OBJECTIVES:

At the end of the session, students are

expected to:
− Learn the basic concept of leadership and
what legitimates an individual to lead
− Know and understand the different factors
of effective leadership
− Gain proper leadership skills, leadership
virtues, and styles for them to become
effective leader in the future to
contribute to national growth and
development
OBJECTIVES:

At the end of the session, students are

expected to:
− Demonstrate understanding of the
characteristics and development of effective
teams
− Explore and identify the various roles and
skills of team members in building
effective teams
− Examine the characteristics of effective
team leaders and their impact on team
development
https://www.mindtools.com/pages/article/newLDR_50.htm

How Good Are Your

Leadership Skills?
https://www.mindtools.com/pages/article/newLDR_50.htm

How Good Are Your

Leadership Skills?
Leadership Swap
Objective:
rapport. To solicit leadership ideas and build student
Activity Description: This activity is a structured
leadership example exchange. From the list of
"situations" below, select three (3) and share
something you have done or witnessed under the said
situations.
Leadership Situations
• A creative twist on a situation or issue.
• A clever improvisation--"dancing on your feet"
• A pleasant surprise
• An Aha moment
• Something that generated a great deal of
excitement
• A conflict resolved
• A breakthrough insight or solution
• A really tough situation
• A blindside experiences
• A moving (emotional) situation
PROCESSING:

There are many leadership skills and competencies that,

when combined and applied, go toward making you an
effective leader. You can develop each of these skills
within yourself. Interpretations of the answers in the quiz
are provided in
https://www.mindtools.com/pages/article/newLDR_50.htm
It is the process of influencing individuals or groups
to achieve goals. It is related to direction,
interaction, initiation, persuasion, motivator,
reinforcer, cheerleader, facilitator, coach, nurturer,
and delegator.
Leadership is a planned process that results in the
following:

1. Challenging people to work collaboratively toward an

ever-expanding vision of excellence in the achievement
of organizational and personal/ professional goals and
objectives.
Leadership is a planned process that results in the
following:

2. Creating a threat-free environment for growth so that

the creative talents and skills of each person are used to
the best advantage.
Leadership is a planned process that results in the
following:

3. Encouraging and building working relationships that

are individually and organizationally satisfying, unifying,
and strengthening in the realization of mutually
determined goals and objectives.

4. Optimizing available and human resources

The leader sees the bigger picture and understands the
purpose of life and work of the group or organization. To
lead implies that the leader has foresight and a sense of
direction.
Effective leaders seek to enable others to
experience life in its fullness.
Leaders must show concern for person. Human
beings are the most important resource leaders
have. Without people, material and financial
resources are worthless.
Leaders must develop a healthy self-image
and a positive attitude.
The Three Elements

Leadership involves an inter-relationship

among three elements:
i. The qualities, skills and needs of the
leader.
ii.The needs and expectations of the
group.
iii.The demands or requirements of
situations.
Leadership is Situational

Leadership styles change from

group to group and from situation
to situation. Exercising strong
directive power provides effective
leadership when group lack a sense
of direction or purpose.
Leadership as a Process

There are two major parts of the

leadership process: task-oriented
and relationship-oriented. Leaders
need an awareness of both parts
and they also need to strike a
balance between them because they
can easily and unknowingly
overemphasize one of more of these
aspects
Leadership Dilemma

Leaders find themselves within a

societal and organizational
environment of constraints and
challenges, of limitations and
freedom.
Leadership Patterns

Telling - Leaders identify problems,

consider options, choose one solution,
and tell their followers what to do.
Leaders may consider members’ views,
but members don’t participate directly in
decision-making.
Leadership Patterns

Persuading – Leaders make decisions and

try to persuade group members to accept
them. They point out that they have
considered the organization goals and the
interests of group members. They even
point out how members will benefit from
carrying out decisions
Leadership Patterns

Consulting – Group members have

opportunities to influence the
decision-making from the beginning.
Leaders present problems and relevant
background information. Leaders invite
the group to suggest alternative
actions.
Leadership Patterns

Participating - Leaders participate as

members in the discussion and agree
in advance to carry out whatever
decision the group makes.
Leadership Patterns

Delegating – Leaders define the

boundaries within which to solve
problems or accomplish tasks.
Then, they turn it over to the
group to work out solutions or
to implement the tasks.
Personality of Leaders
i. Value systems: This refers to the
belief and upbringing of the leader,
which eventually have effect on how
he directs, leads, and decides.
ii.Confidence in Group Members:
Leaders differ in the amount of trust
they have in other people. Leaders
may have more confidence in their
own capabilities than in those of
group members.
Personality of Leaders
iii. Leadership Inclinations: Directive
leaders issue orders and resolve problems
easily. Some leaders operate best in a
team role where they continually share
functions with subordinates.

iv. Feelings of Security in Uncertain

Situations: Leaders who release control
over the decision-making process reduce
the predictability of outcomes.
Personality of Group Members.

Leaders also need to understand

individual differences of each
individual within the organization.
Nature of the Task. Critical pressures on leaders
include the following:
i. The Problem Themselves: Do members have
the needed knowledge? Do the complexities
of the problems require special experience,
competence, or a one-person solution?

i. The Pressure of Time: The more leaders fell

the need for immediate decisions, the more
difficult it is to involve other people.
Situations may arise needing immediate
decisions, but some organizations operate in
a state of crisis.
Nature of the Environment
i. Structure of the Organization:
Organizations have values and
traditions that influence the behavior
of the people who work in them.

i. Outside Pressures: These pressures

include the social, economic, and
political situations.
Authoritarian Style shows certain
characteristics, such as:
❑ Generally strong-willed,
domineering, and aggressive.
❑ Have their own way, which for them,
seems the only way.
❑ Look upon subordinates as subjects
than as persons, and the best
subordinates, follow directions
without questions.
Authoritarian Style shows certain
characteristics, such as:
❑ Not ready to listen to views and
suggestions of others, if they offer
different opinions
❑ Do not encourage equal relationships.
They do not allow themselves to get
close to employees.
❑ Have business-like and task-oriented
attitudes. The job comes first.
❑ Blame poor results on the inability of
others to carry out instructions
correctly.
Democratic or Participative Style
demonstrates the following:
➢ Generally concerned with
maintaining group effectiveness as
with completing the task to be
done.
➢ Encourage members in their groups
to express their ideas and feelings
because they believe that such a
climate leads to greater creativity
and commitment.
➢ Seek the help of the group in
removing resistance or resolving the
conflicts.
 Democratic or Participative Style
demonstrates the following:
➢ Encourage joint decision-making as
well as shared goal setting.
➢ Set policies without explaining the
reasons and proposing them to
their groups, when they can, for
suggestions and criticism.
➢ Believe that responsibility for getting a job
done depends as much on the group
Democratic or Participative Style
demonstrates the following:
➢ Allow group members as good deal
of freedom in their work, once they
have shown their ability to do it.
➢ Keep looking for better ways to do
things and are open to change
when convinced that such changes
seemed called for and would lead to
greater effectiveness
➢ Believe in the effectiveness of the
group work.
1. Achieve the task. Leaders’ primary responsibility
involves accomplishing the tasks for which the
group or organization exists. Their main
contributions toward achieving the required results
lie in:
✓ Determining the objectives: Leaders must define
the important objective they want and when
they want it. They should state this accurately,
briefly, and clearly in writing.
✓ Planning necessary activities: They must decide
what to do to achieve the end results.
✓ Organizing the program: They must make a
checklist of all-important things to do, then
arrange those tasks in order of priority. Good
leaders break down each activity and identify
the sequential matters.
✓Preparing a timetable: Leaders need to
prepare a work schedule in which they
set a time for the completion of each
step in the program.
✓Clarifying responsibilities and
accountability: They must clearly define
all delegated responsibility, authority and
relationships and then coordinate them.
✓ Maintaining channels of communication: Leaders
must keep their associates and subordinates
fully informed. They must make it convenient for
those associates to keep them advised on all
pertinent
✓ Developing cooperation: Leaders should
thoroughly explain the results they want and
their expectations of every individual and group
affected.
✓ Establishing control points: Leaders must
determine where and when they will review
progress made. They must resolve problems,
determine remedial actions, and make necessary
adjustments
1. Build the Team. Characteristics of effective
teamwork
❖ Group goals/ objectives. All group members
must clearly understand group goals. Teamwork
also requires ownership of team goals;
therefore, members need to participate in
setting team goals, and commit to them.
❖Roles and responsibilities- Who does
what on the team. As group members
work together, they also build
expectations of one another. Conflict
over roles and responsibilities may occur
because of differing expectations.
❖Group procedures or work progress. Effective
teamwork requires clear and agreed-upon
procedures in several key areas:
1.Decision-making. Teams usually make
decisions by consensus. However, leaders
may reserve the right to make the final
decision after consulting with all or some
part of the team, depending on factors such
as nature of decision, who has more
knowledge and whom does the decision
most affect.
❖Group procedures or work progress. Effective
teamwork requires clear and agreed-upon
procedures in several key areas:
2. Communication. What should be
communicated within the team, to whom, how
frequently, by what methods?
3. Meetings. Group members generally
complain among themselves that team
meetings are dull, repetitive, ineffective, too
long, too frequent, dominated by a few, cover
the wrong subjects, are ineffective, a waste of
time.
❖Interpersonal relationships. When people have to
work closely together to achieve a common task,
they naturally develop feelings towards each
other. The extent to which they mutually trust,
support, communicate, and feel comfortable in
resolving conflicts with one another greatly
influences the way they work together.
1.Mutual Trust. Teamwork requires trust and
openness so that members can state their
views and differences openly without fear of
ridicule or retaliation.
2. Mutual Support. When group
members have a strong sense of
belonging and of mutual support, they
achieve teamwork. Members get and
give help from one another without
setting conditions.
3. Communication. Members can freely
and confidently say what they feel and
how they react to each other. When they
communicate, they know that the rest of
the team listens and will work hard to
understand.
4. Conflict Resolution. The group’s
ability to examine its process to
improve itself characterizes teamwork.
Group members accept differences as
inevitable and desirable. They do not
suppress them or pretend they don’t
exist. They work through them openly
as a team.
✓Group leadership needs. Teamwork
requires that they share leadership needs
(such as initiating or clarifying), among
the group so that all grow through the
group experience. Leadership styles used
by group leaders greatly affect the team’s
communication and work processes.
✓Using member resources. Teamwork
requires the maximum use of the
different resources of individuals in the
group, such as abilities, knowledge, and
experience. They accept, and give
counsel, support to each other while
recognizing individual accountability and
specialization.
✓Organizational environment. When groups
have flexibility and sensitivity to each
other’s needs, and they encourage
differences, and members do not feel
pushed to conform to rigid rules, they
have achieved teamwork.
▪ Individual Development. For leaders to have a sense
of satisfaction, leaders must see to it that they:
i. Have a sense of personal achievement in the jobs
they do. When people can actually complete
assignments, they feel that they have achieved
tangible results and are achievement-motivated
to tackle the next assignment.
▪ Individual Development. For leaders to have a sense
of satisfaction, leaders must see to it that they:
ii. Receive adequate recognition for their
achievements. Recognition reinforces feelings of
worth, especially when recognition comes from
leaders who can influence the person’s future.
▪ Individual Development. For leaders to have a sense
of satisfaction, leaders must see to it that they:
iii. Feel they have worthwhile contributions toward
the group objective, that they perform satisfactorily,
that they understand in what way they fail, and also
receive adequate help to improve. Workers are
likely to become achievement-motivated when
they can readily understand the contribution their
work makes towards the achievement of the
organizational goals.
▪ Individual Development. For leaders to have a sense
of satisfaction, leaders must see to it that they:
iv. Find the job itself challenging, demanding their
best efforts, with responsibilities that match their
capacities. Workers consistently challenged to
stretch their abilities and skills to achieve are
more achievement-motivated than those who
know their work so well that they do not have to
put forth additional effort to accomplish it.
▪ Individual Development. For leaders to have a sense
of satisfaction, leaders must see to it that they:
v. Have the opportunity to develop their potential
so they can advance in experience and skills.
Achievement-minded leaders recognize workers
who have potential and show more interest in
advancing their careers than those only interest in
having a job.
LEARNING TASK/S:

1. Copy/print and paste a picture of a leader whom you

admire. Identify their significant contributions to their
community or to the society. Identify their
qualities/character that made them good leaders.

Rubric:

4 points- depth of reflection

4 points- quality of information/evidence
2 points- mechanics
LEARNING TASK/S:

2. Reflect on the following:

a. What is your preferred leadership style?

b. Is it possible to use/adopt all types of leadership
styles?

Rubric:

5 points- content
3 points- relevance and organization of thoughts
2 points- mechanics