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https://www.eschoolnews.com/2019/06/25/what-is-good-leadership-in-schools/

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A recent study found that not one school (of 180 surveyed) was able to improve student achievement records without effective school leadership. This research shows a clear connection between skilled school leadership and positive student learning outcomes. It's proof that good leadership in schools makes a direct impact on students' experience and performance.

Good leadership in schools is the practice of encouraging and enabling school-wide teaching expertise in order to achieve a strong rate of progress for all learners. This leadership can be driven by principals and executive staff in traditional leadership roles, as well as by school leaders and teachers without defined leadership roles.

For teaching staff and future leaders in the education sector, it's important to understand what the benchmark is for good leadership in schools, and how it can be used to drive lasting change.
What does good school leadership look like in practice?
Effective school leaders apply their educational expertise and management skills in order to focus their efforts, and those of their teaching staff, on improving the quality of student learning outcomes. Part of this involves keeping up-to-date on the latest teaching technologies and trends. It also requires excellent interpersonal skills - as leaders work with students, staff, parents and external communities to gain constant feedback and find opportunities to innovate. School leaders need to have a solid grasp of operational best practices and an aptitude for enabling continuous development.

Good leadership in schools helps to foster both a positive and motivating culture for staff and a high-quality experience for learners. Leaders at all levels in schools can contribute to this by developing the top skills needed by school leaders.
5 top skills of good school leaders

Leading through teaching and learning

For a school leader to be successful in their role, they need to lead the way in driving teaching and learning outcomes, first and foremost. This involves setting expectations about the school's learning practices and ensuring the organisation's values and behaviours underpin a focus on improving student success.

Good leadership should always seek to innovate in the field of education, keeping up-to-date with the latest developments while also seeking feedback from school staff and students. Importantly, school leaders should encourage the continuous learning and development of teaching staff, so that educational methods are informed by current industry practices. Beyond their own school, leaders should encourage collaboration and partnerships with other education providers, resulting in broader impacts on the education system.

Good school leadership should have a strong focus on continued professional development. This starts with leaders growing their own skills and knowledge through a commitment to professional development and personal health and wellbeing. It should also promote the development of other teaching staff.

Leaders within schools should work with staff to understand their personal development needs and skills, as well as knowledge gaps. This can help to create a culture of empowered, self-directed learning and responsibility, leading by example to demonstrate how schooling staff can improve their teaching capacity.

Promoting positive change in school environments

With the education space evolving rapidly, it's essential for leaders in schools to be open to innovation and change and to drive new initiatives in the school environment. The change should remain consistent with the school's values and goals, while genuinely working towards the improvement of student outcomes. Leaders in schools should ensure that a culture of research, innovation and creativity is at the heart of the organisation, and should seek regular feedback and data on student performance relating to changes.

Leaders in schools use a range of data management methods and technologies to manage school staff and resources efficiently. They work with team members to ensure efficient operations, while also liaising with school boards, governing bodies and parent cohorts.

Driving school management involves the responsibility of connecting the school's vision and values with everyday operations to ensure the best learning outcomes for students. Leaders need to create strategic plans based on consultation with staff, students, parents and outside influences.

Engaging and working with the community

A key focus that school leaders need to have is engaging with their wider community. Schools are often comprised of a mixture of students from different cultural, linguistic, and spiritual backgrounds. Effective leaders must interact with and celebrate the diversity of the community, ensuring everyone is made to feel included.

From students, parents and carers, to other schools within the education system, leaders need to foster good relationships and build strong partnerships to ensure positive outcomes are achieved across the sector.
Take your teaching career to the next level
Further study in education could help you become a future leader in schools. There is a range of resources available to educators to help you make an impact as a leader, and studying a Master's degree can help you take your own professional development to the next level. Educators can experience a variety of benefits from obtaining a Master's qualification in education, including higher salaries and exciting professional development opportunities.

A Master of Education degree can provide a deeper understanding off the theoretical and practical backgrounds that drive the teaching profession. Consider developing your leadership capabilities and start your journey towards driving change in the education sector.

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Content provided by Southern Cross University

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A recent study found that not one school (of 180 surveyed) was able to improve student achievement records without effective school leadership. This research shows a clear connection between skilled school leadership and positive student learning outcomes. It's proof that good leadership in schools makes a direct impact on students' experience and performance.

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https://harappa.education/harappa-diaries/the-path-goal-theory-of-leadership/

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Mahatma Gandhi is considered to be one of the world's most influential leaders. He led many successful campaigns for India's independence from British imperial rule. His concept of ahimsa, or non-violent resistance, was groundbreaking and people continue to practice those principles even today.

In many ways, Gandhi showed people another way of fighting against British rule. This is a good example of how the Path-Goal Theory of Leadership works in real life. Let's explore this unique leadership style in detail.

What Is The Path-Goal Theory?

Developed by Robert J. House, a professor of leadership and organizational behavior, the Path-Goal Theory of Leadership states that leadership style changes according to the situation a person is in. Leaders adopt a 'path' (style) based on the situation, intending to achieve a 'goal' (objective). Leaders are flexible and they change their styles depending on the situation they're in. The theory proposes two factors influencing a leader's behavior:

Environmental factors (for example, workplace culture, timelines and resources)

Team characteristics (control, experience and perceived ability)

The Path-Goal Theory is based on Victor H. Vroom's Expectancy Theory of Motivation. An individual will behave or act in a certain way because they're motivated to select a specific behavior in response to a situation. In the context of the Path-Goal Model, a leader's motivation is determined by the desirability of an outcome. For example, if a team is unable to meet their goals within their timelines, a leader will become more involved in the process.

Path-Goal Leadership Styles

The biggest assumption of Path-Goal Theory is that leaders are flexible in their styles. Effective leaders clarify the path for everyone to achieve their goals, making the journey easier by reducing roadblocks and pitfalls. The Path-Goal Model of Leadership identifies four different styles:

In this style, leaders understand what exactly needs to be done, how many tasks are to be carried out and the best way to meet deadlines. Leaders create a framework that directs their team towards the objectives. In addition to communicating the expectations, a leader explains to others how to perform a task efficiently. This management style is ideal for inexperienced team members who need guidance and support.

In this type, leaders create a friendly environment and prioritize others' well-being. They're empathetic and supportive of their teams. For example, a supportive leader will entrust their team with responsibilities and improve employee engagement, in the process, increasing job satisfaction. This leadership style is suitable for employees who need to overcome personal challenges such as low morale.

Achievement-oriented leaders set ambitious goals. They expect the highest forms of achievement, therefore motivating others to strive for excellence. They prioritize deadlines, set up challenging goals and aim for consistent improvement. They have full confidence in their team's efficiency, productivity and problem-solving skills. For example, managers delegate responsibilities because they trust their employees to meet their objectives.

Leaders think that it's crucial to engage and involve employees in the decision-making process. They work collaboratively with their team members, welcoming their ideas and strategies. Participative leaders act as friends, are open to suggestions and discuss with the team how the organization's goals can be achieved. For example, managers host brainstorming sessions with their employees for new projects.

Two Sides Of Path-Goal Theory Of Leadership

The Path-Goal Theory of Leadership isn't ideal for every situation. Let's look at its advantages and limitations.

Pros

It's beneficial for time-sensitive situations, like emergency project deadlines or last-minute changes

It provides a framework for leaders to monitor their style and change it according to evolving business needs and demands

It leads to improved employee motivation, satisfaction and performance as leaders analyze their needs and expectations

Cons

The theory is idealistic because if the leader isn't efficient, then they wouldn't be able to gauge the needs and expectations for a task

There may be times when a particular situation will require more than one type of leadership style to manage it

There's too much pressure on a leader and very little responsibility on the shoulders of team members or employees

Conclusion

A leader's primary responsibility is to show the team the right path that will lead to the goal. The Path-Goal Theory encourages leaders to empower others through greater involvement, efficiency and productivity. To become an effective Path-Goal leader, you must empower yourself first. Understand your true potential and overcome interferences to fully utilize your potential.

Harappa Education's Leading Self course will teach you how to overcome limiting beliefs and become more self-aware before you walk on the path of success. The Performance Equation framework, in particular, will help you improve your performance by overcoming obstacles that hold you back. The Iceberg Model will help you navigate obstacles by recognizing areas of improvement. Mahatma Gandhi said it best, "Be the change you wish to see!"

Explore topics such as Leadership Theories , Opinion Leaders , Thought Leadership , Servant Leadership , Transformational Leadership & Transactional Leadership from our Harappa Diaries section and lead on a path of self-development.

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Mahatma Gandhi is considered to be one of the world's most influential leaders. He led many successful campaigns for India's independence from British imperial rule. His concept of ahimsa, or non-violent resistance, was groundbreaking and people continue to practice those principles even today. In many ways, Gandhi showed people another way of fighting against British rule.

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https://www.edutopia.org/article/7-tips-effective-school-leadership

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For administrators to move beyond operational management to true leadership, they need to understand the capacity of their staff, promote open communication, and provide useful feedback, writes Matthew X. Joseph in District Administration. Joseph, director of curriculum, instruction, and assessment at Leicester Public Schools in Massachusetts, offers advice for administrators who seek to shift "from a building manager to an instructional leader." His recommendations include:

Focus on respect rather than popularity. While it can be tempting to make a decision your staff might want, Joseph says to center your decision-making process around student needs. "I've found that if you keep students at the core of your decision-making and are consistent, most staffers will accept unpopular decisions, especially if you communicate your reasoning."

Establish clear goals. In setting objectives, make sure to communicate with your staff so that they understand their roles in accomplishing those shared goals.

Listen to input from your staff. Avoid assuming your solution is the only solution, and intentionally set aside time for interacting with staff and responding to their concerns. Creating a people-first culture shows staff that you value their input and take their concerns seriously. Be strategic about your open-door policy, though: "Block out the times in your daily and weekly calendar to focus on students and your goals as well as being visible through classroom visits," Joseph advises.

Lead by example. "Model the traits that you would like to see your staff members display," Joseph writes. Even small actions-like where to eat lunch-can be an opportunity to model behavior you would like to see in your staff.

Provide regular, constructive feedback. Make sure to give your assessments as soon after an encounter as possible, and provide examples. Feedback doesn't have to be negative. Use the opportunity to evaluate staff as a platform for offering praise and boosting confidence, Joseph says.

Delegate. Establish a relationship of trust with your staff such that you can delegate some responsibilities to them and free up your time for other priorities.

Make meetings matter. "Meeting for the sake of having regular meetings-particularly if there is nothing on the agenda-frustrates people," Joseph writes. Eliminate meetings that aren't serving your team by identifying specific outcomes for each meeting and distributing information in other, more time-efficient ways, such as email.

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For administrators to move beyond operational management to true leadership, they need to understand the capacity of their staff, promote open communication, and provide useful feedback, writes Matthew X. Joseph in District Administration. Joseph, director of curriculum, instruction, and assessment at Leicester Public Schools in Massachusetts, offers advice for administrators who seek to shift "from a building manager to an instructional leader."

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Quick Read on Writing an Educational Leadership Philosophy Statement

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Quick Read on Writing an Educational Leadership Philosophy Statement

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https://taylorinstitute.ucalgary.ca/resources/writing-an-educational-leadership-philosophy-statement

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Taylor Institute for Teaching and Learning

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Berenson, C. & Kenny, N.A. (2016). Preparing an Educational Leadership Philosophy Statement. Calgary, AB: Taylor Institute for Teaching and Learning.

Chism, Nancy. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence: Toward the Best in the Academy, 9, 1-3. Retrieved from http://podnetwork.org/content/uploads/V9-N3-Chism.pdf

Kearns, K.D. and Sullivan, C.S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35, 136-145.

Kenny, N.A., Jeffs, C., & Berenson, C. (2015). Preparing a Teaching Philosophy Statement. Calgary, AB: Taylor Institute for Teaching and Learning.

Schonwetter, D.J., Sokal, L., Friesen, M., & Taylor, L.K. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83-97

Seldin, P., Miller, J. E., & Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. John Wiley & Sons.

Stavros, Jacqueline M, & Hinrichs, Gina. (2011). The Thin Book Of SOAR: Building Strengths-Based Strategy: Thin Book Publishing.

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Writing an Educational Leadership Philosophy Statement

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Berenson, C. & Kenny, N.A. (2016). Preparing an Educational Leadership Philosophy Statement. Calgary, AB: Taylor Institute for Teaching and Learning. Chism, Nancy. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence: Toward the Best in the Academy, 9, 1-3. Retrieved from http://podnetwork.org/content/uploads/V9-N3-Chism.pdf Kearns, K.D. and Sullivan, C.S. (2011).

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Interesting Article from Ed Weekly
https://www.edweek.org/leadership/opinion-management-vs-instructional-leadership-dont-get-caught-up-in-dualistic-thinking/2022/03

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Dualistic thinking is when we see our world as either/or, good/evil, or negative/positive. What we know is that this type of thinking can cloud our judgments and, many times, make us feel like we are not good enough. Dualistic thinking on the part of school leaders who believe that management is bad and instructional leadership is good typically resides in those who are having a hard time during COVID letting themselves off the hook. And it's creating stress for them both professionally and personally. It doesn't help if district leaders have that same type of dualistic thinking as well, because it creates undue pressure for building leaders.

Let me provide an example of the pressure that leaders feel.

The other day I was in a coaching session with a principal I admire. I have been coaching him for the last couple of years but not in the same way you probably assume coaching works. Too often, people perceive coaching through a dualistic lens, where the coach asks a lot of questions, get the coachee to think differently, and inspires that person being coached to change a habit.

That's not the way good coaching works. When I go into each session, I develop success criteria with those I coach and I go in as a learner, not just the person who is expected to espouse new and creative ideas. To be perfectly honest, there are many times that I go into a coaching session without creative ideas, and the success criteria for the session that we build together is when I find inspiration and creativity.

For full disclosure, success criteria involves developing our learning focus for the session. I often ask, "What learning do we want out of this meeting?" Or I ask, "When we are done with the session, what are we hoping we learned during it?" I did a 3-Minute Collaborative Leadership video on the topic of success criteria, which you can find uploaded here on YouTube.

In the discussion with this principal, we were going back and forth with a conversation focusing on assessment-capable learners. Hattie often refers to assessment-capable learners as, "When students know how to learn, they are able to become their own teachers." They are students who can gauge their own learning and understand where to go next.

The conversation was like a respectful, but engaging tennis match, where we highlighted some recent research we each read and how it relates to students within his school community. He has his favorite researchers, and I certainly have mine. We talked about the similarities and differences, and through the conversation, he mentioned something surprising.

He confided that he doesn't always feel like an instructional leader during COVID. That's because he doesn't have the time to practice instructional leadership with all the challenges of contact tracing, updates on safety protocols, covering teachers who are out due to the pandemic, and the countless other management issues that he faces on a daily basis.

And then I realized he needed an intervention. Dualistic thinking leads us to believe that management is bad and instructional leadership is good. What matters is the balance, and sometimes that balance is impacted by our situations.
You Are Here
I know the above subtitle doesn't sound "groundbreaking," to quote Meryl Streep in "The Devil Wears Prada," but it is important. Too often, leaders feel the pressure of being an instructional leader, which I'm not debating because I understand the importance of how instructional leadership contributes to more impactful walk-throughs, learning walks, and formal observations. Leaders need to spend quality time in that space.

However, what's important here is to focus on the here and now. Sometimes the reality is that management is the most important action leaders can take at a give moment. Without management, there will be uncovered classrooms and schedules that increase chaos and anxiety instead of alleviating it. Management is about checking in on people and making sure they are OK.

In You Are Here, Thich Nhat Hanh speaks to the power of being present in our given situations. Strangely, this relates to the constant struggle leaders feel when they are engaged in management, because they typically believe that they should be engaged in instructional leadership.

We need to get a handle on this as a profession, because in order to really focus on well-being and mental health during the pandemic, one of the actions leaders need to take is to understand that the actions they are taking are those that are probably most necessary at that time. They need to be present in the situation they find themselves in because those situations most likely require their best thinking at that time, even if that thinking is the manager as opposed to the instructional leader.

Ultimately, both hats, along with the countless others that leaders wear, impact student learning in one way shape or form.
3 Beliefs
Try this activity when you have a minute to breathe. In the image below, I have "3 Beliefs" written in the middle column. On the left side, I have "Instructional Leadership" written and, on the right side, I have "Management." Write down three beliefs you have about learning, students, school, or education. What are your three beliefs? Perhaps they even coincide with the three reasons why you got into education in the first place. On the left, begin writing down the instructional-leadership actions you take that help you stay connected to those three beliefs. On the right side, write down the management actions you take that help you connect with those three beliefs. Edit if needed, and when you have the right wording, hang it up next to you on the wall for the next time you feel badly about engaging in management.

In the End
Too often, we make assumptions that it's either or. We have dualistic thinking when it comes to instructional leadership versus management. The reality is that leaders need to understand that it's not the leadership style that is the most important, it's how present you are in your tasks that is important.

Obviously, leaders want to try to practice instructional leadership as often as they can, but they should also take time to understand that those management tasks may be closer to instructional leadership than they first thought.

If you feel comfortable, Tweet your beliefs using the hashtag #3Reasons.

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Management vs. Instructional Leadership: Don't Get Caught Up in Dualistic Thinking (Opinion)

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Dualistic thinking is when we see our world as either/or, good/evil, or negative/positive. What we know is that this type of thinking can cloud our judgments and, many times, make us feel like we are not good enough.

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EL Magazine: By Educators, for Educators

Since 1943, Educational Leadership has been a trusted source of evidence-based, peer-to-peer guidance and inspiration.

https://www.ascd.org/el

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We create practical, timely, affordable professional learning to help educators and instructional leaders provide students with a modern, equitable, and quality education.

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https://www.simplilearn.com/leadership-vs-management-difference-article

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A few years ago, leaders, entrepreneurs, and innovators created companies, whereas managers were hired to run their operations. But, nowadays, you will notice that our educational system is mostly geared towards business management education. Also, there is a perceptual change that treats both management and leadership as the same, which is not a mere reality. So, in this leadership vs management article, we will dig deep into the differences between leadership and management.

What is Leadership?

Leadership is the creation of positive, non-incremental change through meticulous planning, vision, and strategy. Workforce empowerment and adaptive decision-making also add up to the crucial attributes of leadership. Most often, people relate leadership with one's position in an organization. But leadership has nothing to do with titles, management, or one's personal agendas. It's also not restricted to personality traits such as better vision or charismatic personality.

Watch this video to understand the difference between leadership and management.

It is more like a process of social influence, which maximizes the efforts of others toward the achievement of a common goal. It stems from social influence and requires human resources to achieve the intended outcomes. A leader is someone who always takes the initiative and invests a great effort to accomplish the company's vision. That is the only reason why people around them start following them.

Next, in this leadership vs management article, we will discover what management is all about.

Business & Leadership Courses

What is Management?

Management is all about performing pre-planned tasks on a regular basis with the help of subordinates. A manager is completely responsible for carrying out the four important functions of management: planning, organizing, leading, and controlling. Managers can only become leaders if they adequately carry out leadership responsibilities, including communication of good and bad, providing inspiration and guidance, and encouraging employees to rise to a higher level of productivity.

But, unfortunately, not all managers can achieve that. Managerial responsibilities are often outlined in a job description, with subordinates following because of the professional title or classification. A manager's primary focus is on meeting organizational goals; they often do not take much else into consideration. With the title comes the authority and the privilege to promote, hire, or reward employees based on their performance and behavior.

Difference Between Leadership vs Management

The role of management is to control a group or group of individuals in order to achieve a specified objective. Leadership is the ability of an individual to influence, motivate, and enable others to contribute to the organization's success.

Management is responsible for controlling an organization, a group, or a set of entities to achieve a particular objective. Managing is about making sure the day-to-day operations are being performed as expected. A leader communicates in order to set direction, inspire, and motivate their team.

Leadership requires a vision to guide change. Whereas managers focus on achieving organizational goals through process implementation, such as budgeting, organizational structure, and staffing, leaders are more concerned with thinking ahead and seizing opportunities.

It is possible to be a manager and a leader at the same time. But keep in mind that just because someone is a great leader doesn't mean they'll be a great manager or the other way around. So, what factors distinguish these two roles? Moving ahead in this leadership vs management article, we explore those factors.

1. Differences in Vision

Leaders are considered as visionaries. They set the pathways to excel the organizational growth. They always examine where their organization stands, where they want to go, and how they can reach there by involving the team.

In comparison, managers set out to achieve organizational goals by implementing processes, such as budgeting, organizational structuring, and staffing. Managers' vision is bound to the implementation strategies, planning, and organizing tasks to reach the objectives set out by leaders. However, both of these roles are equally important in the context of business environments and necessitate associative efforts.

2. Organizing vs Aligning

Managers achieve their goals by using coordinated activities and tactical processes. They break down long-time goals into tiny segments and organize available resources to reach the desired outcome.

On the other hand, leaders are more concerned with how to align and influence people than how to assign work to them. They achieve this by assisting individuals in envisioning their function in a wider context and the possibility for future growth that their efforts may give.

Also Read Future Of Work: What Job Roles Will Look Like In 10 Years

3. Differences in Queries

A leader asks what and why, whereas a manager focuses on the questions of how and when. To do justice to their duties as a leader, one might question and challenge the authority to reverse decisions that may not be in the better interests of the team. If a firm has a stumbling block, a leader will be the one to step up and ask, What did we learn from this? and Why has this happened?

On the other hand, managers are not required to assess and analyze failures. Their job description emphasizes asking How and When, which assists them in ensuring that plans are carried out correctly. They prefer to accept the status quo and make no attempt to change it.

4. Position vs Quality

A manager is a role that frequently refers to a specific job within an organization's structure, whereas the term leader has a more ambiguous definition. Leadership emerges as a result of your actions. You are a leader if you act in a way that inspires others to do their best. It makes no difference what your title or position is. On the other hand, a manager is a job title that comes with a fixed set of responsibilities.

What are the Similarities Between Leadership and Management?

There are many ways in which management and leadership are comparable. Both require establishing objectives, coming up with strategies to get there, and tracking the development. Both demand collaboration with others, effective communication, decision-making, problem-solving, strategic thinking, and accountability in order to succeed. Managers and leaders are responsible for gathering data, weighing options, and making decisions that will benefit their team or company. Additionally, they must accept accountability for their deeds and be open and honest about them. In general, effective leadership and management require a combination of these skills because they share many essential qualities.

What Do Managers Do?

A manager is a member of an organization with the responsibility of carrying out the four important functions of management: planning, organizing, leading, and controlling. But are all managers leaders?

Most managers also tend to be leaders, but only IF they also adequately carry out the leadership responsibilities of management, which include communication, motivation, providing inspiration and guidance, and encouraging employees to rise to a higher level of productivity.

Unfortunately, not all managers are leaders. Some managers have poor leadership qualities, and employees follow orders from their managers because they are obligated to do so-not necessarily because they are influenced or inspired by the leader.

Managerial duties are usually a formal part of a job description; subordinates follow as a result of the professional title or designation. A manager's chief focus is to meet organizational goals and objectives; they typically do not take much else into consideration. Managers are held responsible for their actions, as well as for the actions of their subordinates. With the title comes the authority and the privilege to promote, hire, fire, discipline, or reward employees based on their performance and behavior.

What Do Leaders Do?

The primary difference between management and leadership is that leaders don't necessarily hold or occupy a management position. Simply put, a leader doesn't have to be an authority figure in the organization; a leader can be anyone.

Unlike managers, leaders are followed because of their personality, behavior, and beliefs. A leader personally invests in tasks and projects and demonstrates a high level of passion for work. Leaders take a great deal of interest in the success of their followers, enabling them to reach their goals to satisfaction-these are not necessarily organizational goals.

There isn't always tangible or formal power that a leader possesses over his followers. Temporary power is awarded to a leader and can be conditional based on the ability of the leader to continually inspire and motivate their followers.

Subordinates of a manager are required to obey orders while following is optional when it comes to leadership. Leadership works on inspiration and trust among employees; those who do wish to follow their leader may stop at any time. Generally, leaders are people who challenge the status quo. Leadership is change-savvy, visionary, agile, creative, and adaptive.

How to Measure Effective Leadership?

Considering this certain leadership is an individualized and multifaceted concept, measuring successful leadership can be challenging. Assessing employee engagement, turnover rates, and performance metrics are a few typical methods to gauge effective leadership. Effective leaders are adept at fostering a positive work atmosphere and building trusting relationships with their team, which results in high employee engagement levels and reduced turnover rates. A leader's capacity to hit performance benchmarks and realize organizational objectives can also be used to gauge their efficacy. The efficacy of a leader can also be evaluated through regular performance reviews, 360-degree assessments, and feedback from stakeholders and employees.

How to Measure Effective Management?

A number of variables, such as employee satisfaction, productivity, efficiency, and financial performance, can be used to gauge efficient management. High-performing teams should be easy to create and manage, effective delegation of tasks, clear goals and expectations, and the adoption of efficient procedures are all skills that successful managers should possess. A manager's efficacy can be evaluated using key performance indicators (KPIs) like sales figures, customer satisfaction ratings, and production rates. Additionally helpful sources of information about a manager's success include employee feedback, 360-degree evaluations, and routine performance reviews. In the end, a manager should be able to drive outcomes while fostering a good workplace culture and supporting employee growth.

How to Develop Leadership and Management Skills?

There are various methods for honing management and leading abilities. One method is to look for formal education and training programs, such as management development programs or business courses. Another method is to participate in volunteer work, internships, or projects as a leader to gain real-world experience. It can also be helpful to find areas for improvement by asking for feedback from mentors, peers, and colleagues. Developing self-awareness and emotional intelligence can also improve leadership and management abilities. Keeping up with industry trends and networking with other pros can also present chances to pick up new insights and learn from others. Practice, feedback, and continuous learning are essential to developing effective leadership and management skills.

What are the Traits a Manager Possesses?

Below are four important traits of a manager:

1. The Ability to Execute a Vision

Managers build a strategic vision and break it down into a roadmap for their team to follow.

2. The Ability to Direct

Managers are responsible for day-to-day efforts while reviewing necessary resources, and anticipating the need to make changes along the way.

3. Process Management

Managers have the authority to establish work rules, processes, standards, and operating procedures.

4. People Focused

Managers are known to look after and cater to the needs of the people they are responsible for: listening to them, involving them in certain key decisions, and accommodating reasonable requests for change to contribute to increased productivity.

What are the Traits a Leader Possesses?

Below are five important traits of a leader:

1. Vision A leader knows where they stand, where they want to go and tend to involve the team in charting a future path and direction.

2. Honesty and Integrity Leaders have people who believe them and walk by their side down the path the leader sets.

3. Inspiration Leaders are usually inspirational-and help their team understand their own roles in a bigger context.

4. Communication Skills Leaders always keep their team informed about what's happening, both present and the future-along with any obstacles that stand in their way.

5. Ability to Challenge Leaders are those that challenge the status quo. They have their style of doing things and problem-solving and are usually the ones who think outside the box.

The Three Important Differences Between a Manager and a Leader

Being a manager and a leader at the same time is a viable concept. But remember, just because someone is a phenomenal leader, it does not necessarily guarantee that the person will be an exceptional manager as well, and vice versa. So, what are the standout differences between the two roles?

1. A Leader Invents or Innovates While a Manager Organizes
The leader of the team comes up with new ideas and kickstarts the organization's shift or transition to a forward-thinking phase. A leader always has his or her eyes set on the horizon, developing new techniques and strategies for the organization. A leader has immense knowledge of all the current trends, advancements, and skillsets-and has a clarity of purpose and vision. By contrast, a manager is someone who generally only maintains what is already established. A manager needs to watch the bottom line while controlling employees and workflow in the organization and preventing any chaos.

In his book, The Wall Street Journal Essential Guide to Management: Lasting Lessons from the Best Leadership Minds of Our Time, Alan Murray cites that a manager is someone who "establishes appropriate targets and yardsticks, and analyzes, appraises and interprets performance." Managers understand the people they work with and know which person is the best fit for a specific task.

2. A Manager Relies on Control, Whereas a Leader Inspires Trust: A leader is a person who pushes employees to do their best and knows how to set an appropriate pace and tempo for the rest of the group. Managers, on the other hand, are required by their job description to establish control over employees, which, in turn, helps them develop their assets to bring out their best. Thus, managers have to understand their subordinates well to do their job effectively.

3. A Leader Asks the Questions "What" and "Why", Whereas a Manager Leans More Toward the Questions "How" and "When": To be able to do justice to their role as a leader, some may question and challenge authority to modify or even reverse decisions that may not have the team's best interests in mind. Good leadership requires a great deal of good judgment, especially when it comes to the ability to stand up to senior management over a point of concern or if there is an aspect in need of improvement. If a company goes through a rough patch, a leader will be the one who will stand up and ask the question: "What did we learn from this?"Managers, however, are not required to assess and analyze failures. Their job description emphasizes asking the questions "how" and "when," which usually helps them make sure that plans are properly executed. They tend to accept the status quo exactly the way it is and do not attempt a change.

The Three Tests

In the article Three Differences Between Managers And Leaders, Vineet Nayar discusses three tests he devised to help managers decide if they have successfully made the shift from managing people to leading them.

1. Counting Value vs. Creating Value:

Managers are the only ones who count value, he says. There are some who cut down on the value by disabling or otherwise countering ideas and people who add value.
Leaders, however, focus instead on working to generate a certain value that is over and above that which the team creates-and is as much a creator of value as their followers. Nayar goes on to say, "Leading by example and leading by enabling people are the hallmarks of action-based leadership."

2. Circles of Influence vs. Circles of Power: As mentioned previously, managers have subordinates and leaders gain followers, which implies that managers create a circle of power while leaders create a circle of influence. Nayar offers advice on how to identify which circle you have around you. He says, "The quickest way to figure out which of the two you're doing is to count the number of people outside your reporting hierarchy who come to you for advice. The more that do, the more likely it is that you are perceived to be a leader."

3. Leading People vs. Managing People: One responsibility of a manager is controlling a group in order to accomplish a specific goal. Leadership, on the other hand, is the ability of an individual to motivate, influence, and enable other employees to make a contribution to the success of an organization. Inspiration and influence separate leaders from managers-not control and power.

Final Deduction

Leading and managing are two contrasting ways of making employees work together more efficiently. Leadership is a spearhead for the new vision and initiatives, whereas management controls the resources effectively to bring those visions into the realm of reality. With the passing of time, you can shape your leadership skills by developing emotional intelligence and learning how to influence others.

Conclusion

In this leadership vs management article, you learned what leadership and management are all about. You discovered how both work in the context of corporate setup. Later, you went through the differences between leadership vs management. And finally, you dived into the article's deduction.

If you are a working professional who wants to start a management or leadership career by studying for an MBA while still working in a C-suite job. Check out Simplilearn's Professional Certificate Program In Business Analysis, where you will learn how to tackle complex business problems using in-demand tools.

You can also start with MBA with Simplilearn's PGDM program, in cooperation with JAGSOM, which can prepare you to be a business leader. This program provides a number of MBA specializations, including Digital Marketing, Operations, Business Analytics, and Data Analytics. After successful completion of this course, you will earn an accredited management degree. So, go ahead and start exploring!

If you have any questions or need clarification on any section of this leadership vs management article, please leave them in the comments section at the bottom of this page; we will respond to them soon.

FAQs

1. What is the major difference between leadership and management?

Leadership and management are different from each other in many ways, however, the major difference between them is that management is a group of entities that work to accomplish a goal. Whereas, the leadership takes care of motivating, influencing, and empowering employees. Influence and inspiration separate leaders from managers, not power and control.

2. What are the 6 differences between leadership and management?

1. Leaders create a vision, managers create goals.

2. Leaders are change agents, managers maintain their status..

3. Leaders and unique, managers are influenced

4. Leaders take risks, managers evaluate risk

5. It takes time to become a leader, but it is easier to become a manager

6. Leaders create relationships, managers create systems.

3. Which is more important, leadership or management?

Both leaders and managers are important to run a successful business. Leadership ensures the overall values and ethics of the organization, whereas managers structure teams to achieve targets.

4. What is the difference between management and leadership?

Leadership focuses on motivating employees, making them believe in your vision and setting the right work culture at the company. On the other hand, management stresses day-to-day task progress and related issues.

5. Which is better, management or leadership?

Both management and leadership are naturally crucial for the smooth working of an organization. But, leadership is ahead of the management - a well-balanced organizational leadership in the core. Disciple process, vision and passion are essential to building a successful business.

6. What are the two key differences between leadership and management?

The 2 key differences between leadership and management are -

1. Leadership creates values, management counts those values.

2. Leadership leads people, management manages the work people do.

7. What comes first, leadership or management?

Leadership comes first as they drive the organization with their vision.

What is Leadership?

Leadership is the creation of positive, non-incremental change through meticulous planning, vision, and strategy. Workforce empowerment and adaptive decision-making also add up to the crucial attributes of leadership. Most often, people relate leadership with one's position in an organization. But leadership has nothing to do with titles, management, or one's personal agendas. It's also not restricted to personality traits such as better vision or charismatic personality.

Watch this video to understand the difference between leadership and management.

It is more like a process of social influence, which maximizes the efforts of others toward the achievement of a common goal. It stems from social influence and requires human resources to achieve the intended outcomes. A leader is someone who always takes the initiative and invests a great effort to accomplish the company's vision. That is the only reason why people around them start following them.

Next, in this leadership vs management article, we will discover what management is all about.

Business & Leadership Courses

What is Management?

Management is all about performing pre-planned tasks on a regular basis with the help of subordinates. A manager is completely responsible for carrying out the four important functions of management: planning, organizing, leading, and controlling. Managers can only become leaders if they adequately carry out leadership responsibilities, including communication of good and bad, providing inspiration and guidance, and encouraging employees to rise to a higher level of productivity.

But, unfortunately, not all managers can achieve that. Managerial responsibilities are often outlined in a job description, with subordinates following because of the professional title or classification. A manager's primary focus is on meeting organizational goals; they often do not take much else into consideration. With the title comes the authority and the privilege to promote, hire, or reward employees based on their performance and behavior.

Difference Between Leadership vs Management

The role of management is to control a group or group of individuals in order to achieve a specified objective. Leadership is the ability of an individual to influence, motivate, and enable others to contribute to the organization's success.

Management is responsible for controlling an organization, a group, or a set of entities to achieve a particular objective. Managing is about making sure the day-to-day operations are being performed as expected. A leader communicates in order to set direction, inspire, and motivate their team.

Leadership requires a vision to guide change. Whereas managers focus on achieving organizational goals through process implementation, such as budgeting, organizational structure, and staffing, leaders are more concerned with thinking ahead and seizing opportunities.

It is possible to be a manager and a leader at the same time. But keep in mind that just because someone is a great leader doesn't mean they'll be a great manager or the other way around. So, what factors distinguish these two roles? Moving ahead in this leadership vs management article, we explore those factors.

1. Differences in Vision

Leaders are considered as visionaries. They set the pathways to excel the organizational growth. They always examine where their organization stands, where they want to go, and how they can reach there by involving the team.

In comparison, managers set out to achieve organizational goals by implementing processes, such as budgeting, organizational structuring, and staffing. Managers' vision is bound to the implementation strategies, planning, and organizing tasks to reach the objectives set out by leaders. However, both of these roles are equally important in the context of business environments and necessitate associative efforts.

2. Organizing vs Aligning

Managers achieve their goals by using coordinated activities and tactical processes. They break down long-time goals into tiny segments and organize available resources to reach the desired outcome.

On the other hand, leaders are more concerned with how to align and influence people than how to assign work to them. They achieve this by assisting individuals in envisioning their function in a wider context and the possibility for future growth that their efforts may give.

Also Read Future Of Work: What Job Roles Will Look Like In 10 Years

3. Differences in Queries

A leader asks what and why, whereas a manager focuses on the questions of how and when. To do justice to their duties as a leader, one might question and challenge the authority to reverse decisions that may not be in the better interests of the team. If a firm has a stumbling block, a leader will be the one to step up and ask, What did we learn from this? and Why has this happened?

On the other hand, managers are not required to assess and analyze failures. Their job description emphasizes asking How and When, which assists them in ensuring that plans are carried out correctly. They prefer to accept the status quo and make no attempt to change it.

4. Position vs Quality

A manager is a role that frequently refers to a specific job within an organization's structure, whereas the term leader has a more ambiguous definition. Leadership emerges as a result of your actions. You are a leader if you act in a way that inspires others to do their best. It makes no difference what your title or position is. On the other hand, a manager is a job title that comes with a fixed set of responsibilities.

What are the Similarities Between Leadership and Management?

There are many ways in which management and leadership are comparable. Both require establishing objectives, coming up with strategies to get there, and tracking the development. Both demand collaboration with others, effective communication, decision-making, problem-solving, strategic thinking, and accountability in order to succeed. Managers and leaders are responsible for gathering data, weighing options, and making decisions that will benefit their team or company. Additionally, they must accept accountability for their deeds and be open and honest about them. In general, effective leadership and management require a combination of these skills because they share many essential qualities.

What Do Managers Do?

A manager is a member of an organization with the responsibility of carrying out the four important functions of management: planning, organizing, leading, and controlling. But are all managers leaders?

Most managers also tend to be leaders, but only IF they also adequately carry out the leadership responsibilities of management, which include communication, motivation, providing inspiration and guidance, and encouraging employees to rise to a higher level of productivity.

Unfortunately, not all managers are leaders. Some managers have poor leadership qualities, and employees follow orders from their managers because they are obligated to do so-not necessarily because they are influenced or inspired by the leader.

Managerial duties are usually a formal part of a job description; subordinates follow as a result of the professional title or designation. A manager's chief focus is to meet organizational goals and objectives; they typically do not take much else into consideration. Managers are held responsible for their actions, as well as for the actions of their subordinates. With the title comes the authority and the privilege to promote, hire, fire, discipline, or reward employees based on their performance and behavior.

What Do Leaders Do?

The primary difference between management and leadership is that leaders don't necessarily hold or occupy a management position. Simply put, a leader doesn't have to be an authority figure in the organization; a leader can be anyone.

Unlike managers, leaders are followed because of their personality, behavior, and beliefs. A leader personally invests in tasks and projects and demonstrates a high level of passion for work. Leaders take a great deal of interest in the success of their followers, enabling them to reach their goals to satisfaction-these are not necessarily organizational goals.

There isn't always tangible or formal power that a leader possesses over his followers. Temporary power is awarded to a leader and can be conditional based on the ability of the leader to continually inspire and motivate their followers.

Subordinates of a manager are required to obey orders while following is optional when it comes to leadership. Leadership works on inspiration and trust among employees; those who do wish to follow their leader may stop at any time. Generally, leaders are people who challenge the status quo. Leadership is change-savvy, visionary, agile, creative, and adaptive.

How to Measure Effective Leadership?

Considering this certain leadership is an individualized and multifaceted concept, measuring successful leadership can be challenging. Assessing employee engagement, turnover rates, and performance metrics are a few typical methods to gauge effective leadership. Effective leaders are adept at fostering a positive work atmosphere and building trusting relationships with their team, which results in high employee engagement levels and reduced turnover rates. A leader's capacity to hit performance benchmarks and realize organizational objectives can also be used to gauge their efficacy. The efficacy of a leader can also be evaluated through regular performance reviews, 360-degree assessments, and feedback from stakeholders and employees.

How to Measure Effective Management?

A number of variables, such as employee satisfaction, productivity, efficiency, and financial performance, can be used to gauge efficient management. High-performing teams should be easy to create and manage, effective delegation of tasks, clear goals and expectations, and the adoption of efficient procedures are all skills that successful managers should possess. A manager's efficacy can be evaluated using key performance indicators (KPIs) like sales figures, customer satisfaction ratings, and production rates. Additionally helpful sources of information about a manager's success include employee feedback, 360-degree evaluations, and routine performance reviews. In the end, a manager should be able to drive outcomes while fostering a good workplace culture and supporting employee growth.

How to Develop Leadership and Management Skills?

There are various methods for honing management and leading abilities. One method is to look for formal education and training programs, such as management development programs or business courses. Another method is to participate in volunteer work, internships, or projects as a leader to gain real-world experience. It can also be helpful to find areas for improvement by asking for feedback from mentors, peers, and colleagues. Developing self-awareness and emotional intelligence can also improve leadership and management abilities. Keeping up with industry trends and networking with other pros can also present chances to pick up new insights and learn from others. Practice, feedback, and continuous learning are essential to developing effective leadership and management skills.

What are the Traits a Manager Possesses?

Below are four important traits of a manager:

1. The Ability to Execute a Vision

Managers build a strategic vision and break it down into a roadmap for their team to follow.

2. The Ability to Direct

Managers are responsible for day-to-day efforts while reviewing necessary resources, and anticipating the need to make changes along the way.

3. Process Management

Managers have the authority to establish work rules, processes, standards, and operating procedures.

4. People Focused

Managers are known to look after and cater to the needs of the people they are responsible for: listening to them, involving them in certain key decisions, and accommodating reasonable requests for change to contribute to increased productivity.

What are the Traits a Leader Possesses?

Below are five important traits of a leader:

1. Vision A leader knows where they stand, where they want to go and tend to involve the team in charting a future path and direction.

2. Honesty and Integrity Leaders have people who believe them and walk by their side down the path the leader sets.

3. Inspiration Leaders are usually inspirational-and help their team understand their own roles in a bigger context.

4. Communication Skills Leaders always keep their team informed about what's happening, both present and the future-along with any obstacles that stand in their way.

5. Ability to Challenge Leaders are those that challenge the status quo. They have their style of doing things and problem-solving and are usually the ones who think outside the box.

The Three Important Differences Between a Manager and a Leader

Being a manager and a leader at the same time is a viable concept. But remember, just because someone is a phenomenal leader, it does not necessarily guarantee that the person will be an exceptional manager as well, and vice versa. So, what are the standout differences between the two roles?

1. A Leader Invents or Innovates While a Manager Organizes
The leader of the team comes up with new ideas and kickstarts the organization's shift or transition to a forward-thinking phase. A leader always has his or her eyes set on the horizon, developing new techniques and strategies for the organization. A leader has immense knowledge of all the current trends, advancements, and skillsets-and has a clarity of purpose and vision. By contrast, a manager is someone who generally only maintains what is already established. A manager needs to watch the bottom line while controlling employees and workflow in the organization and preventing any chaos.

In his book, The Wall Street Journal Essential Guide to Management: Lasting Lessons from the Best Leadership Minds of Our Time, Alan Murray cites that a manager is someone who "establishes appropriate targets and yardsticks, and analyzes, appraises and interprets performance." Managers understand the people they work with and know which person is the best fit for a specific task.

2. A Manager Relies on Control, Whereas a Leader Inspires Trust: A leader is a person who pushes employees to do their best and knows how to set an appropriate pace and tempo for the rest of the group. Managers, on the other hand, are required by their job description to establish control over employees, which, in turn, helps them develop their assets to bring out their best. Thus, managers have to understand their subordinates well to do their job effectively.

3. A Leader Asks the Questions "What" and "Why", Whereas a Manager Leans More Toward the Questions "How" and "When": To be able to do justice to their role as a leader, some may question and challenge authority to modify or even reverse decisions that may not have the team's best interests in mind. Good leadership requires a great deal of good judgment, especially when it comes to the ability to stand up to senior management over a point of concern or if there is an aspect in need of improvement. If a company goes through a rough patch, a leader will be the one who will stand up and ask the question: "What did we learn from this?"Managers, however, are not required to assess and analyze failures. Their job description emphasizes asking the questions "how" and "when," which usually helps them make sure that plans are properly executed. They tend to accept the status quo exactly the way it is and do not attempt a change.

The Three Tests

In the article Three Differences Between Managers And Leaders, Vineet Nayar discusses three tests he devised to help managers decide if they have successfully made the shift from managing people to leading them.

1. Counting Value vs. Creating Value:

Managers are the only ones who count value, he says. There are some who cut down on the value by disabling or otherwise countering ideas and people who add value.
Leaders, however, focus instead on working to generate a certain value that is over and above that which the team creates-and is as much a creator of value as their followers. Nayar goes on to say, "Leading by example and leading by enabling people are the hallmarks of action-based leadership."

2. Circles of Influence vs. Circles of Power: As mentioned previously, managers have subordinates and leaders gain followers, which implies that managers create a circle of power while leaders create a circle of influence. Nayar offers advice on how to identify which circle you have around you. He says, "The quickest way to figure out which of the two you're doing is to count the number of people outside your reporting hierarchy who come to you for advice. The more that do, the more likely it is that you are perceived to be a leader."

3. Leading People vs. Managing People: One responsibility of a manager is controlling a group in order to accomplish a specific goal. Leadership, on the other hand, is the ability of an individual to motivate, influence, and enable other employees to make a contribution to the success of an organization. Inspiration and influence separate leaders from managers-not control and power.

Final Deduction

Leading and managing are two contrasting ways of making employees work together more efficiently. Leadership is a spearhead for the new vision and initiatives, whereas management controls the resources effectively to bring those visions into the realm of reality. With the passing of time, you can shape your leadership skills by developing emotional intelligence and learning how to influence others.

Conclusion

In this leadership vs management article, you learned what leadership and management are all about. You discovered how both work in the context of corporate setup. Later, you went through the differences between leadership vs management. And finally, you dived into the article's deduction.

If you are a working professional who wants to start a management or leadership career by studying for an MBA while still working in a C-suite job. Check out Simplilearn's Professional Certificate Program In Business Analysis, where you will learn how to tackle complex business problems using in-demand tools.

You can also start with MBA with Simplilearn's PGDM program, in cooperation with JAGSOM, which can prepare you to be a business leader. This program provides a number of MBA specializations, including Digital Marketing, Operations, Business Analytics, and Data Analytics. After successful completion of this course, you will earn an accredited management degree. So, go ahead and start exploring!

If you have any questions or need clarification on any section of this leadership vs management article, please leave them in the comments section at the bottom of this page; we will respond to them soon.

FAQs

1. What is the major difference between leadership and management?

Leadership and management are different from each other in many ways, however, the major difference between them is that management is a group of entities that work to accomplish a goal. Whereas, the leadership takes care of motivating, influencing, and empowering employees. Influence and inspiration separate leaders from managers, not power and control.

2. What are the 6 differences between leadership and management?

1. Leaders create a vision, managers create goals.

2. Leaders are change agents, managers maintain their status..

3. Leaders and unique, managers are influenced

4. Leaders take risks, managers evaluate risk

5. It takes time to become a leader, but it is easier to become a manager

6. Leaders create relationships, managers create systems.

3. Which is more important, leadership or management?

Both leaders and managers are important to run a successful business. Leadership ensures the overall values and ethics of the organization, whereas managers structure teams to achieve targets.

4. What is the difference between management and leadership?

Leadership focuses on motivating employees, making them believe in your vision and setting the right work culture at the company. On the other hand, management stresses day-to-day task progress and related issues.

5. Which is better, management or leadership?

Both management and leadership are naturally crucial for the smooth working of an organization. But, leadership is ahead of the management - a well-balanced organizational leadership in the core. Disciple process, vision and passion are essential to building a successful business.

6. What are the two key differences between leadership and management?

The 2 key differences between leadership and management are -

1. Leadership creates values, management counts those values.

2. Leadership leads people, management manages the work people do.

7. What comes first, leadership or management?

Leadership comes first as they drive the organization with their vision.

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what is the difference between leadership and management

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Leadership vs Management: Understanding The Key Difference | Simplilearn

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Know the key difference between leadership vs. management. Understand what leadership is, what management is, and their roles. Read on for details.

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Sample School Counselor Interview Questions

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Sample School Counselor Interview Questions

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This is a great list of possible interview questions for a school  counselor position-there's a section focused on leadership.
https://www.schoolcounselor.org/About-School-Counseling/Careers-in-School-Counseling/Sample-Interview-Questions

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Sample Interview Questions - American School Counselor Association (ASCA)

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How do you handle stress? Stress is part of schools; how does the ASCA National Model help to manage it? School counselors are confronted with a lot of stressful circumstances and stories. How will you maintain your professionalism and your personal wellness when confronted with these?

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Leadership Interview Questions & Answers

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Leadership Interview Questions & Answers

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https://www.betterteam.com/leadership-interview-questions

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Interview questions can help to evaluate a job applicant's leadership experience, skills, and potential. If you are hiring for a role that demands a competent leader, asking the right questions during the interview process could help you find the person that will take your business to the next level.

Below you will find a list of common leadership interview questions, as well as tips on identifying leaders, within and outside your organization.

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Interview questions can help to evaluate a job applicant's leadership experience, skills, and potential. If you are hiring for a role that demands a competent leader, asking the right questions during the interview process could help you find the person that will take your business to the next level.

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This chart details 7 elements of the Relational Leader. The article referenced here is a quick read that explains each element.
https://therelationalleader.com/the-7-elements-of-relational-leadership/

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The 7 Elements of Relational Leadership©

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True leaders must be fully self-aware of their own behavior and how it affects those around them. Through greater self-awareness, leaders can create new habits that will allow them to grow and evolve as a leader. This requires self-discipline and a focus on emotional intelligence. Continuous self-development is the foundation of becoming a Relational Leader.

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This article had a really good explanation of the difference in Transactional and Transformational Leadership
https://www.managementstudyguide.com/transactional-leadership.htm

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The transactional style of leadership was first described by Max Weber in 1947 and then by Bernard Bass in 1981. This style is most often used by the managers. It focuses on the basic management process of controlling, organizing, and short-term planning. The famous examples of leaders who have used transactional technique include McCarthy and de Gaulle.

Transactional leadership involves motivating and directing followers primarily through appealing to their own self-interest. The power of transactional leaders comes from their formal authority and responsibility in the organization. The main goal of the follower is to obey the instructions of the leader. The style can also be mentioned as a 'telling style'.

The leader believes in motivating through a system of rewards and punishment. If a subordinate does what is desired, a reward will follow, and if he does not go as per the wishes of the leader, a punishment will follow. Here, the exchange between leader and follower takes place to achieve routine performance goals.

These exchanges involve four dimensions:

Contingent Rewards: Transactional leaders link the goal to rewards, clarify expectations, provide necessary resources, set mutually agreed upon goals, and provide various kinds of rewards for successful performance. They set SMART (specific, measurable, attainable, realistic, and timely) goals for their subordinates.

Active Management by Exception: Transactional leaders actively monitor the work of their subordinates, watch for deviations from rules and standards and taking corrective action to prevent mistakes.

Passive Management by Exception: Transactional leaders intervene only when standards are not met or when the performance is not as per the expectations. They may even use punishment as a response to unacceptable performance.

Laissez-faire: The leader provides an environment where the subordinates get many opportunities to make decisions. The leader himself abdicates responsibilities and avoids making decisions and therefore the group often lacks direction.

Assumptions of Transactional Theory

Employees are motivated by reward and punishment.

The subordinates have to obey the orders of the superior.

The subordinates are not self-motivated. They have to be closely monitored and controlled to get the work done from them.

Implications of Transactional Theory

The transactional leaders overemphasize detailed and short-term goals, and standard rules and procedures. They do not make an effort to enhance followers' creativity and generation of new ideas. This kind of a leadership style may work well where the organizational problems are simple and clearly defined. Such leaders tend to not reward or ignore ideas that do not fit with existing plans and goals.

The transactional leaders are found to be quite effective in guiding efficiency decisions which are aimed at cutting costs and improving productivity. The transactional leaders tend to be highly directive and action oriented and their relationship with the followers tends to be transitory and not based on emotional bonds.

The theory assumes that subordinates can be motivated by simple rewards. The only 'transaction' between the leader and the followers is the money which the followers receive for their compliance and effort.

Difference between Transactional and Transformational Leaders

Transactional leadership Transformational Leadership

Leadership is responsive

Leadership is proactive

Works within the organizational culture

Work to change the organizational culture by implementing new ideas

Transactional leaders make employees achieve organizational objectives through rewards and punishment

Transformational leaders motivate and empower employees to achieve company's objectives by appealing to higher ideals and moral values

Motivates followers by appealing to their own self-interest

Motivates followers by encouraging them to transcend their own interests for those of the group or unit

Conclusion

The transactional style of leadership is viewed as insufficient, but not bad, in developing the maximum leadership potential. It forms as the basis for more mature interactions but care should be taken by leaders not to practice it exclusively, otherwise it will lead to the creation of an environment permeated by position, power, perks, and politics.

Authorship/Referencing - About the Author(s)

The article is Written By "Prachi Juneja" and Reviewed By Management Study Guide Content Team. MSG Content Team comprises experienced Faculty Member, Professionals and Subject Matter Experts. We are a ISO 2001:2015 Certified Education Provider. To Know more, click on About Us. The use of this material is free for learning and education purpose. Please reference authorship of content used, including link(s) to ManagementStudyGuide.com and the content page url.

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The transactional style of leadership was first described by Max Weber in 1947 and then by Bernard Bass in 1981. This style is most often used by the managers. It focuses on the basic management process of controlling, organizing, and short-term planning. The famous examples of leaders who have used transactional technique include McCarthy and de Gaulle.

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Principals of  Service Leadership-Blog Post

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Principals of  Service Leadership-Blog Post

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https://www.teamgantt.com/blog/servant-leadership

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"If your actions inspire people to dream more, learn more, do more, and become more, you are a leader." - John Quincy Adams

When Nathan and I started TeamGantt, we decided to buck tradition and take a different approach. As leaders of the company, we care more about being part of the team and setting people up for success than making sure everyone knows who's boss.

That's why servant leadership is our go-to leadership style.

Let's take a closer look at what servant leadership is and the 10 characteristics that define a servant leader.

What is servant leadership?

Servant leadership is a management style that prioritizes the team's growth and well-being over the organization's or leader's own ambitions. Unlike traditional leaders, a servant leader focuses on coaching and developing individuals, not just achieving the goals of the organization.

Servant leadership traces its origins to Robert Greenleaf. In his 1970 essay "The Servant as a Leader," he described servant leadership like this:

"The servant-leader is servant first... It begins with the natural feeling that one wants to serve, to serve first."

A lot of companies look at employees as cogs in a wheel who exist solely to help the organization advance its goals. Leaders act as taskmasters who dole out authority and don't care how work gets done, as long as it's delivered on time. Servant leadership flips the typical leadership script by putting people ahead of power.

10 key principles of servant leadership

So what does it take to be a servant leader? Servant leaders share a common set of core characteristics. Follow these 10 principles to put servant leadership to work with your team.

1. Listening

Listening is at the heart of servant leadership. If a team member's talking, give them your full focus and attention-no interruption allowed! It's a simple way to make your team feel valued so they know you care.

2. Empathy

A lot goes into empathy, but when it comes to servant leadership, it basically comes down to getting to know your team. Find out what makes them tick, and learn their strengths and weaknesses. That way you can let your team members shine and maybe even help them turn their weaknesses into strengths.

3. Healing

Some team members may come to you from a previous job that had a really toxic work environment-and you have the privilege to help them heal.

Don't worry: It's not as hard as it sounds. Healing is as simple as creating a healthy work environment that has work-life balance built in. It's also about giving people the tools they need to succeed so they feel like a valued member of the team.

4. Self-awareness

I've already mentioned the importance of understanding your team's strengths and weaknesses. But it's just as important to do a little self-reflection of your own.

Take inventory of your own strengths and weaknesses, and figure out how you fit into the overall team. Then use yourself in ways that benefit the team and the company. Recognizing your own limitations can help you see opportunities to leverage your team's strengths more clearly.

5. Persuasion

Slick sales tactics may come to mind when you think of persuasion. But that's not what we're talking about here.

Servant leaders use persuasion to build consensus and get buy-in from their team. That way everyone feels like they have a stake in the team's success.

6. Conceptualization

You've got to know where you're going as a leader and a company. After all, how else will you carve a positive path for your team?

TeamGantt enables you to keep the big picture in mind without losing focus on the day-to-day. For example, the Project Health Report makes it easy to see how all your projects are tracking, while Workloads enables you to keep a finger on the pulse of your team.

7. Foresight

Another key characteristic of servant leadership is taking the knowledge you've learned in the past and applying it to the future so you and your team can continue to grow.

Project post-mortems or retrospectives are a great tool for figuring out what worked-and what didn't-so you can fine-tune your process with each project. You can also use TeamGantt's baselines feature to compare your original plan to your actual timeline and pinpoint opportunities to improve.

See how baselines work in TeamGantt.
8. Stewardship

Stewardship is simply leading by example. It's your job to set the tone for your team, so don't ask people to do things you wouldn't do yourself.

At TeamGantt, I lead the development team. One way I put this into practice is by being the first person to sign up for 2:00 a.m. deployments. If something goes wrong, I'll take the heat. This goes a long way toward building trust-a must for any well-functioning team.

9. Commitment to the growth of people

If you want your team to grow, you've got to invest in people. One simple way we do this is by providing an annual conference budget so team members can develop the skills they need to thrive in their role.

We also conduct 360 performance reviews each year. As a leader, you can only see so much. A 360-degree review brings peer and even direct report feedback into the process so you have a more complete picture of performance and can identify meaningful opportunities for growth.
Watch this video to learn how we build unity and morale on our remote team.

10. Building community

Teams who trust each other work together to get more done. That's why it's important to cultivate relationships among your team.

As a fully remote team, we have to be extra-intentional about this. We bring the whole team together once a year for our annual team meetup, while smaller teams get together more often. We make sure to build in time for fun between business strategy so trust has room to grow. It's worth the investment!

Apply the servant leadership style to project management

Servant leaders know there's always more to learn-and we can help you out with that. The Art and Science of Project Leadership is an online video course that can help you embrace the servant leadership style as you grow your project management skills. Watch the classes anytime, from anywhere-and it's totally free!

I recommend starting with An Introduction to Project Leadership-not just because it's the first in the series-but because it lays the foundation for what it means to be a great project leader.

Lead the way!
Remember: You don't have to have a manager title or a team of direct reports to be a servant leader. If you lead projects in any way, you have the power of positive influence and can set your team and organization up for success.

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The 10 Principles of Servant Leadership | TeamGantt

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"If your actions inspire people to dream more, learn more, do more, and become more, you are a leader." - John Quincy Adams When Nathan and I started TeamGantt, we decided to buck tradition and take a different approach.

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https://www.langston.edu/sites/default/files/basic-content-files/TransformationalLeadership.pdf

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https://hbr.org/2004/01/leading-by-feel

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Like it or not, leaders need to manage the mood of their organizations. The most gifted leaders accomplish that by using a mysterious blend of psychological abilities known as emotional intelligence. They're self-aware and empathetic. They can read and regulate their own emotions while intuitively grasping how others feel and gauging their organization's emotional state.

But where does emotional intelligence come from? And how do leaders learn to use it? The management literature (and even common sense) suggests that both nature and nurture feed emotional intelligence. Part genetic predisposition, part life experience, and part old-fashioned training, emotional intelligence emerges in varying degrees from one leader to the next, and managers apply it with varying skill. Wisely and compassionately deployed, emotional intelligence spurs leaders, their people, and their organizations to superior performance; naively or maliciously applied, it can paralyze leaders or allow them to manipulate followers for personal gain.

We invited 18 leaders and scholars (including business executives, leadership researchers, psychologists, a neurologist, a cult expert, and a symphony conductor) to explore the nature and management of emotional intelligence-its sources, uses, and abuses. Their responses differed dramatically, but there were some common themes: the importance of consciously-and conscientiously-honing one's skills, the double-edged nature of self-awareness, and the danger of letting any one emotional intelligence skill dominate.

Be Realistic
John D. Mayer (jack.mayer@unh.edu) is a professor of psychology at the University of New Hampshire. He and Yale psychology professor Peter Salovey are credited with first defining the concept of emotional intelligence in the early 1990s.
This is a time of growing realism about emotional intelligence-especially concerning what it is and what it isn't. The books and articles that have helped popularize the concept have defined it as a loose collection of personality traits, such as self-awareness, optimism, and tolerance. These popular definitions have been accompanied by exaggerated claims about the importance of emotional intelligence. But diverse personality traits, however admirable, don't necessarily add up to a single definition of emotional intelligence. In fact, such traits are difficult to collectively evaluate in a way that reveals their relationship to success in business and in life.

Even when they're viewed in isolation, the characteristics commonly associated with emotional intelligence and success may be more complicated than they seem. For example, the scientific jury is out on how important self-awareness is to successful leadership. In fact, too much self-awareness can reduce self-esteem, which is often a crucial component of great leadership.

From a scientific (rather than a popular) standpoint, emotional intelligence is the ability to accurately perceive your own and others' emotions; to understand the signals that emotions send about relationships; and to manage your own and others' emotions. It doesn't necessarily include the qualities (like optimism, initiative, and self-confidence) that some popular definitions ascribe to it.

Researchers have used performance tests to measure people's accuracy at identifying and understanding emotions-for example, asking them to identify the emotions conveyed by a face or which among several situations is most likely to bring about happiness. People who get high scores on these tests are indeed different from others. In the business world, they appear better able to deal with customers' complaints or to mediate disputes, and they may excel at making strong and positive personal connections with subordinates and customers over the long term. Of course, emotional intelligence isn't the only way to attain success as a leader: A brilliant strategist who can maximize profits may be able to hire and keep talented employees even if he or she doesn't have strong personal connections with them.

Is there value in scales that, based on popular conceptions, measure qualities like optimism and self-confidence but label them emotional intelligence? Certainly these personality traits are important in business, so measuring and (sometimes) enhancing them can be useful. But recent research makes it clear that these characteristics are distinct from emotional intelligence as it is scientifically defined. A person high in emotional intelligence may be realistic rather than optimistic and insecure rather than confident. Conversely, a person may be highly self-confident and optimistic but lack emotional intelligence. The danger lies in assuming that because a person is optimistic or confident, he or she is also emotionally intelligent, when, in fact, the presence of those traits will tell you nothing of the sort.
Daniel Goleman is the cochair of the Consortium for Research on Emotional Intelligence in Organizations based at Rutgers University's Graduate School of Applied and Professional Psychology in Piscataway, New Jersey.
Never Stop Learning

You can be a successful leader without much emotional intelligence if you're extremely lucky and you've got everything else going for you: booming markets, bumbling competitors, and clueless higher-ups. If you're incredibly smart, you can cover for an absence of emotional intelligence until things get tough for the business. But at that point, you won't have built up the social capital needed to pull the best out of people under tremendous pressure. The art of sustained leadership is getting others to produce superior work, and high IQ alone is insufficient to that task.

The good news is that emotional intelligence can be learned and improved at any age. In fact, data show that, on average, people's emotional intelligence tends to increase as they age. But the specific leadership competencies that are based on emotional intelligence don't necessarily come through life experience. For example, one of the most common complaints I hear about leaders, particularly newly promoted ones, is that they lack empathy. The problem is that they were promoted because they were outstanding individual performers, and being a solo achiever doesn't teach you the skills necessary to understand other people's concerns.
Colleen Barrett is the president and COO of Dallas-based Southwest Airlines.
Leaders who are motivated to improve their emotional intelligence can do so if they're given the right information, guidance, and support. The information they need is a candid assessment of their strengths and limitations from people who know them well and whose opinions they trust. The guidance they need is a specific developmental plan that uses naturally occurring workplace encounters as the laboratory for learning. The support they need is someone to talk to as they practice how to handle different situations, what to do when they've blown it, and how to learn from those setbacks. If leaders cultivate these resources and practice continually, they can develop specific emotional intelligence skills-skills that will last for years.

Watch the Language

I've always felt that my intuition was pretty darn good, and I think I can read people well. I rely a ton on my gut. I know the mood of our different work groups. I know the expectations of our employees. I think people are generally born with a predisposition for this type of emotional awareness. But I certainly believe you can enhance your ability just from experience and learning. I've probably gotten better at it over the years because I read and listen to everything, and I'm constantly observing. I watch body language and how people interact.
Steven Gutstein (gutstein@connectionscenter.com) is a psychologist, autism expert, and codirector of Connections Center for Family and Personal Development in Houston.
The other day, I was talking to one of our officers, and he said, "How do you do that?" and I said, "How do I do what?" He was referring to a meeting we'd both been at earlier. I'd asked one of the presenters at the meeting, a fellow who reported to this officer, if he was feeling OK. The officer thought the employee was fine, but, it turns out, the poor guy had had a pretty traumatic experience in his personal life the night before. His presentation went well, but he seemed off to me, distracted. I suppose in order to have seen that, I must have been fairly attuned to what this fellow's presentations were usually like.

I often communicate on a passionate, emotional level-which can be a detriment, particularly for a woman in a predominantly male leadership group, as ours was for many years. There were times when I'd launch in on an issue and make gut-level assertions like, "Our customers feel this," and "Our employees feel that." Though everyone in the group would probably deny it, I know that part of their reaction to my outbursts was, "Oh, that's just Colleen, and she's on a tangent," and they would tend to disregard what I was saying. I've learned to rely on calmer people around me to give me those raised eyebrows that say, "Lower the passion a little bit, and people will listen more." When I'm making my arguments, I have to really prepare and try to be-and this is very difficult for me-factual and dispassionate.

Build Pathways

I work with autistic children, a population typically defined by its lack of emotional intelligence. People with autism can't connect-indeed, they aren't really interested in connecting emotionally with others. Traditionally, the therapeutic approach with these kids has been to teach them to fake it. They are urged to make eye contact with others, to repress whatever distracting behaviors they may have, and to use social scripts. Many of these therapies have the appearance of being successful. People with autism do learn the scripts, and some even blend in.
Richard Boyatzis (reb2@cwru.edu) is a professor and the chair of the department of organizational behavior at Case Western Reserve University's Weatherhead School of Management in Cleveland.
The problem is, faking it never ceases to be work. So as autistic children become adults, they stop putting on the show. Among adults with Asperger's syndrome (a form of autism marked by average or above-average IQ), fewer than 12% hold jobs. Only 3% leave home. These findings make the case profoundly that one gets only so far on IQ. People need to connect emotionally, and with flexibility, in order to succeed. These findings also demonstrate that traditional therapies have not been successful at improving quality of life for autistic people.

My approach to teaching emotional intelligence skills to children with autism, which I call "relationship development intervention" (RDI), takes a different tack. It begins with a belief that people with autism can be taught to value relationships, to seek out interactions that are not merely transactional ("I will deal with you because there is something I want from you") but where the whole point is to enjoy the shared experience. Nonautistic people begin to have these kinds of relationships early in life; at about ten months, most babies start developing the capacity for social referencing, the appreciation that my actions should take into account your emotions. We now know from neuroimaging that at this stage some critical neural pathways are being laid down among all the structures in the limbic system, which regulates emotion and motivation. Autistic children typically don't develop those pathways.

But with RDI, which uses cognitive exercises and activities to motivate the children to learn specific behaviors rather than social scripts, I think we can create the neurological traffic to establish those pathways. Mind you, we are not curing autism. But we are teaching emotional intelligence. If people with autism can learn emotional intelligence, anyone can.

Get Motivated

People can develop their emotional intelligence if they really want to. But many managers jump to the conclusion that their complement of emotional intelligence is predetermined. They think, "I could never be good at this, so why bother?" The central issue isn't a lack of ability to change; it's the lack of motivation to change.

Leadership development is not all that different from other areas in which people are trying to change their behaviors. Just look at the treatments for alcoholism, drug addiction, and weight loss: They all require the desire to change. More subtly, they all require a positive, rather than a negative, motivation. You have to want to change. If you think you'll lose your job because you're not adequately tuned in to your employees, you might become determinedly empathetic or compassionate for a time. But change driven by fear or avoidance probably isn't going to last. Change driven by hopes and aspirations, that's pursued because it's desired, will be more enduring.

There's no such thing as having too much emotional intelligence. But there is a danger in being preoccupied with, or overusing, one aspect of it. For example, if you overemphasize the emotional intelligence competencies of initiative or achievement, you'll always be changing things at your company. Nobody would know what you were going to do next, which would be quite destabilizing for the organization. If you overuse empathy, you might never fire anybody. If you overuse teamwork, you might never build diversity or listen to a lone voice. Balance is essential.

Train the Gifted
Andrea Jung is the chair and CEO of Avon Products, which is based in New York.
Elkhonon Goldberg (egneurocog@aol.com) is a clinical professor of neurology at New York University School of Medicine and the director of the Institute of Neuropsychology and Cognitive Performance in New York.

In the past, neuropsychologists were mostly concerned with cognitive impairment. Today, they are increasingly interested in the biological underpinnings of cognitive differences in people without impairments-including differences in people's emotional intelligence.

Emotional intelligence can be learned, to a degree. It's like mathematical or musical ability. Can you become a musician if you lack natural aptitude? Yes, you can, if you take lessons and practice enough. But will you ever be a Mozart? Probably not. In the same way, emotional intelligence develops through a combination of biological endowment and training. And people who don't have that endowment probably won't become deeply emotionally intelligent just through training. Trying to drum emotional intelligence into someone with no aptitude for it is an exercise in futility. I believe the best way to get emotionally intelligent leaders is to select for people who already show the basic qualities you want. Think about it: That's how athletic coaches operate. They don't just work with anyone who wants to play a sport; they train the naturally gifted. Business managers should do the same.

How do you identify the naturally gifted? I'd say you have to look for those with a genuine, instinctive interest in other people's experiences and mental worlds. It's an absolute prerequisite for developing emotional intelligence. If a manager lacks this interest, maybe your training resources are better directed elsewhere.

Seek Frank Feedback

Emotional intelligence is in our DNA here at Avon because relationships are critical at every stage of our business. It starts with the relationships our 4.5 million independent sales reps have with their customers and goes right up through senior management to my office. So the emphasis on emotional intelligence is much greater here than it was at other companies in which I've worked. We incorporate emotional intelligence education into our development training for senior managers, and we factor in emotional intelligence competencies when we evaluate employees' performance.

Of all a leader's competencies, emotional and otherwise, self-awareness is the most important. Without it, you can't identify the impact you have on others. Self-awareness is very important for me as CEO. At my level, few people are willing to tell me the things that are hardest to hear. We have a CEO advisory counsel-ten people chosen each year from Avon offices throughout the world-and they tell me the good, the bad, and the ugly about the company. Anything can be said. It helps keep me connected to what people really think and how my actions affect them. I also rely on my children for honest appraisals. You can get a huge dose of reality by seeing yourself through your children's eyes, noticing the ways they react to and reflect what you say and do. My kids are part of my 360-degree feedback. They're the most honest of all.

I grew up in a very traditional Chinese family. My parents were concerned that the way I'd been raised-submissive, caring, and averse to conflict-would hinder my ability to succeed in the Fortune 500 environment. They were afraid I couldn't make the tough decisions. But I've learned how to be empathetic and still make hard decisions that are right for the company. These are not incompatible abilities. When Avon has had to close plants, for example, I've tried to act with compassion for the people involved. And I've gotten letters from some of the associates who were affected, expressing sadness but also saying thanks for the fair treatment. Leaders' use of emotional intelligence when making tough decisions is important to their success-and to the success of their organizations.
Robert Goffee (rgoffee@london.edu) is a professor of organizational behavior at London Business School and a cofounder of Creative Management Associates, an organizational consulting firm in London.
Gauge Your Awareness

Howard Book (hbwork@netsurf.net) is an associate professor in the department of psychiatry at the University of Toronto and an organizational consultant.

Self-awareness is the key emotional intelligence skill behind good leadership. It's often thought of as the ability to know how you're feeling and why, and the impact your feelings have on your behavior. But it also involves a capacity to monitor and control those strong but subliminal biases that all of us harbor and that can skew our decision making.

Consider, for example, a vice president who complained to me recently about his new hire, the head of sales. He found her to be unassertive, indecisive, unsure-hardly leadership material. When I talked to her, however, it turned out she felt her boss was sabotaging her career. The vice president had been hired only five months before she had, and he was oblivious to how his anxiety to please the CEO was causing him to micromanage. In doing so, the VP was undercutting the sales director's independence and confidence. His lack of self-awareness directly impaired her performance.

Experience and literature on the subject suggest that while both nature and nurture influence emotional intelligence, nurture is the more important factor. Indeed, this emphasis on environment is one of the hallmarks that differentiates emotional intelligence from cognitive intelligence, or IQ. Whereas cognitive intelligence is fixed by about the age of ten, emotional intelligence increases with age. So you can actually learn emotional intelligence skills like self-awareness. One simple way to measure your self-awareness is to ask a trusted friend or colleague to draw up a list of your strengths and weaknesses while you do the same. It can be an uncomfortable exercise, but the bigger the gap between your list and your helper's, the more work you probably have to do.

Sniff Out Signals

You need some degree of emotional intelligence to be an effective leader, but you do see some one-hit wonders out there-people who have limited emotional intelligence but can still excite a particular group. The problem is, they can't transfer their success to another organization. They got lucky and landed in a situation in which their passions happened to connect with the organization's passions, but they probably wouldn't be able to replicate that at another company. By contrast, true leaders can connect with different groups of people in a variety of contexts.

To some extent, these one-hit wonders can learn how to be emotionally intelligent. One component of emotional intelligence is "situation sensing"-the ability to sniff out the signals in an environment and figure out what's going on without being told. You can develop this skill through jobs in which you're exposed to a wide range of people and have a motive for watching their reactions. For instance, Roche CEO Franz Humer is highly skilled at detecting subtle cues and underlying shifts of opinion. Humer told me and my colleague Gareth Jones that he developed the skill while working as a tour guide in his mid-twenties. Because he relied solely on tips for his pay, Humer quickly learned how to size up a group of as many as 100 people and figure out who was likely to give him a tip. That way, he'd know where to focus his attention. (For more on this example, see "Why Should Anyone Be Led By You?" HBR September-October 2000.)
Sidney Harman (sharman@harman.com) is the executive chairman and founder of Harman International Industries in Washington, DC.
I'd caution against overemphasizing any one aspect of emotional intelligence; if these skills are developed disproportionately, they can interfere with your relationships. If you're extremely self-aware but short on empathy, you might come off as self-obsessed. If you're excessively empathetic, you risk being too hard to read. If you're great at self-management but not very transparent, you might seem inauthentic. Finally, at times leaders have to deliberately avoid getting too close to the troops in order to ensure that they're seeing the bigger picture. Emotionally intelligent leaders know when to rein it in.

Engage Your Demons

David Gergen directs the Center for Public Leadership at Harvard University's John F. Kennedy School of Government in Cambridge, Massachusetts. He served as an adviser to presidents Nixon, Ford, Reagan, and Clinton.

American history suggests not only that emotional intelligence is an indispensable ingredient of political leadership but also that it can be enhanced through sustained effort. George Washington had to work hard to control his fiery temper before he became a role model for the republic, and Abraham Lincoln had to overcome deep melancholia to display the brave and warm countenance that made him a magnet for others. Franklin Delano Roosevelt provides an even more graphic example: In his early adult years, FDR seemed carefree and condescending. Then, at 39, he was stricken with polio. By most accounts, he transformed himself over the next seven years of struggle into a leader of empathy, patience, and keen self-awareness.

Richard Nixon thought he might transform himself through his own years in the wilderness, and he did make progress. But he could never fully control his demons, and they eventually brought him down. Bill Clinton, too, has struggled for self-mastery and has made progress, but he could not fully close the cracks in his character, and he paid a stiff price. Not all people succeed, then, in achieving self-awareness and self-control. What we have been told since the time of the Greeks is that every leader must try to control his own passions before he can hope to command the passions of others.

Best-selling author Rabbi Harold Kushner argues persuasively that the elements of selfishness and aggression that are in most of us-and our struggles to overcome them-are exactly what make for better leadership. In Living a Life That Matters, Kushner writes of the personal torments of leaders from Jacob, who wrestled all night with an angel, to Martin Luther King, Jr., who tried to cleanse himself of weakness even as he cleansed the nation's soul. "Good people do bad things," Kushner concludes, "If they weren't mightily tempted by their yetzer ha'ra [will to do evil], they might not be capable of the mightily good things they do."

Let Your Guard Down

Eight years ago, we acquired Becker Radio (now Harman/Becker) to help us develop the dashboard navigation and media systems that are now the major part of our business. In a meeting at Becker, several of the engineers there argued that the only way for us to take the lead in the emerging field of "infotainment" was to abandon tried-and-true analog systems and design and build totally new digital systems-a very risky proposition for our company.

Back home, I sat down with our key executives to talk about this disruptive idea. I went into the meeting with only a rough notion of how we should proceed. There was clearly anxiety and skepticism in the group, concern that we would be betting the company if we went digital. I realized that to provoke the creative thinking we needed, I would have to let my guard down and be willing to embarrass myself by floating unformed-and even uninformed-ideas. I assured the group that anything we said in the meeting stayed with us. Our discussion went on for six or seven hours. By opening up to my colleagues, and by encouraging them to think freely and improvise, I helped generate a novel perspective that no one of us had brought to the meeting: Commit all the company's resources to this digital direction, facilitate the transformation by eliminating hierarchies and silos, and remove barriers between functions.
William George is the former chairman and CEO of Medtronic, a medical technology company in Minneapolis.
Today, our sales are approaching $3 billion, and our stock price is at an all-time high. We wouldn't be here if we hadn't taken the radical steps conceived in that meeting. And that plan would not have emerged had I failed to recognize and respond to the group's apprehension and elicit its collective creative thinking. The leader who uses emotional intelligence to catalyze creative thinking subordinates himself to the team but elevates the company to achieve goals it otherwise couldn't.

Watch Your Culture

Janja Lalich (jlalich@csuchico.edu) is an assistant professor of sociology at California State University, Chico, and an expert on cults.

Cult leaders don't do anything mysterious; they just know how to package themselves and their promises well and how to target responsive audiences. They're very good at influencing, or, to be more precise, manipulating, followers. To do this, they rely on a keen ability to perceive others' vulnerabilities and longings-to know what people want.

One way a cult leader manipulates is by exploiting followers' eagerness to be part of something bigger than themselves. That desire often prompts followers to assign to a leader attributes that he doesn't actually possess. A type of group contagion can take hold-a "true-believerism" mentality. Then followers can fall into what I call uncritical obedience, never questioning the leader's claims. When followers give a leader this power, there are obvious dangers.
Michael Tilson Thomas is the music director of the San Francisco Symphony.
Cult leaders are also skillful at convincing followers that the leader's ideas are their own. Once followers own the ideas, it's difficult for them to extricate themselves from the leader's message. For example, a leader may exaggerate his own importance. In the 1980s, Bhagwan Shree Rajneesh, a wildly popular Oregon-based Eastern guru, always surrounded himself with armed guards. That heightened sense of need for security led some of his followers to perform dangerous, antisocial activities in their desire to protect and defend their ashram and Rajneesh himself.

Cult leaders also make it difficult for people to leave. They set up interlocking systems of influence and control that keep followers obedient and prevent them from thinking about their own needs. Cult leaders may offer "rewards"-sometimes material, more often ephemeral-that keep followers committed to the leader and to the organization's goals. The differences between how a conventional leader influences followers and how cult leaders manipulate them can be subtle. Sometimes the only difference is their intent. And sometimes there is no difference.

Find Your Voice

Authentic leadership begins with self-awareness, or knowing yourself deeply. Self-awareness is not a trait you are born with but a capacity you develop throughout your lifetime. It's your understanding of your strengths and weaknesses, your purpose in life, your values and motivations, and how and why you respond to situations in a particular way. It requires a great deal of introspection and the ability to internalize feedback from others.

No one is born a leader; we have to consciously develop into the leader we want to become. It takes many years of hard work and the ability to learn from extreme difficulties and disappointments. But in their scramble to get ahead, many would-be leaders attempt to skip this crucial developmental stage. Some of these people do get to the top of companies through sheer determination and aggressiveness. However, when they finally reach the leader's chair, they can be very destructive because they haven't focused on the hard work of personal development.

To mask their inadequacies, these leaders tend to close themselves off, cultivating an image or persona rather than opening up to others. They often adopt the styles of other leaders they have observed.

Leaders who are driven to achieve by shortcomings in their character, for example, or a desire for self-aggrandizement, may take inordinate risks on behalf of the organization. They may even come to believe they are so important that they place their interests above those of the organization.

Self-awareness and other emotional intelligence skills come naturally to some, less so to others-but these skills can be learned. One of the techniques I have found most useful in gaining deeper self-awareness is meditation. In 1975, my wife dragged me, kicking and screaming, to a weekend course in Transcendental Meditation. I have meditated 20 minutes, twice a day, ever since. Meditation makes me calmer, more focused, and better able to discern what's really important. Leaders, by the very nature of their positions, are under extreme pressure to keep up with the many voices clamoring for their attention. Indeed, many leaders lose their way. It is only through a deep self-awareness that you can find your inner voice and listen to it.
Hirotaka Takeuchi is the dean of Hitotsubashi University's Graduate School of International Corporate Strategy in Tokyo.
Know the Score

A conductor's authority rests on two things: the orchestra's confidence in the conductor's insightful knowledge of the whole score; and the orchestra's faith in the conductor's good heart, which seeks to inspire everyone to make music that is excellent, generous, and sincere.
Linda Stone (linda@lindastone.net) is the former vice president of corporate and industry initiatives at Microsoft in Redmond, Washington.
Old-school conductors liked to hold the lead in their hands at all times. I do not. Sometimes I lead. Other times I'll say, "Violas, I'm giving you the lead. Listen to one another, and find your way with this phrase." I'm not trying to drill people, military style, to play music exactly together. I'm trying to encourage them to play as one, which is a different thing. I'm guiding the performance, but I'm aware that they're executing it. It's their sinews, their heartstrings. I'm there to help them do it in a way that is convincing and natural for them but also a part of the larger design.

My approach is to be in tune with the people with whom I'm working. If I'm conducting an ensemble for the first time, I will relate what it is I want them to do to the great things they've already done. If I'm conducting my own orchestra, I can see in the musicians' bodies and faces how they're feeling that day, and it becomes very clear who may need encouragement and who may need cautioning.

The objectivity and perspective I have as the only person who is just listening is a powerful thing. I try to use this perspective to help the ensemble reach its goals.
Ronald Heifetz (ronald_heifetz@harvard.edu) is a cofounder of the Center for Public Leadership at Harvard University's John F. Kennedy School of Government in Cambridge, Massachusetts, and a partner at Cambridge Leadership Associates, a consultancy in Cambridge.
Keep It Honest

Carol Bartz (carol.bartz@autodesk.com) is the chairman, president, and CEO of Autodesk, a design software and digital content company in San Rafael, California.

A friend needed to take a six-month assignment in a different part of the country. She had an ancient, ill, balding but beloved dog that she could not take with her. Her choices boiled down to boarding the poor animal, at enormous expense, or putting it out of its obvious misery. Friends said, "Board the dog," though behind my friend's back, they ridiculed that option. She asked me what I thought, and I told her, kindly but clearly, that I thought she should have the dog put to sleep rather than spend her money keeping it in an environment where it would be miserable and perhaps die anyway. My friend was furious with me for saying this. She boarded the dog and went away on her assignment. When she returned, the dog was at death's door and had to be put to sleep. Not long after that, my friend came around to say thanks. "You were the only person who told me the truth," she said. She came to appreciate that I had cared enough to tell her what I thought was best, even if what I said hurt at the time.

That event validated a hunch that has stood me in good stead as I've led my company. Empathy and compassion have to be balanced with honesty. I have pulled people into my office and told them to deal with certain issues for the sake of themselves and their teams. If they are willing to learn, they will say, "Gee, no one ever told me." If they are unwilling, they're not right for this organization. And I must let them go for the sake of the greater good.

Go for the Gemba

Self-awareness, self-control, empathy, humility, and other such emotional intelligence traits are particularly important in Asia. They are part of our Confucian emphasis on wah, or social harmony. When books on emotional intelligence were first translated into Japanese, people said, "We already know that. We're actually trying to get beyond that." We've been so focused on wah that we've built up a supersensitive structure of social niceties, where everyone seeks consensus. In the Japanese hierarchy, everyone knows his or her place so no one is ever humiliated. This social supersensitivity-itself a form of emotional intelligence-can lead people to shy away from conflict. But conflict is often the only way to get to the gemba -the front line, where the action really is, where the truth lies.

Thus, effective management often depends not on coolly and expertly resolving conflict, or simply avoiding it, but on embracing it at the gemba. Japan's most effective leaders do both. The best example is Nissan's Carlos Ghosn. He not only had the social skills to listen to people and win them over to his ideas, but he also dared to lift the lid on the corporate hierarchy and encourage people at all levels of the organization to offer suggestions to operational, organizational, and even interpersonal problems-even if that created conflict. People were no longer suppressed, so solutions to the company's problems bubbled up.

Balance the Load

Emotional intelligence is powerful-which is precisely why it can be dangerous. For example, empathy is an extraordinary relationship-building tool, but it must be used skillfully or it can do serious damage to the person doing the empathizing. In my case, overdoing empathy took a physical toll. In May 2000, Steve Ballmer charged me with rebuilding Microsoft's industry relationships, a position that I sometimes referred to as chief listening officer. The job was part ombudsperson, part new-initiatives developer, part pattern recognizer, and part rapid-response person. In the first few months of the job-when criticism of the company was at an all-time high-it became clear that this position was a lightning rod. I threw myself into listening and repairing wherever I could.

Within a few months, I was exhausted from the effort. I gained a significant amount of weight, which, tests finally revealed, was probably caused by a hormone imbalance partially brought on by stress and lack of sleep. In absorbing everyone's complaints, perhaps to the extreme, I had compromised my health. This was a wake-up call; I needed to reframe the job.

I focused on connecting the people who needed to work together to resolve problems rather than taking on each repair myself. I persuaded key people inside the company to listen and work directly with important people outside the company, even in cases where the internal folks were skeptical at first about the need for this direct connection. In a sense, I tempered my empathy and ratcheted up relationship building. Ultimately, with a wiser and more balanced use of empathy, I became more effective and less stressed in my role.

Question Authority

Emotional intelligence is necessary for leadership but not sufficient. Many people have some degree of emotional intelligence and can indeed empathize with and rouse followers; a few of them can even generate great charismatic authority. But I would argue that if they are using emotional intelligence solely to gain formal or informal authority, that's not leadership at all. They are using their emotional intelligence to grasp what people want, only to pander to those desires in order to gain authority and influence. Easy answers sell.

Leadership couples emotional intelligence with the courage to raise the tough questions, challenge people's assumptions about strategy and operations-and risk losing their goodwill. It demands a commitment to serving others; skill at diagnostic, strategic, and tactical reasoning; the guts to get beneath the surface of tough realities; and the heart to take heat and grief.

For example, David Duke did an extraordinary job of convincing Ku Klux Klan members to get out of their backyards and into hotel conference rooms. He brought his considerable emotional intelligence to bear, his capacity to empathize with his followers, to pluck their heartstrings in a powerful way that mobilized them. But he avoided asking his people the tough questions: Does our program actually solve our problem? How will creating a social structure of white supremacy give us the self-esteem we lack? How will it solve the problems of poverty, alcoholism, and family violence that corrode our sense of self-worth?

Like Duke, many people with high emotional intelligence and charismatic authority aren't interested in asking the deeper questions, because they get so much emotional gain from the adoring crowd. For them, that's the end in itself. They're satisfying their own hungers and vulnerabilities: their need to be liked; their need for power and control; or their need to be needed, to feel important, which renders them vulnerable to grandiosity. But that's not primal leadership. It's primal hunger for authority.

Maintaining one's primacy or position is not, in and of itself, leadership, however inspiring it may seem to be. Gaining primal authority is relatively easy.

A version of this article appeared in the January 2004 issue of Harvard Business Review.

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Like it or not, leaders need to manage the mood of their organizations. The most gifted leaders accomplish that by using a mysterious blend of psychological abilities known as emotional intelligence. They're self-aware and empathetic. They can read and regulate their own emotions while intuitively grasping how others feel and gauging their organization's emotional state.

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Qualities of People with High Emotional Intelligence

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Qualities of People with High Emotional Intelligence

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Have you ever wondered why some people seem to have an unlimited amount of success in both their personal and professional lives? It could be because they possess high emotional intelligence.

According to Psychology Today, "Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others." This usually involves:

If you want to know if you have a high emotional intelligence (EI) or want to work on strengthening your EI in order to succeed in life and your career, here are 10 qualities that people with high EI all share.

1. They're not perfectionists.

Being a perfectionist can get in the way of completing tasks and achieving goals since it can lead to having trouble getting started, procrastinating, and looking for the right answer when there isn't one. This is why people with EI aren't perfectionists. They realize that perfection doesn't exist and push forward. If they make a mistake, they'll make adjustments and learn from it. This is one I personally have to work on daily as I tend to be a little more perfectionist.

2. They know how to balance work and play.

Working 24/7 and not taking care of yourself adds unnecessary stress and health problems to your life. Because of this, people with EI know when it's time to work and when to play. For example, if they need to disconnect from the world for a couple of hours, or even an entire weekend, they will because they need the time to unplug to reduce the stress levels.

3. They embrace change.

Instead of dreading change, emotionally intelligent people realize that change is a part of life. Being afraid of change hinders success, so they adapt to the changes around them and always have a plan in place should any sort of change occur.

4. They don't get easily distracted.

People with high EI have the ability to pay attention to the task at hand and aren't easily distracted by their surroundings, such as text or random thought.

5. They're empathetic.

Daniel Goleman, psychologist and author of Focus: The Hidden Driver of Excellence, told The Huffington Post that empathy is one of the five components of emotional intelligence. In fact, being able to relate to others, show compassion, and take the time to help someone are all crucial components of EI. Additionally, being empathic makes people with EI curious about other people and and leads them to ask lots of questions whenever they meet someone new.

6. They know their strengths and weaknesses.

Emotionally intelligent people know what they're good at and what they're not so great at. They've not just accepted their strengths and weaknesses; they also know how to leverage their strengths and weaknesses by working with the right people in the right situation.

7. They're self-motivated.

Were you that ambitious and hard-working kid who was motivated to achieve a goal--and not just because there was a reward at the end? Being a real go-getter, even at a young age, is another quality possessed by people with EI.

8. They don't dwell in the past.

People with high EI don't have the time to dwell in the past because they're too busy contemplating the possibilities that tomorrow will bring. They don't let past mistakes consume them with negativity. They don't hold grudges. Both add stress and prevent us from moving forward.

9. They focus on the positive.

Emotionally intelligent people would rather devote their time and energy to solving a problem. Instead of harping on the negative, they look at the positive and what they have control over. Furthermore, they also spend their time with other positive people and not the people who constantly complain.

10. They set boundaries.

While people with high EI may seem like pushovers because of their politeness and compassion, they actually have the power to establish boundaries. For example, they know how to say no to others. The reason? It prevents them from getting overwhelmed, burned out, and stressed because they have too many commitments. Instead, they're aware that saying no frees them up from completing previous commitments.

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10 Qualities of People With High Emotional Intelligence

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Have you ever wondered why some people seem to have an unlimited amount of success in both their personal and professional lives? It could be because they possess high emotional intelligence. According to Psychology Today, "Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others."

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https://www.mindtools.com/pages/article/ei-quiz.htm

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Let's look at how you can develop good skills in each area.

Self-Awareness (Questions 1, 8, 11)

In his 1995 book "Emotional Intelligence: Why it can Matter More Than IQ," Goleman explained that people with high self-awareness are "aware of their moods as they are having them." [2]

To increase self-awareness, learn about mindfulness. This involves focusing on the present moment - including how you're feeling. And keep a journal in which you write about and analyze the emotional situations you experience from day to day.

Self-Regulation (Questions 2, 4, 7)

Motivation (Questions 6, 10, 12)

Self-motivation is strongly affected by your emotions. When you're distracted by your emotions, you may find it hard to see tasks through.

Boost your motivation levels by developing self-discipline, and by looking for and celebrating small wins - simple jobs that, when you've completed them, give you a sense of achievement.

Empathy (Questions 3, 13, 15)

Empathy is the ability to recognize other people's emotions and understand their perspectives. Goleman calls this aspect of EI "the fundamental people skill."

Social Skills (Questions 5, 9, 14)

Even if you're not a natural "people person," it is possible to develop better social skills.

Start by taking our quiz to see which communication skills you need to improve on. Then, find out how you can develop trust and rapport with people - this is an essential part of building good working relationships.

Five Ways to Show Emotional Intelligence Infographic

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How Emotionally Intelligent Are You? - Boosting Your People Skills

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Take this quiz to find out how strong you are in five areas of emotional intelligence, and learn what you can do to boost it.