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Leadership is a reciprocal influence process. Leaders not only influence followers, but followers
influence leaders.Effective leaders and followers share several traits and behaviors. Both
demonstrate independent thinking, commitment to excellence, commitment to common goals,
courage, and initiative.Robert Kelly suggested that there are followership styles just as there are
leadership styles and that some are more effective than others. He described these styles along two
dimensions:1.Independent critical thinking vs. uncritical thinking: Independent critical thinkers
are aware of and pay attention to the effects of their own and others’ behavior on the organization’s
goals. Uncritical thinkers accept a leaders’ statements as automatically correct and would not
think of challenging them.2.Active vs. passive behaviorActive followers seek out opportunities
to improve the organization. Their behavior goes beyond what is called for in a job
description.Passive followers require constant supervision and prodding. They avoid
responsibility and do nothing more than that with is absolutely required.
Leadership is made up of reciprocal relationships. There are, at least, two aspects of reciprocal relationships,
one positive and one negative. Reciprocal relationships are positive for both leaders and contributors when
they are mutual and cooperative.

The first positive aspect of reciprocal leadership relationships occurs when all participants benefit. An
example occurs in nature with a flock of geese flying in a "V" formation as they migrate south before the
winter. The lead goose helps break the force of the head winds and makes it easier for the geese following
to not expend as much effort. A side by side aspect of leadership is that a rotation occurs for the front
position in the "V" formation. It is mutual because all of the geese in the flock benefit with this structured
cooperation.

The second aspect of reciprocal leadership is when the follower's behavior is inverse and opposite of the
leaders in overall performance. When a leader does all of the problem-solving for his or her followers, the
followers gradually do lose the ability to solve problems for themselves. Many authoritarian leaders who
micro-managed the decision making of their employees complained to me that their employees behaved
like children and lacked discipline for doing even the simplest of tasks.

The truth was that employees did behave like children. They under-performed as a part of their inverse and
opposite role in the reciprocal relationship with their leader. Top-down leaders are more likely to create the
under-functioning, dependency role than side by side leaders. An inverse relationship is like the part of the
puzzle piece that awkwardly protrudes and needs the corresponding empty space in another puzzle piece to
fit into. Leadership emotional systems are like puzzle pieces that fit together.

One benefit of a systems model of leadership is there are more entry points to improve the results of the
system. In the above case, leaders have the new option of not only considering the under performance of
their followers, they can begin observing and experimenting with how their over performing behavior is
contributing to that under performance.

When individuals are promoted to management positions, there is a tendency to select the hardest working
and smartest person for the job. Unfortunately, the leader who is the hardest working may have a tendency
to do other people's work and thinking for them. One group of leaders that I consulted with consistently
worked late into the night and complained as the workers trampled over them to get out of the office at 4:59
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pm. The knowledge of the inverse reciprocal relationships of leadership solves the mystery of why the work
units of the smartest and hardest working bosses sometimes have the lowest performance and profits.

The table below shows some of the inverse follower behaviors when leaders behave top-down. All of us as
leaders behave top-down during some part of the workweek, even when it is appropriate for us to make the
final decision in an area where we have the most knowledge. The table below presents the warning that
there are consequences every time we play the top-down card, even when it is necessary.
I

Inverse and Opposite

Leadership Practice Top-Down Behavior
Follower Behavior
1. One Way Communication Commands. Obeys.

Does all of the

talking.Does not share information,
knowledge, or new ideas.
Listens only to debate own
viewpoint. Gradually stops thinking when
around the top-down leader.
2. Authoritarian Decision-Makes all of the decisions,Does not deviate from leader's
Making even ones related to workersdecisions.
own responsibilities
Does not make decisions even
to improve work.
3. Competitive behavior withDoes not help others.Does not offer to help leader
subordinates verus when a problem is noticed.
Cooperation Mostly delegates and asks
others for help. Works the minimal amount of
hours.

Does not offer to help co

workers.
4. Identifying and solvingSolves problems for others. Comes to leader with problems.
problems Usually views problems as
someone else's fault. Does not share problems when
Blames or triangles others.they are observed for fear of
being blamed and perhaps even
Problem solving is reactive andfired.
not systematic or creative.
Does not think of or present
creative solutions for fear of
criticism.
rom Side by Side Leadership® by Dennis A. Romig, Ph.D.

In my next article, I will be discussing the inverse and reciprocal behaviors of leaders who lead
side by side. Please continue e-mailing your comments and questions, brief or lengthy.
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References:
https://opentextbc.ca/organizationalbehavioropenstax/chapter/the-leadership-process/

Weakness
Leadership isn't easy. Not everyone was built to be a boss. To be a good one, it requires near-
constant reflection and self-evaluation to ensure you're serving your team (and yourself) well. And
if you're a bad boss, you'll constantly be looking for new employees. That's because the old adage
holds true: Employees leave managers, not companies.
There are as many management and leadership theories in the world as there are theorists. But, it's
fair to say that most workers instinctively look to someone who guides, rather than bosses, and to
someone who provides a clear embodiment of a company's mission and values. If you allow your
leadership to be guided by these principles, you're well on the way to greatness.
No one is perfect, and there's always room for improvement. Here are six common leadership
weaknesses, and how you can fix them.
1. Lack of trust in employees
New leaders often either micromanage employees or take on more tasks than they can handle, all
because they don't trust their teams to perform as well as they do.
"This happens when leaders mistake their role and instead serve as taskmasters or managers in an
effort to ensure that things get done," said Keisha A. Rivers, founder and chief outcome facilitator
of The KARS Group Ltd. "The best approach is not to micromanage every detail of what has to
be done but to focus on specific outcomes and trusting your team to follow through. Having
periodic checkups is best to ensure progress is being made, rather than wanting to be cc'd on every
single email or requiring your team to provide daily status reports."
Heather Monahan, founder of career mentoring group Boss in Heels, added that many managers
are afraid to trust their employees with company information, failing to share valuable material
with them.
"Deciding to share key pieces of information and watching how your team manages the
information is a good recipe for building companywide trust," she said. [Want to be more
engaged with your employees? Try these tips for being a mindful leader.]
2. Excessive connectivity
Being connected 24/7 has become a hallmark of the modern mobile workforce. Constant
connectivity allows managers to provide feedback on the go and more easily manage workers
across time zones, said Nicholas Thorne, CEO of digital badge platform Basno. The problem is
that this can lead to an always-connected, omnipresent approach to leadership – and that's bad for
managers and team members alike, he said.
The state of being constantly plugged in can also lead to a malady known as "hurry
sickness," defined as the constant need to accomplish more, be faster and multitask everything,
even when there is no apparent need to do so. "Hurry sickness" causes leaders and employees alike
to get caught up in minutiae rather than standing back and taking in the bigger picture.
Monahan added that overcommitted and overstressed leaders are often inaccessible. You should
hold yourself accountable only to reasonable expectations, as stretching yourself too thin will do
more damage than good for you and the entire company.
"Creating boundaries and realizing you can't do it all will allow you to cut back on additional
commitments and focus on priorities," Monahan said.
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3. Stagnancy
All leaders eventually face the danger of getting stuck in their ways. The current way of doing
things may be working, but it's important not to let yourself – or your team – grow stagnant.
"The biggest threat to a successful business is becoming static and losing a desire for innovation,"
said Liz Elting, co-CEO of business language services firm TransPerfect.
The best thing you can do for your team as a leader is communicate and instill a clear sense of why
you're doing what you do, Elting said. Your company mission will likely lose credibility without
continued innovation, and reminding the organization of its purpose will motivate you to
collaborate and grow.
To stay adaptive, leaders also need to listen to feedback from anyone who has a stake in the
business, including clients.
"Their feedback is the most valuable piece of information to the success of your company," Elting
said. "Make it a top priority to not only solicit feedback from them but [also] decipher that
feedback and act upon it."
4. Needing to be liked
Leaders are people first, and it's natural that they want to be liked, said David Scarola, chief
experience officer of business resource The Alternative Board (TAB). But the need to be in
everyone's good favor can sometimes cloud solid business judgment.
"A common mistake with new managers and new business owners is that they make decisions that
are popular, which are often not the best decisions for the business," Scarola said. "[Leaders] need
to sometimes make unpopular decisions. That comes with the territory."
Instead of trying to be well-liked among your employees, seek instead to be understood and
respected. Learn how to communicate openly and frequently with your team, and always keep staff
members in the loop about the reason behind any decisions, popular or not.
"The best leaders have learned that if they make the right decisions for their business, even if
unpopular, and also take the time to explain their reasoning, they will earn the respect of their
employees," Scarola said. "In the long run, this is the best outcome a leader can aspire to."
When you're dealing with performance evaluations, Monahan recommends conducting them based
on specific metrics rather than being subjective. You can't stress over being someone's friend
before being their boss.
5. Hypocrisy
A "do what I say, not what I do" mentality is toxic to your work environment. As a leader, you set
an example for your team. If you want your employees to respect and listen to you, you must
follow your own rules. You can't hold your staff accountable if you aren't willing to work just as
hard.
"A leader must have the utmost and highest level of integrity and model the way for their team,"
said Daniel Freschi, president of leadership development company EDGE. "If you leave early
during the workday or speak offhand about a colleague, it will likely be repeated by your direct
reports. To avoid this, a leader needs to clarify their values and be hyperaware of their behavior
and hold themselves to the same or higher standards that you would direct reports."
"Leaders often want to create a certain type of environment, but don't want to actually participate
in the culture they are determined to create," added Monahan. "If you are seeking to create a
collaborative environment, ask yourself first if you are collaborating and sharing with
others. Putting yourself in everyone else's shoes will pay dividends."
You don't want to isolate yourself from the rest of your team, so don't be aloof or act like you are
better than your employees, Monahan advised. This will only create tension and frustrate
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employees. It's better to be open about your flaws with your workers. The more transparent you
are, the more authentic your entire team will be.
"By slowly letting others in and sharing failures and challenges, you will begin to appear more
real, and employees will begin to believe in you," she added. "When you make yourself vulnerable,
you make yourself relatable."
6. Failing to set clear expectations
Employees would rather be instructed on what to do than be left with questions and uncertainty.
Providing directions and outlining missions will motivate your team and keep them on track.
"When a leader does not set expectations, their direct reports often limp through their day with no
clear direction," said Freschi. "Direct reports want to be productive; they want to know their work
has meaning and is contributing to a bigger picture. Without expectations or goals, they are not
able to prioritize the workload."
While it's important to trust your workers with their tasks, this doesn't mean you shouldn't delegate
assignments and highlight objectives to get the ball rolling. Leaders should set individual goals for
workers and explain how they align with the broader work of the organization, Freschi added.
"As leaders, it's up to you to provide a clear but succinct picture of the vision and desired outcomes
for the team and the organization," said Rivers. "People connect to a project or task much easier if
they know where it's headed. Don't keep them in the dark … Determine what information is
important and then provide clear instructions and expectations to set them up for success – not
failure."
Strength
Luckily, those strengths can be acquired and improved by anyone who wishes to become a better
leader. They may never be your top strengths, but you can certainly add them to your skill set.
So which strengths are leadership strengths?
It depends on who you ask, but generally, there is agreement on a number of important traits and
skills. See the overlap in the three lists of leadership strengths below to get the gist of which
strengths most benefit a leader.
According to the IMD business school, there are 8 key leadership strengths:
 Self-awareness: knowing yourself, your strengths, your weaknesses, your emotional state,
etc.
 Situational awareness: knowing what is happening around you.
 Communication skills: the ability to effectively communicate with others.
 Negotiation skills: the ability to negotiate and compromise to get the best outcome.
 Conflict resolution skills: the ability to resolve conflict in a way that is fair and agreeable
to all (or most).
 Collaboration skills: the ability to work with others, particularly those who are different
from you.
 Ability to work with different personal styles and approaches: as described.
 Courage: the ability to make difficult decisions—even when faced with fear, stress, and
uncertainty.
References:
https://www.businessnewsdaily.com/7047-leadership-improvement.html
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A well-kept secret in the main office is that principals can (and should) teach, too. In a well-led
school, all members of the school community will see the principal in teaching action. This should
include teaching with technology, because setting an example as a principal is important when it
comes to preparing students to be tech-savvy citizens. Afshari and colleagues claim that "the
leadership role of the principal is the single most important factor affecting the successful
integration of technology."1
School leaders should take every opportunity they can to show publicly that they value technology.
Principals should incorporate technology into such everyday tasks as completing observations or
giving presentations. Classroom modeling—delivering demonstration lessons in which students
effectively learn through using technology—is an even more direct approach.
1. Use e-mails and social media creatively.
By exploiting the multimedia capabilities some e-mail programs offer, principals can increase the
effect of staffwide e-mails and demonstrate how teachers might use this common tool creatively
to increase students' motivation. Try embedding images or videos that represent the message's
content within some e-mails you send your staff. If you're sending a message to praise one staff
member on a job well done, insert a graphic saying "Thanks!" in fancy type or link to a video
showing a sea of applauding hands. Other options include embedding PowerPoint-type
presentations directly into an e-mail through the free website Slide Share or embedding a poll in
an e-mail to gather teachers' views or votes on a key issue.
By using these options to distribute information to your staff, you'll both demonstrate a
commitment to technology and—by eliminating another faculty meeting—make better use of
teachers' time. In addition, social media play an important role in school communication. By
sharing positive messages, updates on things like testing, and meaningful links for parents and
students on social media like Facebook, Twitter, and Tumblr, you'll be a model for the entire school
community. Auburndale Senior High School uses Facebook to publicize upcoming deadlines for
taking the ACT and SAT, to give up-to-date information on scholarships, and to spread the word
about parent nights or football games.
2. Deliver dynamic presentations.
Presentations are ubiquitous in schools. Teachers use them to give lectures or assign student
projects; principals show them at faculty meetings and parent nights. PowerPoint-type
presentations can become more dynamic and offer opportunities for audience engagement with a
few tricks involving easy-to-learn technology.
Embed video and pictures within your slides or screens to give a presentation more impact. Or use
slate software (available from Smart Technologies), which enables you to circle, highlight, or point
to important information right on the screen as you deliver your presentation.2
Record important media presentations and make them available as podcasts or as streaming media
so teachers and community members can watch and listen later. Featuring these technologies at
faculty meetings and parent nights will show teachers how effective digital and multimedia
techniques can be in gaining audience attention.
3. Use mobile technology in walk-throughs.
Teachers now expect principals to go in and out of their classrooms observing their teaching and
students' learning. However, many principals still use paper and pen to deliver feedback. Consider
using an iPad or other form of tablet computer to electronically complete your observation forms
and immediately send feedback to teachers. Instead of waiting for a form to come to their school
mailbox, teachers can quickly log on to their e-mail and see comments about the observed lesson.
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You and the teacher can start an e-mail conversation about successes you saw in the classroom
and improvements you'd like to see.
This type of modeling may seem unrelated to actual instruction, but just using an iPad to make
walk-throughs more effective and efficient demonstrates a leader's belief that technology can have
a positive impact and may reduce fear among technology-phobic faculty.
4. Skype in speakers.
With video conferencing now freely available through Skype, principals can invite informed,
compelling speakers to share what they know at faculty meetings without the expense of travel
accommodations. Consider inviting curriculum researchers to discuss how a new instructional
practice can increase student achievement or having book authors speak on teaching practice (why
not select books about increasing technology in the classroom?). Teachers may realize how
applications like Skype could open the world to students.
Inviting the superintendent of schools to attend virtually will demonstrate to your school and
district your commitment to technology.
5. Participate in a technology team.
Specialized educators who have technical knowledge that principals lack—network managers,
media specialists, and technology coaches—serve at many schools. A savvy school leader will
participate in a team with such experts—and add teacher leaders who use technology often. Use
this team to find and evaluate digital resources before presenting new ideas to the faculty at large;
this will both show your commitment and create buy-in.
This team should be willing and able to provide professional development to the faculty, either as
a formal process or more fluidly, with team members making themselves available for one-on-one
training and support in classrooms.
6. Emphasize technology in the budget.
Teachers and community members alike view the school budget process as a public statement of
priorities. Send the right message.
Although budgets are often set by districts, many principals receive flexible accounts they can
draw on for classroom necessities. Consider setting aside a specific dollar amount for increasing
the technology available on campus. Be sure to allocate resources and time for tech-related
professional development.
7. Set up observation opportunities.
Principals should promote modeling of technology use throughout the school community. Ask
teachers who use technology creatively to open their classrooms occasionally so colleagues can
drop in and watch a peer employ technology skillfully. To ensure this happens, deliberately
recognize individuals who use technology well in the classroom during walk-throughs and
schedule these teachers to have an open classroom for a day.
As a practical measure, set up a rotating schedule of open classrooms and provide incentives for
teachers to open their room to observers. This will encourage strong teacher leaders to step into
more prominent roles and showcase sound technology use in the classroom. In addition, encourage
other leaders across campus—assistant principals, deans, and resource specialists—to use
technology in public spaces as appropriate.
8. Troubleshoot publicly.
One of the hardest challenges principals face is feeling comfortable making a mistake in public.
However, from time to time, technology won't work the way we want it to. When this occurs in
public, troubleshoot problems in front of teachers. By taking a moment or two to try to correct a
glitch, you'll demonstrate your faith that technology helps teaching enough to be worth some
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hassles. Teachers will see that you're OK with a few seconds of downtime when a device or
application balks. Make sure to smoothly transition to a backup plan if necessary so you don't
waste staff members' time. This also shows staff that you expect them to create contingency plans.

References:
Banathy, B. (1991). Systems Design of Education: A Journey to Create the Future. Englewood
Cliffs, N.J.: Educational Technology Publications.
D'Ignazio, F. (1993). “Electronic Highways and Classrooms of the Future.” In The Technology
Age Classroom, edited by T. Cannings and L. Finkle. Wilsonville, Ore.: Franklin, Beedle, and
Associates.
Geiger, K. (February 1990). “Images of Potential.” Keynote address presented at the Annual
Conference of the Association for Educational Communications and Technology, Orlando, Fla.

Introduction

Everybody looks up to a person they can trust, and who can guide them. We all are inspired by
someone who can hold their own confidently, is sure of what they are saying and doing, and walks
the talk. These are people whom we idolize; these are the people who we call leaders. Our leaders
can be an influence in any sphere of our life. It can be anyone from our boss at work, to a teacher,
to a political leader.
Can leadership qualities be cultivated?
Firstly, what are the qualities of a good leader? Confidence in their words and actions, integrity
and honesty, clear communication skills, Pride is an important aspect of an individual’s
personality, but arrogance is a negative trait, which should be avoided. If a person wants to be
regarded as a leader, she or he should never be too busy or big to interact with anybody who
approaches them. Politicians know this very well, which is why when they campaign, they spend
time walking and talking to people from a wide cross-section of society. They want people to know
that they are also ordinary people, and so understand the problems faced by the majority. Around
the time of campaigns, newspapers are flooded with pictures and reports of election candidates
eating, and sometimes sleeping at the homes of the economically and socially backward
communities. Spiritual leaders like the Dalai Lama, Mata Amritanandamayi, and the late Pope
John Paul II have the ability to influence millions, despite their gentle and peaceful demeanor. On
the other hand, political leaders like Hitler, Subash Chandra Bose, or Gaddaffi are known for their
fiery and passionate speeches. Some features like confidence, communication skills, grooming
skills, and a well-defined personality can be developed. Nobody is born brilliant. Our personalities
are formed as the result of the influence of several factors, such as our education, the company we
keep, the books we read etc. However, there are some things that cannot be cultivated. Not
everybody can be a great leader, who has the charisma and might to influence people. Integrity;
the ability to stand their ground no matter how great the odds, or the threats, these are qualities that
are inborn, and cannot be cultivated. Gandhiji’s faith in peaceful resistance did not waver in the
face of grave danger. Myanmar’s Aung San Suu Kyi was placed in house arrest for several years.
She was denied the right of meeting her dying husband. Yet, she refused to back down, and stood
for her principles. These examples are known for their enormous strength of mind and character.
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Leadership is an in born quality. The tendency of the leader is to handle a complete unit in a
supporting and controlling way at the same time. The leadership is a special trait only in few
selected persons. Though many a people get the position of handling a team or the unit, still not
everyone attains success to such a magnitude. The leaders who are born to rule the world definitely
show up their charm since childhood. Our nation has visualized many great leaders who have ruled
efficiently with the support and confidence of their citizens. With such calm and peaceful place to
live, every citizen will have the same level of respect and pride for their leader. All those who
claim to be leaders are not so, as they need to incorporate the effective team handling quality,
managing and controlling the views and expectations of all the members. These qualities cannot
be attained by any course of personality management. A person can shape his inner zeal and quality
with the crash course for the same. But no course in the world can teach to inculcate new qualities
which is not there in the genes of the person. Despite the horrors of wars, genocide, social
inequities like slavery and racism, the century has more people living in freedom than at any time
in human history. The reasons are manifold, but credit may be most due to leaders the world over
who stood up for human dignity when it was threatened by hate and fear. There are many
influential leaders who shepherded humanity through tumultuous and often violent times. Mandela
has been an enduring symbol of African democracy and of Gandhi’s dream of peaceful political
change. There have been many statesmen who have orchestrated the history of their countries in a
dynamic way. Equally there are many business leaders who have exemplified leadership strength
and led their businesses through recessionary periods and layoffs, with innovative techniques Are
all these influential persons born with such talent? Are we all not a product of our circumstances
and history? Do people have the ability to go beyond their circumstances? Being born a human
being we have been gifted with fantastic capabilities, much of which we haven’t explored. Yes,
there are some people who are born with very high intelligence with superlative IQ (Intelligence
Quotient) but the new age is also talking about EQ- Emotional Quotient. There are certain genes
which will make one who he is, but to be able to enable change, to drive transformational decisions,
needs more than intelligence. There are people who have learnt this art of navigating life with ease.
They have painstakingly learnt their art through experience. They can harmonize and control team
efforts towards desired outcomes. They have gone that extra length to know what works, what
does not, understand the environment and the people working in the circumstances, their
motivations, all the time training their mind to be on top of the game.
Leaders may be gifted with certain intuitive insights but the drive and the inclination to put it to
use for the larger benefit of the society, are evolving traits as one progresses in life with myriad
experiences.
There are some people who are born with all the right attitudes, and gained the skills with the right
education, which give them an advantage; however, there is no denying that given the right
environment, leaders in their respective areas of expertise can be developed with training and
guidance. Leadership is not a privileged right held by few- those to the manor born!

References:
https://www.jmw.com/blog/leaders-are-born-not-made-and-other-popular-myths/