Welcome to

Introduction to Leadership
 About Marika Tingleff
Leading the
keyword Organisational Psychologist (MA Psych.) from
the University of Copenhagen 2003
Autorised Psychologist and therapist
transformation Certified and accredited stresscoach
Has worked 17 years in consulting
Perspectives on driving
Have had my own business for the past 9 years
a sustainable business

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 Objective
The overall objective of the course is to provide you with an opportunity to reflect
on yourself in the leadership role in theory and in practice.

This will help you clarify your own personal and professional resources.

We The problem is
I am the type Have fun that no one wants
that takes lead. need to
go THAT to go where I
I was born to be want to lead them
a leader way

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Objective
Professional: Give you an insight into leadership.
Provide you with knowledge of the basic expectations of the
leadership role.
Enable you to practise leadership on “safe ground”.

Personal:
Give you constructive feedback that will increase your insight into
your own strengths and areas for development.
Give you a good foundation for your continued personal and
managerial development.

Social: Provide you with an opportunity to exchange experiences about

leadership and the leadership role with leaders at the same level
across industries and across professional and geographic borders.

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Blended learning – the six learning principles of
Mannaz’ training
Reality Dialogue Variation
Learning takes its starting point in We base the learning process on We strive to incorporate variation
the participants’ own reality and equal dialogue between everyone in perspectives, methods and
needs. Our facilitators’ involved. Hence we work with a teaching techniques. This ensures
presentations are very specific and high level of activity among the that each participant benefits. We
incorporate tools that are so participants in our programmes often switch between
simple that they can be directly and training. presentations, reflection and
applied in your daily work. sparring in groups.

Challenge Reflection Action

By building on the participants’ We deliver “food for thought” and The learning is based on “learning
reality and needs, we make the make sure that the participants by doing”. We acknowledge the
learning process meaningful for have time and space to come to old Chinese proverb:
each participant. We adjust the new realisations during the
challenges to each individual’s programme. “Tell me and I will forget; teach
level, thereby lifting each me and I may remember; involve
participant’s skill set. me and I will learn”

Learning log

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Programme – day 1
9:00 a.m. Welcome and programme for these 3 days
Introduction interviews and presentation round

Matching of expectations – “shoppinglist”

Introduction to leadership
11:45 a.m. Lunch
12:30 p.m. My personal leadership: MBTI and leadership preferences
Walk and talk
MBTI and leadership
Introduction to role play/case story exercise and homework
4:00 p.m. Thank you for today
Don’t forget to do your homework assignment!
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Programme – day 2
9:00 a.m. Good morning
Feedback (short input)

3 Role plays / case story exercises

12:15 p.m. Lunch
1:00 p.m. Situational leadership (Short presentation)

Exercise
Walk and talk
2 Role Plays / case story exercises
Summary of today – in Plenary
5:30 p.m. Thank you for today! ☺

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Programme – day 3
9:00 a.m. Morning reflection

3 Role Plays / Case story exercises

12:00 p.m. Lunch
12:45 p.m. Preparation of feedback
Mutual feedback
14.00 Coffee/tea
Dear Me …
Recapitulation of key learning points

4:00 p.m. Thank you and goodbye ☺!

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Introductions in this group
Interview exercise (20 minutes)
Pair up with a teammate and interview eachother for 10 minutes each way to find out the following about
oneanoter:
- Who are you?
- What do you do?
- What is the most exciting part of your job?
- What is most difficult about it?
- How did you end up doing what you do?
- Why have you decided to take this course?
- What do you hope to take away from it?
• You are welcome to come up with additional questions, if you like, but remember to keep track of the
time
• Take notes, because you will be presenting your buddy in Plenary for 1-2 minutes!
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Introduction round, part two (5 minutes)
Find your buddy again and give eachother a short feedback on the interview process, answering the
questions:
”What was it like to be interviewed by you”?
and
”What are my impressions of your strengths”?

Now, based on your interviews, pick one or two expectations to this course, that you feel will make this
course worth your time these next three days.

-Please, contribute them i Plenary, where we will make an ”expectation- shoppinglist”!

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- Coffeebreak -

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What is leadership?
What does the theory say?
What are the changes in my role as a new leader?
How can I be successful

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Leadership from a historical perspective

Development in theoretical leadership thinking and leadership

psychology

“Born to be a leader” The leadership role

(leadership is a trait (focus on role and function and “what a leader can be”)
“focus on what a leader is”)

Leadership behaviour Relational leadership

(“focus on what a leader does”) (“focus on relationships
and legitimacy”)

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Development in leadership mindset

From:
Leadership is about getting things done through
others

To:
Leadership is about getting things done
together with others

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 Discuss in duos: What
Your leadership perspective? do you agree with more?

“Leadership is
“Leadership is about developing people
executing our strategy. through work tasks”
Strategy execution
basically means
orchestrating a series of
conscious change “Leadership is not
initiatives” something that
you do TO people,
“Leadership is but WITH people”
about making
someone else
do something
they wouldn’t
have done
otherwise”

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What is the difference between
Management & Leadership?”
The leader will set the direction and a great manager will stress planning and budgeting to make
it come true. Only a few companies have been blessed with both at the C-levels.

MANAGING is about coping with complexity LEADERSHIP is about coping with change
which includes: which includes:
• Planning & Budgeting • Setting Direction
• Organizing & Staffing • Motivating & Inspiring
• Controlling • Aligning People
• Problem Solving • Developing people
Explain how Explain “the why”

M. McNabb wrote: I would have to agree with the great John Kotter in the HBR "What Leaders Really Do.
Kotter (1990, P.104) begins by saying:
"Smart organizations value both and work hard to make each a part of the team."

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The task of leading others
Organisation/system

Management Strategy

Policies
Solutions
Organisation
Starting point Goal(s)
Values

Reflection
Leadership Job satisfaction Culture

Vision
Communication

Person/individual

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The 11 leadership paradoxes

Closeness Distance
Visibility Restraint
Trust Control
Tolerance Firmness
Focused versus Holistic
Prioritisation Flexibility
Direct Diplomatic
Visionary Entrenched
Dialogue Decisiveness
Dynamic Contemplative
Self-confident Humble

The 11 paradoxes were formulated in 1986 by Per Sørensen,

former HR Manager at Lego System A/S 18
 The hierarchy of the leadership task
- What is required of the leader?
- What is required of the employees?

Top Interpersonal Strategy/overview

Technical
and and
Middle professional insight and
understanding
know-how

Specialist
know-how understanding
Operational

Source: Hersey & Blanchard

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From colleague to manager

• Discuss with your neighbour:

• Have any of you ever been promoted to lead some of your former
colleagues?

• What challenges does/ did that involve for you?

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From managing oneself to managing others

3
2

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How leaders are born and develop:
The Leadership Pipeline

A book on:
How to Build the Leadership Powered
Company

Ram Charan, Steve Drotter & Jim Noel

2001/2011

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Typical pitfalls for managers who are promoted
from their own ranks

Pitfalls
• Putting too much emphasis on consensus and agreement
• Difficulty ‘letting go’ of old, preferred colleagues
• Too much focus on employees’ personal loyalty
• Too preoccupied with popularity
• Difficulty telling others what to do – not wanting
to ‘play’ the boss
• Difficulty moving from living under conditions
to being a co-creator of conditions
• Difficulty getting rid of tasks – the case
processing continues
* However, a manager who is appointed from among colleagues has
the advantages of being familiar with the tasks, the team’s
competences and the organisation
The leadership role
– mastering a new identity

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The leadership role
– mastering a new identity
Professor Linda A. Hill, from Harvard Business School, followed 19 newly appointed leaders during their
first year in their new role. She conducted interviews with their superiors, their staff, their peers in the
organisation and the leaders themselves.

The survey revealed that:

• At the beginning, the new leaders primarily focused on making their new staff – who sometimes were
former colleagues – happy.
• After about six months, they focused on the upper management’s requirements and expectations.
• They forgot to build a network with their peers.
• And lastly, they forgot to take time out for themselves.

In other words, they were somewhat reserved from a leadership perspective at the beginning, and then
they became authoritarian and ended up discovering how lonely they had become during their first year
as a leader.
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Newly appointed leaders particularly
need to:
• Gain knowledge of what it means specifically to be a leader
• Develop people skills
• Work on gaining self-insight
• Handle stress and emotions in a constructive way

There are no shortcuts in leadership development … each individual must make their own experiences,
reflect upon these and grow.

Professor Linda Hill,

Harvard Business School

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The leadership role and me

ME
MIG ME

ROLE ROLE

The role takes up so little The role takes up so much

room that as a leader, I tend room that as a leader, I tend to disregard the
to take things personally. feedback that I receive.

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Starting up a new team

• Vision and goals

• Communication structure
• Competences
• Reporting and feedback
• Culture and rules of the game
• Patience and repetition
Lunch 1 hour

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W&T: Dilemma exercise –
discuss in duos
Should you be friends with your colleagues om Facebook?
Should you eat lunch with your staff?
Can you share your oppinion the way you normally do?
Can you get together with your staff outside work?
How much should you share with your boss?
How do you make unpopular decisions?

Time: 15 minutes on a walk outside.

MBTI
I’m not crazy – I’m just not you!
Why do leaders need to know who they are?
Self-awareness

Satisfaction

Customer service

Results
Daniel Goleman, 2000, Primal Leadership

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Self-awareness is part of emotional intelligence,
which can be defined as follows
An array of emotional, personal and social
knowledge and abilities that influence one’s
overall ability to succeed in coping with
environmental demands and pressures.

Dr. Reuven Bar-On, 1998.

Pioneer and leading authority in the field of emotional-social
intelligence (EI) and psychology

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A model for emotional intelligence

Self-awareness Social awareness

To be aware of and To be aware of and

Awareness
Awareness

understand one’s own understand how others feel

emotions, strengths and and why they say and do
weaknesses what they do

Self-control Social abilities

To be able to control and To be able to express

motivate oneself oneself in an appropriate
manner in relation to others
Action

Action
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Intrapersonal competence Interpersonal competence
“If we don’t understand a person,
we have a tendency to perceive him
or her as a fool.”
Carl Jung

“Everything that irritates us about

others can lead us to an
understanding of ourselves.”

Carl Jung

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History
The Indicator is based on the
personality theories of the eminent
Swiss psychologist Carl Jung.
The model was developed by two non-
psychologists, Briggs and Myers, who
wanted to give as many people as
possible access to these powerful
ideas.
It is one of the few personality models
that describes differences in a positive
way. There are no good or bad types;
each type has its own strengths and
potential pitfalls.

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Research
• More than 20 years of research went into the
MBTI questionnaire before it was published.
• There are more than 4,000 research papers
on the MBTI instrument, which provide
strong support for its reliability and validity.
• The MBTI questionnaire continues to be
refined and updated. Culturally sensitive
forms have been published, including the UK
MBTI Step I. It is available in 14 European
languages.
• Authors from a wide range of backgrounds
have written about the Indicator, and there
are hundreds of practical, easy-to-read
articles available.

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The MBTI tool: Who uses it?
MBTI is used by thousands of organisations in
Europe, including:
• Business colleges and business schools such as
Ashridge, INSEAD, Henley Business School and
Cranfield
• Management consultancies such as PwC,
Deloitte and PA Consulting Group
• Multinational companies including Microsoft,
Shell, Coca-Cola and Procter & Gamble
• Public institutions such as the NHS, the police
and the RAF, as well as central and local
governments
• Universities, charities, churches and
consultants
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The Myers-Briggs Type Indicator – the MBTI –
measures your preferences
A preference is a person’s preferred or typical way of thinking, feeling
and reacting
When working with the MBTI profiles, it is important to bear in mind that:
• No profile is good or bad, right or wrong.
• The MBTI is a self-assessment tool and shows how sure a respondent is about his or
her choice of a given preference.
• The MBTI cannot measure skills, intelligence or personality traits.
• When choosing a given preference, it does not necessarily mean that all
characteristics associated with this preference are 100% identifiable.
• The MBTI measures preference, i.e. you can only have a preference for one or the
other, while you may have competences related to all dimensions.

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The four dimensions of the MBTI
Where do I prefer to get my energy
from?
Extrovert E I Introvert
Get energy from
Get energy from
the inner world
the outer
world How do I prefer to gather information?
Sensing
Work with
S N Intuition
Look for
well-known
possibilities and
facts
How do I prefer to make my decisions? correlation

Thinking T F Feeling
Base decisions on
Base decisions
on objective personal values
analyses and logic What kind of lifestyle do I prefer?
Judging
Prefer a
J P Perceiving
Prefer a flexible and
Very clear Clear Moderate Unclear Moderate Clear Very clear
scheduled and spontaneous lifestyle
structured life
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Relationships

E I
Talking thinking Thinking talking
Energy from outer world Energy from inner world
Variation Focus
Action Observation

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What are you focused on?
Where do you get your energy from?
Extroversion E I Introversion
• Prefer to act rather than reflect • Prefer to reflect rather than act
• Talk things through to understand them • Think things through to understand them
• Prefer oral communication • Prefer written communication
• Share most thoughts and feelings openly • Keep their thoughts and emotions to themselves
• Act and react quickly • Defer actions and reactions until they are safe
• Like to interact with their surroundings • Protect themselves from others’ involvement
• Enjoy working in groups • Enjoy working alone or with a few others
• Are often the first ones to speak at meetings • Often wait before speaking their mind at
• Learn through “trial and error” meetings

• Like to affect and be affected • Learn through analysis

• Focus on the big picture • Don’t need to affect and be affected

• Focus on details (go into depth)

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Information

S N
Concrete
Detail-oriented Abstract
Certainty Holistic approach
Realism Uncertainty
Routines Possibilities
Well-documented methods Experiments
Present Future

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 How do you prefer to gather information?
Sensing S N Intuition
• Use the five senses • Use a “sixth” sense
• Prefer to talk about the history, facts • Prefer to talk about the general idea and in
and details first outline first
• Like to collect data and knowledge • Like to interpret data or develop new systems
or understandings
• Seek to create predictability
• Seek to bring about development and change
• See challenges as a chance to use previous
experience • See challenges as an opportunity to create
something new and unusual
• Focus on small details and what is
• Focus on the greater perspective and patterns
• Often speak very specifically and methodically
and what it could turn into
• Prefer to base solutions on their own
• Often speak in pictures and metaphors
experience or documented solutions
• Prefer their own ideas or brand-new solutions
• Focus on current pleasures and challenges
• Focus on future pleasures and challenges
• Seek simple solutions
• Seek magnificent solutions

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Decisions

T F
Matter Principle/subjectivity
Objectivity Personal decision-making
Situational demands Values and beliefs
Justice/rules Visibility through opinions
Analysis/clarity

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 How do you make decisions?
Thinking T F Feeling
• Seek rational agreement • Seek emotional agreement
• Ask many questions to seek clarification • Confirm the views of others
• Try to stay analytical, distanced and objective • Try to get to the core and get a feel for it
• Interested in cause and effect • Interested in what it means to others
• Base final decisions on thorough analysis of • Base final decisions on personal values and
pros and cons what feels right
• Critical of opinions that have no logical • Get suspicious when people lack a clear,
explanation personal opinion
• Often express themselves objectively • Often express personal opinions and views
• Respect logic, professionalism and • Engage in people who engage in them
objectivity
• Seek to be true to their own values
• Seek to be fair and do the right thing
• Want to be appreciated for what they are
• Like to be praised for what they know or
have done

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Organisation

J P
Clarity/direction Gathering of information
Goal(s) Exploring
Action – NOW Flexibility
Time and deadlines Change of plans
Completion/clarification Spontaneity
Product Process

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 What lifestyle do you prefer?

Judging J P Perceiving

• Like things to be decided, planned and • Want things to stay open and flexible
structured • Work best under time pressure
• Finish tasks before the deadline • Like to go with the flow
• Like objectives and results • Enjoy surprises
• Try to limit surprises • Defer decisions and final conclusions
• Make quick decisions and draw quick • Reserve the right to change plans or decisions
conclusions
• Find routines limiting
• Quickly agree with plans and decisions
• Prefer to trust the process
• Find routines effective
• Prefer to trust the plan

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The types explained in short

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Reflect on your MBTI profile and discuss
in duos (20 minutes) W&T is optional:
Discuss:
• What can I especially relate to in my MBTI-profile?
• Was anything about my profile unexpected – any ”Aha´s”?
• Any parts, I am in doubt or have questions about?

In relation to the feedback, you have gotten from your workplace, reflect upon:
• What makes more sense to me now?
• Do I see possibilities for improvement in my everyday work life, based on the understanding, I get from
both this feedback and my MBTI profile?

Get some fresh air and have a coffee when you come back!
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- Coffeebreak -

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MBTI profession overview

Engineers – DK (%) (total of 404 Psychologists – DK (%) (total of

people) 171 people)
ISTJ ISFJ INFJ INTJ ISTJ ISFJ INFJ INTJ
21.0 0.7 0.7 2.5 2.8 0.0 2.8 4.2
ISTP ISFP INFP INTP ISTP ISFP INFP INTP
7.2 0.7 1.2 6.2 2.8 0.0 9.9 11.3
ESTP ESFP ENFP ENTP ESTP ESFP ENFP ENTP
9.9 0.7 3.2 10.9 5.6 0.0 16.9 29.6
ESTJ ESFJ ENFJ ENTJ ESTJ ESFJ ENFJ ENTJ
22.0 0.7 1.7 10.1 1.4 2.8 2.8 7.0

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MBTI Slogans
ISTJ ISFJ INFJ INTJ
Framework Works behind the Pushes on … and tries Can improve everything
Rules scenes again
Rituals
– and the right way

ISTP ISFP INFP INTP

Out of sight Enjoys closeness, the Life is exciting – my Despises unclarity
Out of mind present and nature secret

ESTP ESFP ENFP ENTP

Has a built-in “crap” Is game for anything Kicks life up a notch Has more parallel
detector activities than …?

ESTJ ESFJ ENFJ ENTJ

Knows the answer, the Gives and takes with Explains and explains Was born wearing
question is irrelevant their heart and explains combat boots

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MBTI prayers
ISTJ ISFJ INFJ INTJ
God, help me worry less about God, help me be more relaxed God, help me not to be a God, make me open to other
details tomorrow at 11.41.38 and help me be so in exactly perfectionist people’s ideas, however wrong
a.m. the right way (did I spell that right?) they may be

ISTP ISFP INFP INTP

God, help me consider other God, help me assert my rights God, help finish what I started God, help me be less
people’s feelings, even though (I hope you don’t mind my … headstrong, but let me be so
asking?)
most of them are overly in my own way
sensitive

ESTP ESFP ENFP ENTP

God, help me assume God, help me take things more God, help me concentrate on God, help me follow the
RESPONSIBILITY for my seriously, especially parties one thing … LOOK A BIRD … established procedures today.
actions, even though it’s and dances at a time On second thoughts, just for a
usually not my fault few minutes

ESTJ ESFJ ENFJ ENTJ

God, help me not to take over God, give me patience – and God, help me do what I can God, help me slow
everything, but if you need do it now do, and trust you to take care downandnotrushthrough
help, you just have to ask of the rest. But could I have everything. Amen
that in writing?

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Danish middle managers

ISTJ ISFJ INFJ INTJ

18.3% 1.0% 0.0% 1.6%

ISTP ISFP INFP INTP

7.9% 1.0% 0.5% 4.2%

ESTP ESFP ENFP ENTP

10.5% 0.5% 2.6% 16.2%

ESTJ ESFJ ENFJ ENTJ

24.1% 0.5% 0.5% 10.5%

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MBTI and leadership
What do the types contribute?

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MBTI and leadership styles
ISTJ ISFJ INFJ INTJ
Uses experience and knowledge of May be reluctant to accept Leads through their vision of what Drives him/herself and others to
the facts to make decisions. leadership at first, but will step in is best for others and the attain the organisation’s goals.
Builds on reliable, stable and when needed. organisation. Acts strongly and forcefully in the
consistent performance. Expects him/herself and others to Wins cooperation rather than field of ideas.
Respects traditional, hierarchical comply with organisational needs demanding it. Can be tough-minded with self and
approaches. and structures. Utilises a quiet, intense and others.
Rewards those who follow the rules Uses own personal influence behind persistent course of action towards Conceptualises, creates and builds
while getting the job done. the scenes. strategic objectives. new models.
Pays attention to immediate and Follows traditional procedures and Works to make their inspirations Is willing to relentlessly reorganise
practical organisational needs. rules conscientiously. real. whole systems when necessary.
Uses eye for detail to achieve Motivates others towards their
practical results. ideals in a determined manner.

ISTP ISFP INFP INTP

Leads through action and by Leads reluctantly, preferring a team Takes a facilitative approach. Leads through conceptual analysis
setting an example. approach, often acting as Prefers unique leadership roles of problems and goals.
Prefers that everyone be treated as coordinator. rather than conventional ones. Applies logical systems thinking.
equals and pulls his or her own Uses personal loyalty as a means of Works independently towards their Wants to lead other independent
weight. motivating others. vision. types while seeking autonomy for
Responds quickly when trouble Offers more praise and support Is more likely to praise than to him/herself.
arises, using the most expedient than criticism. criticise others. Relates to people based on
techniques. Rises to the occasion and adapts to Encourages people to act on their expertise rather than position.
Manages others loosely and prefers what is needed. ideals. Seeks to interact at an intellectual
minimal supervision him/herself. Gently persuades by tapping into rather than an emotional level.
Operates from clear, logical others’ good intentions.
principles.

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MBTI and leadership styles
ESTP ESFP ENFP ENTP
Takes charge readily in crises. Leads through the promotion of Leads with energy and enthusiasm. Plans theoretical systems to meet
Persuades others to see their point goodwill and teamwork. Prefers to take charge of the start- organisational needs.
of view. Prefers managing initial steps of a up phase. Encourages independence in
Has a direct and assertive style. project. Communicates and often becomes others.
Moves along the most expedient Defuses tense situations by putting a spokesperson for worthy causes. Applies logic and finds models for
route. people at ease. Works to include and support change.
Seeks action and immediate Makes things happen by focusing people while allowing for their own Uses compelling reasons for what
results. on immediate problems. and others’ autonomy. they want to do.
Facilitates effective interactions Pays attention to what motivates Acts as catalysts between people
among people. others and encourages them to act. and systems.

ESTJ ESFJ ENFJ ENTJ

Seeks leadership directly and takes Leads through personal attention to Leads through personal enthusiasm Initiates an action-oriented,
charge quickly. others. and praise. energetic approach. Provides long-
Applies and adapts past Gains cooperation through good Takes a participative stance in term plans to the organisation.
experiences to solve problems. relationships. managing people and projects. Manages directly – tough when
Gets to the core of the situation Keeps people well informed. Responds to followers’ needs while necessary.
swiftly and directly. Sets an example of hard work and trying to put everyone at ease. Enjoys complex problems and is
Decides and implements quickly. follow-through. Challenges the organisation to resourceful in managing them.
Acts as a traditional leader who Upholds organisational traditions. make actions congruent with Runs as much of the organisation
respects the hierarchy, achieving values. as possible.
within the system. Inspires change that is beneficial to
people.

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Important contributions from the types
ISTJ ISFJ INFJ INTJ

Continuity Visions
IS IN
ISTP ISFP INFP INTP

ESTP ESFP ENFP ENTP

Results Change
ES EN
ESTJ ESFJ ENFJ ENTJ

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Four leadership styles
ISTJ ISFJ INFJ INTJ

IS contemplative realist
Leads by focusing their IN – contemplative innovator
attention on what needs to be Leads through ideas.
done. Focuses on practical Focuses on abstract thoughts,
ISTP considerations and continuity. ISFP INFP ideas and visions.
INTP

ESTP ESFP ENFP ENTP

ES – action-oriented realist
Leads through action – it’s EN – action-oriented
about getting things done. innovator
Focuses on practical Leads through excitement.
ESTJ considerations and results. ESFJ ENFJ Focuses on systems,
correlation and change.
ENTJ

60
Exercise – discussion in
two groups of three and
four
Talk about your case for 10 minutes and
present your points in Plenary

Group Green: Group Yellow:

61
MBTI
Team task-model/ The Z-model for problem solving in teams

Sensing Intuition
What are the facts? Alternatives and
possibilities?

Thinking Feeling
Cause, effect and What feels right, and
consequenses?? what do I think abot
it?

62
A small case about leading different profiles:
In two groups (10 minutes):

You have the task of coming up with a new design of the way to conduct this course, if the Corona virus
shuts everything down again.

How will you proceed? Please discuss the following:

What do you in your group believe, that you should be sure to do and NOT to do, when leading the other
group to a task of solving a problem together?

63
Introduction to tomorrow´s program
• Tomorrow, we will be training some challenging leadership situations
• as roleplays.
• You will each get to train one situation and receive feedback from both your peers and from me.
• Each of you will train for 45 minutes, individually and receive feedback from the group
• HOMEWORK: For this purpose, you must make a presentation flip-over, telling the group about your
challenges as a leader, what your MBTI-profile is, and what the main points of your feedback from your
organisation have been.
• Based on the Flip-over, you instruct your peers on how they may challenge you and what they can help
you by noticing for your feedback session.
• Try to pick a case, that reflects a topic, that you would like to become better at or practice, as a leader.

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Order of the role play rounds
Title Topic

1. New car Challenging decisions and chairing of

meetings
2. The middle manager’s dilemma Team and process management

3. The Friday chat Loyalty, boundaries and informal

management
4. Performance appraisal interview Handling/development of staff

5. New offices Overview/conflict/mediation

6. The dismissal Challenging dialogues

7. Taking stock Challenging dialogues

8. Holiday planning Meeting and decision-making management

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MAKE A PERSONAL FLIP OVER WRITE/ ILLUSTRATE. INCLUDE THE FOLLOWING:

• Your name, workplace, number of teammembers you lead

• Your MBTI profile and parts of it, that you especially recognize
• Three main points of the feedback you have received from your workplace, that you can relate to
• A challenge for you as a leader: Something you want to work on getting better at.
• Things, you especially want the group to notice and give you feedback on, after the training.

66
Homework for tomorrow:
1) Read your case paper and prepare for how you want to solve the case and request feedback from the
group consisting of Marika, Pia and your peers.

MAKE A PERSONAL FLIP OVER WRITE/ ILLUSTRATE. INCLUDE THE FOLLOWING:

• Your name, workplace, number of teammembers you lead

• Your MBTI profile and parts of it, that you especially recognize
• Three main points of the feedback you have received from your workplace, that you can relate to
• A challenge for you as a leader: Something you want to work on getting better at.
• Things, you especially want the group to notice and give you feedback on, after the training.

67
Logistics for role play rounds (1 hour each)
What would you like to Oral presentation of poster and what you would 10 min.
like to get feedback on
receive feedback on?
While the group reads role descriptions,
Reading time/coaching the leader steps outside with the psychologist 10 min.
and reviews his/her strategy for the role play

The role play is conducted with time-outs ,

Role play with which the group can use for experimenting
time-out based on the consultant´s advice 10-15 min.

1. The group writes their feedback

2. The focus person/leader makes statements
about themselves
Written and verbal 3. The group provides feedback 15-20 min.
feedback 4. The psychologist provides feedback
5. The focus person has an opportunity to ask
clarifying questions or talk about how it felt
to receive feedback

A SHORT BREAK BETWEEN TRAININGS

68
Programme – day 2
9:00 a.m. Good morning
Feedback (short input)
2 Role plays / case story exercises
12:15 p.m. Lunch

1:00 p.m. Situational leadership

(Short presentation)
Walk and talk
2 Role Plays / case story exercises
Summary of today
6:00 p.m. Thank you for today

69
Role play rounds – topics to train
Title Topic

1. New car Challenging decisions and chairing of

meetings
2. The middle manager’s dilemma Team and process management

3. The Friday chat Loyalty, boundaries and informal

management
4. Performance appraisal interview Handling/development of staff

5. New offices Overview/conflict/mediation

6. The dismissal Challenging dialogues

7. Taking stock Challenging dialogues

8. Holiday planning Meeting and decision-making management

70
Welcome to
Introduction to Leadership
Day 2

71
Programme – day 2
9:00 a.m. Good morning
Feedback (short input)
2 Role plays / case story exercises
12:15 p.m. Lunch

1:00 p.m. Situational leadership

(Short presentation)
Walk and talk
2 Role Plays / case story exercises
Summary of today
6:00 p.m. Thank you for today

72
Feedback
A short bit of input
Order of the role play rounds
Title Topic

1. New car Challenging decisions and chairing of

meetings
2. The middle manager’s dilemma Team and process management

3. The Friday chat Loyalty, boundaries and informal

management
4. Performance appraisal interview Handling/development of staff

5. New offices Overview/conflict/mediation

6. The dismissal Challenging dialogues

7. Taking stock Challenging dialogues

8. Holiday planning Meeting and decision-making management

76
Logistics for role play rounds (1 hour each)
What would you like to Oral presentation of poster and what you would 10 min.
like to get feedback on
receive feedback on?
While the group reads role descriptions,
Reading time/coaching the leader steps outside with the psychologist 10 min.
and reviews his/her strategy for the role play

The role play is conducted with time-outs ,

Role play with which the group can use for experimenting
time-out based on the consultant´s advice 10-15 min.

1. The group writes their feedback

2. The focus person/leader makes statements
about themselves
Written and verbal 3. The group provides feedback 15-20 min.
feedback 4. The psychologist provides feedback
5. The focus person has an opportunity to ask
clarifying questions or talk about how it felt
to receive feedback

A SHORT BREAK BETWEEN TRAININGS

77
Logistics for role play rounds (1 hour each)
What would you like to Oral presentation of poster and what you would 5 min.
like to get feedback on
receive feedback on?
While the group reads role descriptions,
Reading time/coaching the leader steps outside with the psychologist 5 min.
and reviews his/her strategy for the role play

The role play is conducted with time-outs ,

Role play with which the group can use for experimenting
time-out based on the consultant´s advice 15 min.

1. The group writes their feedback

2. The focus person/leader makes statements
about themselves
Written and verbal 3. The group provides feedback 20 min.
feedback 4. The psychologist provides feedback
5. The focus person has an opportunity to ask
clarifying questions or talk about how it felt
to receive feedback

A SHORT BREAK BETWEEN TRAININGS

78
Lunch 1 hour

79
Situational leadership
Adjusting your leadership behaviour to the employee

80
What do they do?
(Discuss for 5 minutes in two groups – notes on FO)
The conductor of a Classical The leader of a Jazzband?
Symhonic Orchestra

81
Different types of leadership behaviour
Directive leadership behaviour: Supportive leadership behaviour:
When a leader … When a leader …
Establishes goals and sub-goals. Asks employees for suggestions or
ideas for solving work tasks.
Distributes tasks to achieve the Assists employees in problem-solving
desired result. and completion of tasks.
Plans future work tasks. Listens to employees’ problems (job
related or non-job related).
Organises resources. Encourages or ensures employees that
they can solve the task.
Announces job prioritisations.
Informs employees about what is
Sets deadlines for future projects. going on in the organisation.
Defines assessment criteria for Exhibits openness about him/herself
employee performance. and the situation.
Shows and tells employees how to Praises employees for the way they
solve a task.
solve a given task.
Checks that the work has been
carried out correctly and on time.
82
High High supportive and low High directive and
directive behaviour high supportive
behaviour

Supportive behaviour
s.3 s.2

s.4 s.1

Low supportive and low High directive and low

directive behaviour supportive behaviour

Low High
Directive behaviour

High High Moderate Low

qualification qualification qualification qualification

High Varying Low High

commitment commitment commitment commitment
M4 M3 M2 M1 83
S3 S2
S4 S1
The leader identifies the problems.
The leader sets goals and specifies tasks.
The leader devises action plans.
The leader decides the working process:
- What, how, when and with whom?
The leader gives specific instructions and mainly
uses one-way communication.
The leader is the initiator in connection with problem-solving
and decision-making.
The leader closely monitors and evaluates employees’
performance.

84
High High supportive and low High directive and
directive behaviour high supportive
behaviour

Supportive behaviour
s.3 s.2

s.4 s.1

Low supportive and low High directive and low

directive behaviour supportive behaviour

Low High
Directive behaviour

High High Moderate Low

qualification qualification qualification qualification

High Varying Low High

commitment commitment commitment commitment
M4 M3 M2 M1 85
 The leader identifies problems.
The leader sets goals.
The leader devises action plans and discusses them with
employees.
The leader presents decisions about employees and asks for
comments – increasing two-way communication.
The leader makes the final decision on work processes and
methods after listening to employees’ ideas, opinions and feelings.
The leader continues to monitor employees’ performance.
The leader evaluates employees’ performance.
S2
S3

S4 S1

86
High High supportive and low High directive and
directive behaviour high supportive
behaviour

Supportive behaviour
s.3 s.2

s.4 s.1

Low supportive and low High directive and low

directive behaviour supportive behaviour

Low High
Directive behaviour

High High Moderate Low

qualification qualification qualification qualification

High Varying Low High

commitment commitment commitment commitment
M4 M3 M2 M1 87
The leader involves employees in the identification of
problems and objectives.
The leader encourages employees to suggest solutions.
The leader and the employees share the responsibility for
suggested solutions.
The leader listens and assists in connection with employees’
problem-solving and decision-making.
The leader and the employee both participate in the
evaluation of the work performance.

S2
S3
S4 S1

88
High High supportive and low High directive and
directive behaviour high supportive
behaviour

Supportive behaviour
s.3 s.2

s.4 s.1

Low supportive and low High directive and low

directive behaviour supportive behaviour

Low High
Directive behaviour

High High Moderate Low

qualification qualification qualification qualification

High Varying Low High

commitment commitment commitment commitment
M4 M3 M2 M1 89
 S3 S2
S4 S1
The leader defines the task together with the employees.
Goals are defined together.
The employees devise action plans and decide the working
process: what, how, when and with whom?
The leader only monitors the employees’ performance
occasionally.
The employees evaluate their own performance.
The employees take responsibility and credit for their own
tasks.

90
Discuss with your neighbour:

• Which leadership style do I see is more prevalent in my

organization?

• Which style do I prefer to receive from my own boss?

• Which style do I find it the easiest for me, personally, to execute?

91
Exercise, Situational Leadership
(15 mins. individually)

• Choose a team-member of yours, that you find it especially challenging to lead or motivate at the
moment.

• Fill out the ”fishbone-diagram” by assessing his or her level of qualifications and commitment and follow
to the box at the right side of the diagram

• This should show you the leadership style, which you should employ, to best lead this teammember

92
Walk and Talk with a buddy about SL2
(15 minutes in duos)

Share with a peer your realizations about Situational Leadership.

Discuss:

• How is SL2 useful to me in my job?

• What do I need to do more of?
• What should I probably do less of?
• What difference would these changes make for me, if I succeed?

93
Order of the role play rounds
Title Topic

1. New car Challenging decisions and chairing of

meetings
2. The middle manager’s dilemma Team and process management

3. The Friday chat Loyalty, boundaries and informal

management
4. Performance appraisal interview Handling/development of staff

5. New offices Overview/conflict/mediation

6. The dismissal Challenging dialogues

7. Taking stock Challenging dialogues

8. Holiday planning Meeting and decision-making management

94
Logistics for role play rounds (1 hour each)
What would you like to Oral presentation of poster and what you would 10 min.
like to get feedback on
receive feedback on?
While the group reads role descriptions,
Reading time/coaching the leader steps outside with the psychologist 10 min.
and reviews his/her strategy for the role play

The role play is conducted with time-outs ,

Role play with which the group can use for experimenting
time-out based on the consultant´s advice 10-15 min.

1. The group writes their feedback

2. The focus person/leader makes statements
about themselves
Written and verbal 3. The group provides feedback 15-20 min.
feedback 4. The psychologist provides feedback
5. The focus person has an opportunity to ask
clarifying questions or talk about how it felt
to receive feedback

A SHORT BREAK BETWEEN TRAININGS

95
- Coffeebreak -

97
Welcome to
Introduction to Leadership
Day 3

98
Programme – day 3
9:00 a.m. Morning reflection – gratitude exercise

Extra subjects:

Motivation

Team management

Managing difficult persons in your team:

The Core Quadrant Model

12:00 p.m. Lunch

W&T about challenges in your leadership role

12:45 p.m. Preparation of feedback

Mutual feedback

14.00 Coffee/tea

Dear Me …

Recapitulation of key learning points

4:00 p.m. Thank you for now and goodbye

99
 Gratitude exercise

-What are you grateful that you have learned so far

in this course?

100
Important points for understanding how to
best lead your team:

Group dynamics have a great impact on the psychological work environment of at team.

That is why, as a teamleader, if you understand them,you will have a much better chance of managing your

team constructively and efficiently.

101
What happens in the introduction phase of a new
team or group?
Roleseeking
Up- Down
-Who is in charge?

Belonging Team Climate

In-Out Close - Far
-Who is in the group? -How close can I get?

From: William Schutz, ”The Interpersonal underworld”

102
Bruce Tuckman
– 5 stages of team-development
Performance • The team can now concentrate primarily on the tasks.
• Collaboration runs smooth, and there is less need for
active evaluation
• Boss can delegate

Performing

• Who is in this team?

• Why are we here?
Effektivitet

• Who is the boss? Norming

• Boss sets direction and • Boss must initiate that the team
team establishes common rules,
understandings, roles and routines
through self evaluation and makes
Forming agreements that everyone must agree to
• Coordination and difficulties and adhere to.
understanding roles, mandates
and figuring out new routines Ajourning
can easily cause conflict The team is either dissolved
• Boss steps in and facilitates or given new tasks,
depending on the
organizational needs
Storming

Fase/ TID
1 2 3 4 5 103
Marcial Losada

Marcial Losada studied 60 management teams

to see how their interactions were linked to their performance levels.

Work groups who experience many negative emotions are less

productive, less profitable, more stressed and experience higher
turnover and more accidents. Moreover their customersatisfaction
levels are lower and they are less innovative.

High performance teams ask for eachother´s opinions and express

own viewpoints more often.

104
What characterizes great teams?

Focus on
Positivity vs. Exploration others vs.
Teams
Negativity vs. defence focus on one
self

High performing 6:1 1:1 1:1

Medium performing 2:1 2:3 2:3

Low performing 1:3 1:19 1:29

LOSADA & HEAPHY, 2004

105
- Coffeebreak -

106
Handling challenging persons

107
The Core Quadrant model

• Dutch ingeneer and writer of ”Inspiration and Quality in

Organizations”

108
How to use this model
• Many are ”allergic” to certains types of people or traits in others,
• They feel instant dissonanse.
• Leading others, you sometimes have to surcome this and lead people anyway.
• Try the model to explore what you can perhaps learn from your ”enemies” for greater personal insight
and leadership flexibility.

109
 IF YOU OVERUSE YOUR STREGTH,
IT MIGHT BECOME ANNOYING TO
THINGS YOU ARE GOOD AT OTHERS
THAT YOU FIND EASY TO DO

STRENGTH / TALENT PITFALL

ALLERGY CHALLENGE

PEOPLE WHO POSSESS THE OPPOSITHE

TALENTS OF YOU, AND THAT MAY ANNOY WHAT YOU SHOULD DO
YOU IN OTHER WAYS MORE OF TO SUCCEED

110
Exaples of strengths and their corresponding pitfalls
Strength: Pitfall:

(If you are good at this): (You may do too much of

this, or others may see you as):
Helping Interfering
Succesfull Pushy/ domineering
Loyal Slave
Take charge Dictator
Mediator Meddler
Listener Passive
Not too serious Unserious
Persistant Stubborn
Convincing Superficial
Detail oriented Slow
111
(D. Ofman)
My talent that I What is the downside when I
should keep opveruse this ability?

Ideas are
Gets lots of ideas
never realized

People who Make sure

never think out my ideas are
of the box implemented

I find these people annoying (but What do I need to do to

could I learn to balance my balance my strength
strength by applying their results? without overusing it?

112
 Impatient,
Decisive doesn`t listen to
others

Indecisive people Take advice

and make sure everyone
is heard

113
Lunch 1 hour

117
Walk and talk
20 minutes in pairs

Take the paper on typical challenges, and

discuss in pairs, which ones of them apply to
you

Include points that you may want to improve

from the theories of team management and
leading difficult individuals in your team

118
Preparation of feedback to your
teammates

(20 minutes)

• Please prepare and write down a 1,5-two

minute long feedback to each of your
teammates.

• You will be presenting them directly to your

teammates in an exercise later.

119
Feedback Process!

120
- Coffeebreak -

121
Write a letter to yourself
about your learnings from this course and your plans for
the future…

Exercise (10 minutes)

122
Graduation Time!!

123
Remember to use what you have learned…

124
Thank you!

125