Characteristics

Ability to process Complex Info

Skilled Knowledge/ Experience

Establish Effe

ctive Working

Relationships

Build High Engaged Teams

Apply Managerial Leadership Practices

Show V

isible F

elt Le

aders

hip

Chapter Eight

The Management of Technology and Innovation

Managerial Leadership Engagement (MLE) AngloGold Ashanti Learnership

TABLE OF CONTENTS

Chapter Page

EIGHT ESTABLISH EFFECTIVE WORK RELATIONSHIPS 125

1 Synopsis & Learning Outcomes

2 Supervisory Leadership Development

Approach to Supervisory Leadership Development

Supervisory Leadeship Competencies

On becoming Self-Directed

3 Self-Awareness

The Importance of Self-Awareness in Self Development

The Johari Window : Finding my Blind Spot

3 Model the Way (It's about telling an inspiring story …)

Finding Meaning

Emotional Intelligence : New yardstick for success

On Becoming Focussed

‣ Stress Management

‣ Manage Attention

‣ Manage Energy

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CHAPTER SYNOPSIS Managerial Leadership Engagement focuses on one of the manager’s key accountabilities to maximise self and team engagement. This module therefor addresses the importance of self and social awareness to master social and emotional competencies needed to apply agile supervisory leadership; self-regulation to establish and manage effective working relationships to maximise team engagement and Managerial leadership practices to build a safe and trusting and accountable working environment where people can come to do their best.

LEARNING OUTCOMES On successful completion of this module, students should be able to:

Understand the importance of social and emotional competencies and how they relate to the teams output

Apply techniques to master the needed social and emotional competencies in order to manage both self and others more effectively

Take accountability to regulate their own mindsets and behaviours to deal more effectively with ambiguity and lead change positively

Manage own and other’s energy to maintain productivity and to stay focused.

Understand the drivers of employee engagement

Assess own as well as team engagement levels to identify factors negatively

impacting on engagement

Design and execute an action plan to increase team engagement

On successful completion of this module, students should be able to:

Use personal vision to self motivate

Take accountability to regulate one’s own mindsets and behaviours to create

desired change

Manage energy and attention to maintain productivity

Develop a strong support network

Leave one’s comfort zone and commit to opportunities

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In a few hundred years, when the history of our time will be written from a long-term perspective, it is likely that the most important event historians will see is not technology, not

the Internet, not e-commerce. It is an unprecedented change in the human condition. For the first time – literally – substantial and rapidly growing numbers of people have choices. For the first time, they will have to manage themselves. And society is totally unprepared for it.”

– Peter Drucker

Most of us spend more of our adult lives working than we do engaging in any other single

waking activity.

While not denying the value and importance of external expertise, successful organisations will try to transfer that expertise to the individual employee through extensive training, and then expect that employee to be self-directing and become part of the solution.

Self-direction creates an awareness of the need for, or possibility of, change. Employees are

able to look at themselves and begin identifying the changes they might wish to consider making in such areas as work, problem-solving, conflict management, and learning.

We can no longer afford to muddle through on our way to new knowledge and new skills.


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The greatest challenge of the future is social, not technological. In the excitement generated by the latest technological marvels, from fibre optics to the Internet, to new drugs

and medical breakthroughs, we tend to forget that our major problems are people problems.

BECOMING SELF DIRECTED

Read

Sharlyn Lauby writes a short but to the point article on the topic of self-directedness. Follow the link to read this article.

Introduction to self directedness : The business case for self-direction�

Individual Action

Lauby emphasise six principles of self-direction which will help you to develop the ability to not only successfully bridge the “old” to the

"new”, but will also enable you to contribute to the fast changing organisations of today and to be prepare to fulfil the requirements of tomorrow.

Know yourself : Self Aware

Do meaningful work

Be part of the solution

Managing conflict effectively

Learn how to learn

Manage to change

�

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THE IMPORTANCE OF SELF-AWARENESS IN SELF DEVELOPMENT

“I think self-awareness is probably the most important thing towards becoming a

champion...”

- Billy Jean King

One of the most important aspects in increasing your own level of influence is self-

awareness. Self-awareness can assist to allow you the opportunity to know who you are, what you want and how to go about getting it! No man is an island, or so

the saying goes. We all live and work in groups and have to have an understanding of how we fit into the various groups in our lives, the effect we have on other members of the group and their effect on us.

To become self-aware and gain self-knowledge, you need to allow yourself to connect with all facets of your being; to embrace “your all” (also the parts you

deny at times). Even that part of you that you are not aware of. To do this you also need to be prepared to receive feedback and disclose yourself to others (also see Johari window that follows a little later). Self-awareness is one of the main

ingredients in becoming authentic (not plastic or made in Taiwan). An increase in self-awareness bridges the gap between ‘who I am’ and ‘who I am expected to

be’ (socially).

The following pages contain a helpful model that explains the importance of our abilities to receive and deal with feedback and our ability to make ourselves

vulnerable by showing (self-disclosure) ourselves to the world; and how we integrate all the information to assist us to become authentic and real where

thoughts, feelings and actions are aligned and congruent (according to our friend Carl Rogers). One’s growth potential lies within the abilities to embrace both strengths and development areas. The way you embrace “it all”, actually

increases your level of influence as you will be enabled and empowered to model the way…

Self-Assessment

To assess self-awareness, follow this link

�

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THE JOHARI WINDOW : FINDING MY BLINDSPOT

The Johari window model is a simple and useful tool for illustrating and improving

self-awareness, and mutual understanding between individuals within a group. The Johari window tool can also be used to assess and improve a group's relationship with other groups. The Johari window model was developed by American

psychologists Joseph Luft and Harry Ingham in the 1950's, while researching group dynamics. Today this model is especially relevant due to modern emphasis on,

and influence of, 'soft' skills, behaviour, empathy, co-operation, intergroup development and interpersonal development.

The Johari window model is also referred to as a 'disclosure/feedback model of

self-awareness' and by some people an 'information processing tool'. The Johari window actually represents information – feelings, experience, views, attitudes,

skills, intentions and motivation – within or about a person in relation to their group, from four perspectives, which are described below. The Johari window model can also be used to represent the same information for a group in relation to other

groups.

Johari window terminology refers to 'self' and 'others': 'self' means oneself, ie, the

person subject to the Johari window analysis. 'Others' mean other people in the person's group or team.

The four Johari window perspectives

are called regions or areas or quadrants. Each of these regions

c o n t a i n s a n d r e p r e s e n t s t h e information - feelings, motivation, etc - known about the person in terms of

whether the information is known or unknown by the person, and whether

the information is known or unknown by others in the group. The Johari window's four regions are as follows

(showing the quadrant numbers and commonly used names):

“EVERY step we take – no matter how

Self-Assessment

To find your blindspot, follow this link to assess yourself

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small – to understand the needs of the people we strive to serve will increase our bond with them, and move us in the direction of a higher standard of leadership.”

- Mahatma Gandhi

JOHARI WINDOW FOUR REGIONS

What is known by the person about him/herself and is also known by others

open area, open self, free area, free self, or 'the arena'

What is unknown by the person about him/herself but which others know - blind

area, blind self, or 'blind spot'

What the person knows about him/herself that others do not know - hidden area, hidden self, avoided area, avoided self or 'facade'

What is unknown by the person about him/herself and is also unknown by others - unknown area or unknown self

Miscommunication frequently occurs because our open window is so limited; we are not in touch with what we feel and cannot respond to what we hear. As the open window increases, there is not only greater variability in individual’s

behaviour, but also greater openness in interpersonal relationships in the group.

The Johari Window is a useful Model to try and explain what the role is of self-

discovering. This self-discovering is base on two fundamentals:

‣ Feedback from others

‣ Self-disclosure

Both essential elements to ensure my

we l lnes s , my ab i l i t y to d i sc lose information about myself and my ability to receive and integrate feedback from

others and my environment.

When you look at the theory of the Johari

Window, are you ale to plot yourself in the quadrants with examples in each? Try to do it…

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All tasks following, is an attempt to enlarge the Open/free area and to minimise the unknown area. Bringing you in a better position to connect with yourself and

then with your manage.

If you are interested in your own level of self-awareness, please click to do a self-assessment to start your journey.

In the next chapters we are going to look at emotions, where they come from

and how they influence our present. We will also indicate the relationship between our thoughts, feelings and behaviour and to what extend we have

control over the way we feel, think and act or behave. It might shed some light on the statement I have heard so many times in the past: “The boss/husband/wife/child makes me so angry...” 


Reflection

At the end of the discussion, and afer you have reflected on this specific topic, summarise your own thoughts and opinions and eventually your understanding of the topic.

�

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FINDING MEANING

There are two important days in your life. That is the day that you were born,

and the day you come to understand why …

Mark Twain

When Daniel Goleman published Emotional Intelligence: Why it can matter more than IQ in 1995, using the phrase “the new yardstick for success”, this generated an incredible

amount of interest in the role that emotional intelligence can play in our daily lives. There were, however, a number of people who were concerned that this was just a new fad!

The fact is, however, when Goleman went to press in 1996 with his findings, he had already assessed more than 2 million employees trying to determine what the competencies are that predict or determine success in the workplace. With his publication he clearly

indicated that our success in the workplace are only 15% determined by our technical skills and the other 85% is determined by what he called emotional intelligence (EI), previously also referred to as emotional literacy.

Now, in order for me to explain what EI is, let me introduce this whole concept to you in the same way my mentor and colleague, Pieter van Jaarsveld, does as it starts the ball

rolling very effectively...

Think about somebody who has really played an important role in your life. List all the qualities, traits or characteristics of this person …

Emotional Intelligence (EI) refers to:

Personal

Social

Emotional

Survival skills

Innovation

Think about somebody who has really played an important role in your life. List all the qualities, traits or characteristics of this person

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Scholar XW P

Though the latest research indicate the following seven (7) social and emotional competencies of highly effective teams:

Team Identity

Motivation

Emotional

Communication

Stress tolerance

Conflict resolution

Positive mood

Comparing EI with that of IQ, the Difference seems to be...

Cognitive Intelligence: (IQ)

Predicts success at school

Predicts 6% – 15% success at job

IQ peaks at late teens / early twenties

Culture-bound

Can not be developed

Emotional Intelligence (EI)

No cultural differences

No gender differences on average

Ladies higher: empathy, social responsibility, and interpersonal

relationships

Men higher: stress tolerance, personal mastery

EI can be developed.

FROM BALANCE SHEET DRIVEN MENTALITY ... “What lies behind us and what lies before us are tiny matters compared to what lies within

us.”

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