and influence 3. Understand the prs and cns f pwer and influence. 4. Discuss and develp practical strategies fr building yur wn pwer/scial influence t influence thers. 1. INTRODUCTION TO LEADERSHIP AND POWER Frmal psitin f pwer? Sme magical X-factr leaders have? Leader s ability t influence thers 1.1 Leadership and trait theries f leadership Leadership: behaviur f directing a grup twards a shared gal prcess f influencing thers visin, r set f ideas x inspiratin x mmentum ability t influence, mtivate and enable thers t cntribute t shared success Leadership is the ability t influence, mtivate, and enable a grup t wrk twards the achievement f shared gals dn t have t be a manager t be a leader. Being a leader = taking initiative, acting with purpse, taking charge f wn actin. 1.2 Leadership and trait theries f leadership Trait theries: (leaders are brn, nt made) Traits cmmn t leaders Self-cnfidence, determinatin, sciability,emtinal intelligence, integrity, intelligence Criticisms: assumptin that leaders are made = wrng as it implies that leadership can t be learnt many cntradictry findings n what makes a gd leader hw much f a trait is ptimal? sme traits r abilities nly effective in sme cntexts r situatins 1.3 Behaviural theries f leadership Behaviural theries : hw leaders behave r the behaviurs that are gd fr effective leadership Blake and Mutn s grid - 5 types f leadership styles that vary in terms f hw much cncern shwn fr peple and cncern fr prductin Indifferent: avid respnsibility fr tasks and blame fr any mistakes, while still maintain psitin in rganisatin Dictatrial: prduce r perish apprach little cnsideratin t emplyee needs and cntrlling wrk emplyees d Accmmdating: fcus n emplyee needs, in hpe that this drives perfrmance withut directly managing perfrmance r task. cuntry-club style leadership Status-qu: balance rganisatin with emplyee needs Risk: nne f these needs are fully met with the in the middle f rad style Sund (Team): high cncern fr peple and prductin cntribute and cmmit t emplyees, viewing them as team and encurage team by making them feel valued. Team apprach can expect emplyees t prvide cnstructive, critical cntributrs t the rganisatin Behaviural theries quite ppular in business Pr: Simple explanatin f types f behaviur f effective and less effective leaders CRITICISM OF BEHAVIOURAL THOERY Assume that leaders have ONE Leadership behaviurs r style fr ne persn and situatins vary acrss diff peple, diff situatins, and they dn t vary these behaviurs acrss situatins best style f leadership diff leadership style wrks in different situatins

2 1.4 Situatinal, cntingency and transfrmatinal leadership Situatinal and cntingency theries Behaviurs r style dependant n the situatins, peple, tasks, and brader cntext N best leadership style effective leadership depends n task t be cmpleted and peple emplyed t d task THEREFORE: effective leaders adapt t the ability and willingness f their peple, and the requirements f the task Hersey and Blanchard s situatinal leadership mdel As requirement fr tasj guidance increases, leader shuld vary supprt frm delegating, participating, selling, then telling. Leader style shuld vary n maturity r readiness f fllwers- dependant n ability and mtivatinal levels. Leaders need t strike a balance between fcus n task and gals, and differences between team members Emplyees change and develp ver time. One size fits all leadership apprach is NOT the best Transfrmatinal leaders: (MOST ACCEPTED) Values/ideas-based leadership style Mtivate + inspire thers t mve beynd self-interest t shared values Help thers see imprtance and purpse f task Value bth peple and perfrmance 1.5 Authentic, ethical leadership and leading with humility While leaders are expected t develp a visin, inspire thers, and create successful perfrmanceriented teams within their rganisatins, it is als imprtant that leaders behave with hnesty, humility, and integrity. Authentic leaders: Act n their values and beliefs Encurage pen cmmunicatin Share infrmatin Act with integrity and lead by example Ethical leadership imprtant as it recgnises that leaders make decisins that have ethical implicatins

3 Leaders set mral tne fr fllwers bth my frmal ethical standards, and wn behaviur Leaders with humility: Aware f wn strengths and cntributins Open t new ideas and feedback Can learn frm thers areas which they are nt s strng in Prmte supprtive rganisatins, better-integrated teams, and empwered individuals 2. POWER AND INFLUENCE Pwer = ptential t influence ther peple and their utcmes. Bth infrmal and frmal Frmal pwer: Legitimate pwer frm yu jb r psitin eg. President. Reward pwer pwer t reward perfrmance eg. Acknwledgement, mney incentive Cercive dminant pwer pwer t punish, frce perfrmance and cmpliance eg. Demtin etc Infrmal pwer (persnal) Referent pwer based n charisma, persnal cnnectin and relatinships CHARISMA When ther like yu, identify with yu and respect yu mre willing t listen Expert pwer based n expertise r skills that are values but limited in supply (mre enduring type f pwer) Infrmatin pwer results frm have inf r knwledge cnsidered valued r rare Pwer is als: Relatinal pwer ver ther peple nly because the value what we have, wh we are and what we d Cntextual depends n situatin Real r perceived bjective r subjective (based n perceptin). Desn t have t be frmal t be pwer. Persnal basis f pwer still imprtant when yu have frmal pwer. 2.1 Pwer f psychlgical pwer Feelings f pwer can be primed by beliefs and steretypes yu have can help yu feel different levels f pwer in different situatins. PROS f feeling pwerful can lead t: Actin Practivity Gal directed behaviur Less cnfrmity Mre creativity and innvatin Greater innvatin THUS, wn thinking can either increase r reduce psychlgical pwer Eg. Experiment Galinsky and Kilduff 2013 be seen as a leader Feelings f pwer influenced by assigning rle f either manager r subrdinate in a paired activity Suggests that feeling pwerful thrugh this psychlgical pwer / generating feelings f pwer lead t prs belw Effects f pwer can als be activated by physical psture Open/strng pstures vs clsed/cnstricted pstures Link between physilgical and psychlgical bth can effect each ther Mre effective rates when peple act mre cnfident, even thugh same practiveness. BUT, nt t much s withut back up f evidence Feeling cnfident gives yu pwer, being pwerful makes yu cnfident CONS f feeling pwerful: Less advice taking because vercnfident And thus lead t vercnfidence + underperfrmance Talk mre verbal dminance. Less time fr pen team cmmunicatins Lwer team perfrmance Less accuracy

4 The psychlgical effect f pwer n frmal leaders can negatively impact team perfrmance Strategies t mitigate against unfavurable effects f pwer Encurage an pen and safe envirnment fr peple t give advice and shw yu re willing t listen and use their advice 3. STRATEGIES TO ENHANCE POWER, SOCIAL INFLUENCE AND COGNITIVE POWER 3.1 Enhancing yur persnal pwer and influence Enhance expert pwer: 1. Identify areas f expertise 2. Develp knwledge and expertise in these areas 3. Cmmunicate this expertise thrugh credentials, emblems, signatures etc t reinfrce Enhance infrmatin pwer: Becme brker f infrmatin in yur scial r rganisatinal netwrk Have inf that is rare and valuable Tell stries shwcasing yur knwledge, that are vivid, salient and memrable helps persuade Enhance persnal pwer: (PERSUASION) Infrmatin pwer nly useful if can use t persuade peple effectively Develp persuasiveness, ability t craft and argument and tell a stry Framing t persuade Mre likely t be risk-averse when ptin is framed as a gain Mre likely t be risk-seeking when ptin is framed as a lss eg. Nt prviding this service means yull lse 15% f the market. influence withut using frmal pwer r authrity 3.2 Building cgnitive pwer and scial influence Cgnitive pwer = hw yu think abut yurself +feeling pwerful Strategies t enhance cgnitive pwer: Open bdy psture Feedback r reminder abut yur strengths Think abut a time yu psitively influenced smene Enhancing scial influence via 3 principles: Liking Emphasising cmmn gals Initiate cntact Engage in dialgue first Scarcity Uniqueness Limited quantities Tie cnstraints Exclusive infrmatin Reciprcity as peple dislike feeling indebted Offer yur resurces, help r cllabratin Cnsider bth scial and prfessinal resurces. Eg. Help clleague utside f wrk eg- kids Netwrk t help anther persn Building relatinships with peple bradens yu netwrk and ability t influence thers shwing genuine interest in them READINGS 1. 'Hw des leader humility influence team perfrmance? Explring the mechanisms f cntagin and cllective prmtin fcus - Owens and Hekman (2016) hw leader characteristics such as humility can psitively impact team utcmes. Leader humility psitively predicted team cllective prmtin fcus thrugh cllective humility. cllective humility predicted team cllective prmtin fcus + team perfrmance. Team cllective prmtin fcus mediated the relatinship between cllective humility + team perfrmance. The researchers used team chesin and team psychlgical safety as cntrl variables in their study but did nt identify any paths where team chesin r team psychlgical safety mediated the relatinship between cllective humility and team perfrmance. W12: Career Sustainability: Managing Relatinships and Stress

5 Outline 1. Building relatinships and netwrking 1. Building and managing relatinships 2. Netwrking 3. CEO s six steps t netwrking 2. Stress and wrk-related stress 1. Signs and symptms f stress 2. Stress and perfrmance relatinship 3. Managing stress and emtin 1. Strategies fr managing stress & negative emtins 2. Negative thinking traps 4. Mindfulness and wellbeing 1. Practice f mindfulness cre elements 1. BUILDING RELATIONSHIPS AND NETWORKING W3 link: mtivatin and gal setting nt nly need t feel cmpetent and autnmus, but als feel RELATED r CONNECTED TO OTHERS in rder t thrive at wrk build relatinships 1.1 Building and managing relatinships At least 70% f jbs fund thrugh persnal relatinships Critical fr lng term success and sustainability Invlve an investment f time and effrt frm bth parties Ability t lead and influence thers DIRECTLY RELATED t building and maintaining psitive relatinships with peple at wrk Eg. Rel with peple in higher psitin easier t gain supprt fr change yu d like t prpse r meet perfrmance gals Negative wrk relatinships wrk-related stress r career bstacles/lng-term career satisfactin and success Takes TIME Key ingredient t build relatinships Authentic (treat thers with respect and authenticity) Hnest Trustwrthy Identify and pursue cmmn gals, values and interests peple like peple wh are similar t yurself Nt always related t wrk Curius and pen minded t learning abut thers. Give befre yu get help Being psitive can d attitude and sense f humur Cnnect with ther ne n ne in grups signals yu are interested in learning abut them as an individual 1.2 Netwrking Abut making r building these relatinships with thers Thse wh can help if smething ges wrng Thse wh can further yur career Thse that are the mst cnnected peple yu knw These peple culd frm the beginning f yur netwrk strategies t meet new peple/build existing relatinships with new cntacts ging t scial events infrmal meet ups ver cffee start cnvs in elevatrs/kitchens nline: linkedin use tech t build rels when yu dn t have time r resurces t meet eg. Overseas best t persnalise message. 1.3 CEO s 6 steps t netwrking 1. Meet peple a. Be aware f yur bdy language and nn-verbal cmmunicatin. Mre imprtant than what yu say. i. Eg. Firm hand shake, gd eye cntact, pen, smiling facial expressin 2. Get t knw peple a. Be interested, listen actively, make it a pint nt t talk t much. Tell me mre abut, pen ended questins, dn t give ne wrded answers 3. Give help (befre yu get help)

6 a. Eg. Share interesting article, intrduce smene t anther wh may be helpful t them 4. Give yur perfect pitch a. Shrt, memrable pitch 30sec. Elevatr pitch. Cncise, clear, pen ended, creative, smile 5. End the cnversatin a. Dn t be afraid t plitely excuse yurself and mve n. 6. Fllw up and fllw thrugh quality ver quantity : gal f netwrking t build meaningful relatinships 2. STRESS/WORK-RELATED STRESS Stress varies acrss wrking cnditins, relatinships at wrk, persnal health, individual life, values, beliefs. In shrt term: can be pprtunities t learn/develp skills and knwledge in the wrkplace. Acute stress and pressure can event be helpful when it spurs actin In lng-term: if stress becmes chrnic and nt managed well, can be harmful t bth physical and psychlgical health and well-being 2.1 Signs and symptms f stress Stress = emtinal respnse r adaptive reactin t a perceived threat. (mre with jbs in the public eye) Acute = relatively brief, shrt term reactin t immediate threat Chrnic = lng term reactin frm nging situatins Stressr = stimulus that triggers/causes stress Wrk-related stress = adverse reactin when jb demands d nt match r exceed persnal capabilities, persnal needs Als frm inadequate/pr wrking cnditins, r physical wrkspace as t ht, cld, crwded, excessive wrk lad, lack f jb security,, lng hurs, lack f cntrl autnmy Wrk-relatinships/interactins such as bullying, harassment, pr cmmunicatin, harassment, discriminatin, cnflict signs and symptms f stress: physical, such feeling fatigues, muscle tensins, headaches, heart palpitatins, experiencing insmnia, reduced immune functining, gastrintestinal upsets psychlgical, such as anxiety, depressin, lw-sef esteem, negative thinking, feeling verwhelmed and unable t cpe, difficulty cncentrating behaviural, such as increased sick days/absenteeism, mre aggressive/vilent behaviur tward thers and self, reduced wrk perfrmance, lss/change f appetite, excessive smking/drinking/substance abuse stress has impact n nt nly individuals but als businesses stress and wellbeing in AUS 32% respndents affected by wrkplace issues Almst half years rated it due t stress. 2.2 Stress and perfrmance Business shuld be aware hw stress impacts emplyees s can recgnise then prevent, reduce and manage stressrs and stress in the wrkplace. Stress nt always a bad thing can be functinal and mtivatinal Inadequate stressrs can leave yu feeling bred and apathetic Relatinship between stress/arusal and perfrmance is NOT LINEAR = OPTIMUM. T much r t little stress des nt prmte high perfrmance a mderate f arusal prmtes the highest level f perfrmance. This is smetimes called the gldilcks effect f stress Karasek s jb demand-cntrl mdel Stress is a functin f the interactin between jb demands and jb cntrl Stress highest when the jb demands are high and individuals have little cntrl ver the situatin DYSTRESS high level f dysfunctinal stress high demand + little cntrl

7 EUSTRESS: high cntrl, high jb demands stress is activating, and can prduce beneficial utcmes Passive stress: can lead t bredm Lw strain: cruisy kind f jb lw demand, high cntrl 3. MANAGING STRESS Managing stress and respnse t stress imprtant t future career sustainability 3.1 Strategies fr managing stress At rganisatinal level strategies fr stress 1. Primary interventin mst practive apprach rganisatin can take preventative in nature T reduce r eliminate surce f stress in wrkplace Designing and managing wrk t minimise harm reduce wrklad Prmting prtective factrs n an rganisatinal level 2. Secndary interventin (symptmatic/at risk wrker) t mdify the reactin and respnses f individuals t stressrs. Rather than changing the envirnment. Stress management training: cnflict reslutin skills, Cping strategies, time management skills 3. Tertiary interventin (mental illness) Cunselling r guidance fr treatment/ rehabilitatin At individual level strategies fr stress 1. Change r eliminate stressr Eg. Priritising what is imprtant based n values and needs and managing task accrdingly. Scheduling difficult tasks fr when fresh. 2. Build persnal resurces like resilience t manage stress. T build resilience: Eg. Develping learning mindset, stress = ptential challenge fr learning Maintain purpse, visin r fcus Be flexible/quick t recver after stress Be rganised Be practive initiating/respnding t change and seek supprt. Increase awareness f yur persnal strengths self-efficacy Develpment self-management skill eg. Cmpartmentalising stress Practice self-cmpassin: help build resilience 1. Ntice suffering in yurself Be kind t yurself in presence f suffering 3. Knw that suffering is part f shared human experience 3. Change yur respnse t stress Eg. Behaviural strategies: exercising regularly, healthy diet, enugh sleep and timeut, managing reactins self-taught, r with help f thers. 3.2 Negative thinking Traps All r nthing thinking: everything has t be perfect, r yu have failed Vulnerable t criticism Negative filtering: fcus n single negative cmment, which discunt all psitive. they are just saying that t be nice Magnifying and minimising: peple asked questins by nbdy really cared

8 Emphasizing size f negative vs psitive factrs Glbal labelling: I m just bad at that Experience f if ne situatin that desn t g well, then never g well. Eg. Public speaking. Cant get better Patterns f thinking abut negative utcmes cntribute t hpelessness and pessimism Persnalising = blaming self rather than situatin it must ve been because I did smething wrng Pervasive = it always happens t me Permanent = due t smething permanent abut me - it must be smething abut me 4. MINDFULNESS & WELLBEING being mindful f stress frees up thinking part f brain, better utilise cgnitive abilities, fcus, take in and respnd t int 4 benefits f mindfulness: 1. Strnger fcus 2. Staying calmer under stress 3. Better memry 4. Gd crprate citizenship The practice f mindfulness (interwven 3 parts) Mindfulness = paying attentin in a particular way n purpse, in the present mment, nnjudgmentally Meta awareness/capacity t hver ver. If can see what s ging n, can take steps t slve. 3 axims f mindfulness: Intentin n purpse Reminds yu f purpse f actins Dynamic and evlving eg. As mindfulness prgresses, may develp different intentin t pay attentin t clleagues mre Attentin in the present Observing mment-t-mment internal & external experiences Cre f mindfulness Attitude nn-judgmentally Open acceptance and curisity (Attentin culd be cld withut this) Free f judgment r evaluatin Nt separate stages interwven that ccurs simultaneusly State f cnsciusness that invlves attending t ne s mment t mment experience READINGS 1. Jamiesn, Mendes, and Nck (2013) Imprving acute stress respnses using reappraisal as a tl. hw yu can use the pwer f cgnitive reappraisals t better manage yur respnses t stressful situatins. Accrding t the authrs, challenge and threat states are experienced during acute stress but differ in antecedent appraisal prcesses and dwnstream physilgical respnses. cgnitive prcesses, particularly reappraisal, can shift negative stress t psitive stress. research participants are tld that the physilgical arusal experienced during stressful situatins can be thught f as a resurce that aids perfrmance. Emtinally charged stimuli are presented, and participants are instructed t reinterpret the stimuli (e.g., The images are fake ) r distance themselves frm the stimuli (e.g., by adpting a third-persn perspective LEADING TO a reductin in negative affect, mre adaptive patterns f physilgical reactivity, reduced attentinal bias fr threat cues, and imprved perfrmance. It is nt aimed at eliminating r dampening stress arusal but instead fcuses n changing the type f stress respnse. Bth challenge and threat states are experienced during acute stress but differ in antecedent appraisal prcesses and dwnstream physilgical respnses 2. Butler (2008): Netwrking in the 21 st century imprtance f netwrking fr career prgressin, increased jb satisfactin, and business success. Operatinal netwrking Cultivating relatinships with peple yu need t get the jb dne

9 Strategic netwrking Netwrking t achieve business and career gals. where are yu headed in business, rle r career? What can yu d fr them? What can they d fr yu? Persnal netwrking Fr mre scial reasns. Eg. Catch up with parents n sidelines, schl reunin, crprate gld days Rle f learning and develpment prfessinals Wrking with them t shift their mindsets needs t be dne acrss the rganisatin t ensure everyne has same understanding f what s expected with netwrking. Need t be backed up thrugh effective cmmunicatin, leadership, plicies and prcedures.eg. KPIs, cmmunicating netwrking as key cmpetency, encurage senir t invlve mre junir peple Develp their netwrking capabilities, regardless f intrvert r extrvert. Encurage them t use systems t mnitr and track their netwrk f cntact