EDL 706 Saturday,

March 14
 “You can accomplish anything
in life provided you don’t mind
who gets the credit.”
-Harry Truman
 Agenda
Saturday, March 17, 2009
9:00-6:00

 Questioning
 Teaching Leadership Lessons (5)
 Article Review: “Level 5 Leadership”
Collins
 Collins Level 5 Leadership
 Teaching Leadership Lessons (5)
 Emotional Intelligence (Goleman)
 Teaching Leadership Lessons (5)
 Questioning
 Why do we ask questions?
 Two types of questions:
 Types of Questions
 Open questions promote discovery:
what, why, and how.
 Closed questions establish facts and
provide yes or no answers: where,
when, and who.
 Closed Questions
 Confirm facts
 Acknowledge emotion

 Push for a decision, such as “will you

marry me?”
 Avoid a conversation. How often on
Monday do you say, “how was your
weekend?” this can lead to a long
dialogue. Instead we say “did you
have a good weekend” (closed
question) and we can run with yes or
 Closed Questions
 Fourreasons for the over-use and
inappropriate use of closed questions:
 Education: our schooling has been more
about finding answers than asking
questions.
 Psychology: closed questions provide
immediate answers. Subconsciously we
may desire this.
 Ignorance: few people are taught how to
ask open questions. We carry on as we
know.
How to Become an Effective
Questioner
 Think first: when you know the time and
place in advance, think about the
conversation.
 Think with open questions in mind.
 Avoid leading questions: they do not
promote discovery. “Don’t you agree Jim
has poor timing?”
 Use the right wording: the way a
question is worded can have a large
impact on the answer. “in what ways is
the job bigger,” is better than “how
much bigger is the job.”
 Effective Questioning
 Keep questions simple: stay to the
point.
 Keep questions single: one question
at a time.
 Practice!!

 Make sure you listen

Getting the Right People on
the Bus
 Teamwork, relationships and the
selection of the people who you will
count on is the most important
aspect of building a leadership team
(Collins)
 Summary: Level 5  
Leadership (Collins) 
 
 Level 5 leaders exist all around us, if we just know what to
look for, and that many people have the potential to evolve
into Level 5.

 “Level 5” refers to a five-level hierarchy of executive

capabilities, with Level 5 at the top. Level 5 leaders embody
a paradoxical mix of personal humility and professional will.
They are ambitious for the company, not themselves.

 Level 5 leaders set up their successors for even greater

success in the next generation, whereas egocentric Level 4
leaders often set up their successors for failure.

 Every good-to-great company had Level 5 leadership during

the pivotal transition years.
 Level 5  
Leadership 
 Level 5 leaders display a compelling modesty, are
self-effacing and understand,. In contrast, two
thirds of the comparison companies had leaders
with gargantuan personal egos that contributed
to the demise or continued mediocrity of the
company.

 Level 5 leaders are fanatically driven, infected

with an incurable need to produce sustained
results. They are resolved to do whatever it takes
to make the company great, no matter how big or
hard the decisions.
 
 Level 5 leaders display a workmanlike diligence-
more plow horse than show horse.
 Level 5  
Leadership 
 Level 5 leaders look out the window to attribute
success to factors other than themselves. When
things go poorly, however, they look in the mirror
taking full responsibility. The comparison CEOs
often did just the opposite – they looked in the
mirror to take credit for success, but out the
window to assign blame for disappointing results.

 One of the most damaging trends in recent

history is the tendency (especially by boards of
directors) to select dazzling, celebrity leaders and
to de-select potential Level 5 leaders.
 Letting Go
 Good leadership requires
the leader to ‘let go.’
A good leader helps others
solve problems.
 Goleman (2001)-Six Types
of Leaders
 Coercive-the leader demands
compliance “do whatever I tell you.”
 Authoritative-the leader mobilizes
people toward a vision “come with
me.”
 Affiliative-the leader creates harmony
and builds emotional bonds “people
come first.”
 Goleman (2001)
 Democratic-the leader forges
consensus through participation
“What do you think?”
 Pacesetting-the leader sets high
standards for performance “Do as I
do, now.”
 Coaching-the leader develops people
for the future “try this.”
Emotional Intelligence and
Leadership (Goleman)
 Self-Awareness
 Self-Management
 Social Awareness
 Relationship Management
1. SELF – AWARENESS

Emotional self-awareness. Leaders high in

emotional self-awareness are attuned to
their inner signals, recognizing how their
feelings affect them. They are attuned to
their guiding values and can often intuit the
best course of action, seeing the big picture
in a complex situation. Emotionally self-
aware leaders can be candid, able to speak
openly about their emotions or with
conviction about their guiding vision.
 Accurate self-assessment. Leaders
with high self-awareness know their
limitations and strengths. They
exhibit a gracefulness in learning
where they need to improve, and
welcome constructive criticism and
feedback. Accurate self-assessment
lets a leader know when to ask for
help and where to focus in cultivating
new leadership strengths.
 Self-confidence. Knowing their
abilities with accuracy allows leaders
to play to their strengths. Self-
confident leaders can welcome a
difficult assignment. Such leaders
often have a sense of presence, a
self-assurance that lets them stand
out in a group.
2. SELF – MANAGEMENT

 Self-Control. Leaders with emotional self-

control find ways to manage their
disturbing emotions and impulses, and
even to channel them in useful ways. A
hallmark of self-control is the leader who
stays calm and clear-headed under high
stress or during a crisis.
 Transparency. Leaders who are
transparent live their values. Transparency
—an authentic openness to others about
one’s feelings, beliefs, and actions—allows
integrity. Such leaders openly admit
mistakes or faults, and confront unethical
 Adaptability. Leaders who are adaptable
can juggle multiple demands without
losing their focus or energy. Such leaders
can be flexible in adapting to new
challenges.
 Achievement. Leaders with high personal
standards drive them to constantly seek
performance improvements—both for
themselves and those they lead. They are
pragmatic, setting measurable but
challenging goals, and are able to
calculate risk so that goals are worthy but
attainable. A hallmark of achievement is in
Self Management

 Initiative. Leaders who have a sense of efficacy—

that they have what it takes to control their own
destiny—excel in initiative. They seize
opportunities—or create them—rather than
simply waiting. Such a leader does not hesitate to
cut through red tape, or even bend the rules,
when necessary to create better possibilities for
the future.

 Optimism. A leader who is optimistic can roll with

the punches, seeing an opportunity rather than a
threat in a setback. Such leaders see others
positively, expecting the best of them. And their
"glass half-full" outlook leads them to expect that
changes in the future will be for the better.
3. SOCIAL AWARENESS

 Empathy. Leaders with empathy are able to

attune to a wide range of emotional signals,
letting them sense the felt, but unspoken,
emotions in a person or group. Such leaders
listen attentively and can grasp the other
person's perspective. Empathy makes a leader
able to get along well with people of diverse
backgrounds or from other cultures.

 Organizational awareness. A leader with a keen

social awareness can be politically astute, able to
detect crucial social networks and read key power
relationships. Such leaders can understand the
political forces at work in an organization, as well
as the guiding values and unspoken rules that
operate among people there.
 Social Awareness
 Service. Leaders high in the service
competence foster an emotional climate
so that people directly in touch with the
customer or client will keep the
relationship on the right track. Such
leaders monitor customer or client
satisfaction carefully to ensure they are
getting what they need. They also make
themselves available as needed.
4. RELATIONSHIP MANAGEMENT
 Inspiration. Leaders who inspire both
create resonance and move people with a
compelling vision of shared mission. Such
leaders embody what they ask of others,
and are able to articulate a shared mission
in a way that inspires others to follow.
They offer a sense of common purpose
beyond the day-to-day tasks, making work
exciting.
 Influence. Indicators of a leader’s powers
of influence range from finding just the
right appeal for a given listener to knowing
how to build buy-in from key people and a
network of support for an initiative.
Leaders adept in influence are persuasive
 Developing others. Leaders who are adept
at cultivating people’s abilities show a
genuine interest in those they are helping
along , understanding their goals,
strengths, and weaknesses. Such leaders
can give timely and constructive feedback
and are natural mentors or coaches.
 Conflict management. Leaders who
manage conflicts best are able to draw out
all parties, understand the differing
perspectives, and then find a surface the
conflict, acknowledge the feelings and
views of all sides, and then redirect the
 Teamwork and collaboration. Leaders who
are team players generate an atmosphere
of friendly collegiality and are themselves
models of respect, helpfulness, and
cooperation. They draw others into active,
enthusiastic commitment to the collective
effort, and build spirit and identity. They
spend time forging and cementing close
relationships beyond mere work
obligation.
 Personal Leadership
Activity
 Write down all of your success in your
past, any achievements you feel proud of.
There is no maximum but you need at
least 10.
 Take the statement of which you are most
proud and answer the question: “what are
all the skills and qualities I demonstrated
to achieve this success?” (should have 20)
 Problems
 Hasty thinking, characterized by
impulsiveness and mindlessness-people
reacting and acting without thinking about
what they are doing
 Narrow thinking, marked by bias and fixed,
limited patterns of information.
 Fuzzy thinking that fails to seek clarity,
precision, and distinctions in information.
 Sprawling thinking that wanders in a
disorganized way without ever converging.