Prasanna Bhaskar Leadership

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Leading for ChangeLeading for Change
Hong Kong University of Science and Technology

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Roadmap for Today
 Segment 1
 Getting acquainted: Team Game
 Segment 2
 What is leadership?

movie clips and discussion
 Leadership vs. Management
 Segment 3
 Leadership style - analyzing two exemplary leadership styles
 What shapes a leader: Case discussion
 Segment 4
 Leadership and organizational transformation
 Leadership within: Know yourself

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Team Game
Win as much
as you can!

Rules
 Do not communicate with other groups
 Each group must agree on a single choice
for each round
 Present cards simultaneously
Note:
Remember your objective at all times:
Win As Much As You Can!

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Payoffs
4 Reds
3 Reds
1 Green
2 Reds
2 Greens
1 Red
3 Greens
4 Greens
Lose
Win
Lose
Win
Lose
Win
Lose
Win
$10 each
$10 each
$30
$20 each
$20 each
$30
$10 each
$10 each

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Lessons from the ExerciseLessons from the Exercise

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Lessons from the ExerciseLessons from the Exercise
 The central lesson of this game is that you can often
profit more through cooperation than conflict
 When you negotiate, you should not try to beat
anyone else.
 When negotiating, if you are thinking about whether
your final outcomes are better than the other
party’s, you don’t do as well as you could.
 In many bargaining situations, when you bargain
well you and everyone else involved will obtain very
good outcomes.
 Ask for others’ intentions- people like to think of
themselves as consistent.

Collaboration
“... the process of shared creation: two or
more individuals with complementary skills
interacting to create a shared understanding
that none had previously possessed, or
could have come to on their own ... it’s the
creation of value.”
—Michael Schrage

What is your greatest challenge to
collaboration?
What does it take to truly collaborate?

Driving Principles
 Believe in common ground
 Learn to rely on others and to be reliable
 Partner for results
 Build trust and be trust worthy

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 What is your own personal
definition of leadership?
 Why is leadership important?

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What Is Leadership?
 Leadership is a source of influence

by Max Weber
 Leadership appears to be the art of getting others
to want to do something that you are convinced
should be done

by Vance Packard
 Leadership is creating constructive or adaptive
change

by John Kotter
 Leadership is creating a context in which people
can achieve their full potential in serving the
organization’s mission

by Morgan McCall, Jr.

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Video I -George Patton
 While watching the video, take notes on how
leadership is exhibited.
 Note how Patton promotes change and
commitment
 Pay attention to details, spoken as well as
non-spoken.

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Without Words:
How can you see Patton is a leader?
Listening to Words:
How can you tell Patton is a leader?

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Leadership Without Words
 Flag
 Uniform
 Medals
 Pistol (non-standard)
 Body language
 Voice tone
 Staff (stick)
 Eyes
 Confident posture
 An older man who is very fit

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Leadership Conveyed via Words
 Speaks soldier’s language, one of them
 Clear goals, vision, high standards
 Decisive, encouraging, motivating, energetic
 Dogmatic, American spirit, confidence
 Intimidation, shock, fear, aggression

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What are the Soldiers Thinking About?
 Will I die ? (the unspoken fear)
 Will I be a coward?
 Can I kill?
 Will we win?

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How is Patton a Leader?
 Reaches out to subordinates
 Confronts their passion, anxieties, fears as well
as potential
 Operating at a deeper, human level
 Connecting through empathy to his troops
 Using symbols, stories and their own languages
 Not crafting rules and regulations

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Video II: Mahatma Gandhi
 While watching the video, take notes on
what Gandhi teaches us about leadership
 How he influenced and created change
 Pay attention to ideas, spoken as well as
non-spoken

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What We Learn from Gandhi
 Vision and ambitious goals
 Conviction and strong associates
 Moral authority
 Selfless
 Personal strength
 Art of framing issues

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 What are the similarities between Patton
and Gandhi?
 What are the differences between Patton
and Gandhi?

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 Leadership not personality-bound. Question is “will you
be?”
 Leadership involves risks (assume deeper responsibility
for people)
 Leadership involves simultaneous attention to big ideas
- understand past and present, create vision for the
future, develop a path from past to future
 Leadership involves small acts - listening, humility,
confidence, trust, and influence
 Leadership may differ depending on cultures and
environments
 The bottom line: “Do you really care?”
Summary of Patton and Gandhi

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What is Leadership?
Leadership is influence!

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Leadership As Incremental Influence
LOW
HIGH
Degree of
influence
Management Leadership
30% - 70% of
untapped
human
potential

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Comparing Management and Leadership
Management Leadership
Creating an agenda Planning and
budgeting
Establishing
Direction
Developing a human
network for achieving
agenda
Organizing and
staffing
Aligning people
Execution Controlling and
problem solving
Motivating and
inspiring
Outcomes Produces results
expected by
various
stakeholders
Produces change

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LEADERSHIP
Superiors
PeersCustomers
Subordinates
Which ways did Patton lead?
Which ways did Gandhi lead?
Which ways do you need to lead?
How about yesterday?
Multidirectional Leadership Process

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Leadership Research
Period Research Focus
1920’s-1950’s traits of effective leaders
1950’s-1960’s behaviors of effective leaders
1960’s-1970’s situational leadership
1970’s-1980’s symbolic role of leaders
1980’s-1990’s return to “traits” and “behaviors”
1990’s leadership in multicultural settings
the 00s transformational leadership

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Case Discussion: The Caring Dictator
 How would you describe Jack Harnett’s
leadership style?
 Why is he successful?
 Would you work for him?

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Case Discussion: Judy Buchanan
 What are the elements of Buchanan’s leadership
style?
 How would you compare Buchanan’s leadership
style with that of Jack Harnett?

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Summary of Two Exemplary
Leadership Styles
People-oriented
 primary attention is on
the people
 Preference for other’s
involvement in decisions
 Major concern is on
employee well being
and development
 Emphasis is on
delegation and freedom
Task-oriented
 Primary attention is on
the task
 Preference for making
own decisions
 Major concern is on task
quality and production
efficiency
 Emphasis is on control
and structure

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 Leadership effectiveness:
Contingent on both the situation
and on the leader

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Situational Factors Influencing
Leadership Effectiveness
 The nature of societal culture
e.g., tolerance for ambiguity
 The nature of the corporate culture
e.g., normative leadership style
 The stage of the organization’s life cycle
e.g., growth versus
stable
 The nature of the organizational structure
e.g., network organizations
 The nature of the task
e.g.,
formalization of rules
 The nature of the subordinates
e.g., professional maturity and

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Situational Leadership
Willingness
Ability
Lo
Hi
Hi
(Follower Readiness: Willingness and Ability)

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What Shapes a Leader?
 Family background
 Basic personality
 Education
 Career path
 Accumulated knowledge and relationships
 Experiences

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Two Leaders of the 1990s
 If leadership measured by $$$, consider MVA,
“market value added”
 In a survey mid 1990s,
 Microsoft up US$30 billion ($30,000,000,000)
 Merck up $32 billion
 Wal-mart up $35 billion
 GE up $52 billion
 Coca Cola up $61 billion
 Why these two firms, GE and Coke, on top??
 Each had ONE leader this time period

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Jack Welch
 Led General Electric from 1981 to 2000
 Got out of many businesses, into others
 Set goal: # 1 or 2 in all we do
 Total value of all stock up $52 billion
($52,000,000,000.00)

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Roberto Goizueta
 Led Coca Cola from 1981 to 1997
 Got out of side businesses, focused on Coke
 Reaffirmed Coke as a global company
 Total value of all stock up $61 billion
($61,000,000,000.00)

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Jack Welch
 Born average family, New
York
 Slow start in education
 Start at top? NO
Roberto Goizueta
 Born well-to-do family,
Cuba
 Good education
 Start at top? NO
Is It Where They Started? NO

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Jack Welch
 Fighter, athlete
 Focus in college: beer
 Entertain guests? Get into
sports! play hard!
 Polite to bosses, others?
NO
 respected, hated
 Never seen with a coat
ON
Roberto Goizueta
 High culture, smooth
 Studied hard, Yale
 Entertain? Opera?
 In the bureaucracy, kept
quiet, did his job
 respected, liked
 Never seen with his coat
OFF
Is It Their Style? NO

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Jack Welch
 Came into a stagnant
business
 Looked to find right
business to be in
 Focused on making
tradition bound
bureaucracy accept
change
Roberto Goizueta
 Came into a stagnant
business
 Looked to find right
businesses to be in
 Focused on making
tradition bound
bureaucracy accept
change
Was It Their Approach? MAYBE!

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Roberto Goizueta vs. Jack Welch
 How can we explain the extraordinary
success by both Goizueta and Welch in spite
of the stark differences between them?
 How did their life experiences influence their
leadership styles and beliefs?
 Would Jack Welch have been as effective at
Coke? Goizueta at GE? Why and why not?

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Why Some Companies Failed In The 80’s
 Observations:
 Between 1981 to 1990, about half of Fortune 500
companies were dropped from the list.
 U.S.: GM, IBM, DEC, Sears, Kodak,
Westinghouse, Citicorp.
 Europe: Volkswagen, Philips, Lloyd’s of London.
 Asia: Mazda, NEC.

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Why Some Companies Succeeded
 Suppose that in 1972, you were asked to pick and
invest in the five best performing firms over the next
20 years in the U.S., how would you approach your
assignment?
__________________________________________
__________________________________________
__________________________________________

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Michael Porter’s Framework
 Five fundamental forces that Porter says
determine the ability of firms in an industry to
earn above normal returns:
 entry of new competitors
 threat of substitutes
 bargaining power of buyers
 bargaining power of suppliers
 rivalry among existing competitors

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Best Performing Firms in the U.S.
(1972 –1992)
Company Stock Return Industry
Southwest
Airlines
21,775% Airline
Wal-Mart 19,807% Retailing
Tyson Foods 18,118% Food
Circuit City 16,410% Retailing
Plenum
Publishing
15,689% Publishing
What are their common characteristics?

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Case Discussion:
Southwest Airlines (SW)
 Questions:
 Why is Southwest a success?
 What is their strategy?
 What does it take to execute this strategy?
 Are these sustainable? Imitatable?
 What can we learn from Southwest Airlines?

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Some Facts About Southwest..
AMR DELTA NW SW UAL USAIR
Cost per
available
seat mile
8.9
cents
9.6
cents
7.0
cents
9.4
cents
10.8
cents
Passengers
per
employee
Employee
per
aircraft
840 1,114 919 2,443 795 1,118
11115781127134152
9.1
cents

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Southwest Airlines:
Case Discussion

The McKinsey 7-S Framework
STRUCTURE
SHARED
VALUES
SYSTEMS
STYLE
STAFF
SKILLS
STRATEGY

SHARED
VALUES
SYSTEMS
STYLE
STAFF
SKILLS
STRATEGY
STRUCTURE
StrategyStrategy: A set of actions aimed at gaining
a sustainable advantage over the
competition.
StructureStructure: The organization chart and
associated information that shows who
reports to whom and how tasks are both
divided up and integrated.
SystemsSystems: The processes and flows that
show how an organization operates on a
daily basis (e.g. information systems, capital
budgeting systems, manufacturing
processes, quality control systems, and
performance measurement systems).
StyleStyle: What managers consider to be important by the way they
collectively spend their time and attention and how they use symbolic
behavior. It is more important how management behaves than what
management says

SHARED
VALUES
SYSTEMS
STYLE
STAFF
SKILLS
STRATEGY
STRUCTURE
Staff:Staff: What companies do to foster
the process of developing managers
and shaping the basic values of the
management team.
Shared values:Shared values: The values that go
beyond, but usually include,
statement of goals and objectives in
determining a firm’s destiny. These
values are shared by most of the
people in the organization.
Skills:Skills: Those dominant attributes of
capabilities that are possessed by
an organization.

Analysis of SW Using 7S Model
StyleStyle
•Role Model
•Playful
•Service-oriented
•Committed
Shared Values
•Speed  Cost focus
•Fun  Team
StaffingStaffing
•Friendly
•Versatile
•Hard Working
•Youthful
•Flexible
StructureStructure
•Lean
•Few layers
VisionVision
•Friendly
flying car
SystemSystem
•737 aircraft
•Profit-sharing
•Low cost
•Reservations
•Boarding
•Luggage
•No hubs
TacticsTactics
•Low Fares  Reliable
•Frequent  Point to point
SkillsSkills
•Customer
friendliness
•Speed
•Teamwork

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SW Strategy
 Limited passenger service
 Low cost
 High volume
 Customer satisfaction
 Employee commitment and productivity

Low cost
Limited passenger
service
High volume
Customer
satisfaction
High employee
productivity
No meals
No travel
agents
Secondary
airports
Low prices
No CRS
No connections
High employee
ownership
Friendly
service On-time
High
employee
commitment
Flexible
union
contracts
High-volume
city pairs
No assigned
seats
Fast
turnaround
Standard
fleet
‘Ticketless’
travel
Point-point
routes Frequent
flights
Meet expectations;
‘Low Fare Airline’
Strategy of Southwest Airlines

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What Does It Take to Execute This
Strategy?
 Critical Tasks
 keep costs down, productivity up
 consistency (strategy and service)
 high utilization
 People
 energetic
 positive
 committed
 interpersonally skilled
 affiliative (family)
 friendly

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What Does It Take to Execute This
Strategy?
 Culture
 initiative
 fun
 teamwork
 cost conscious
 Formal Organization
 flat structure
 compensation
 Leadership
 egalitarian
 hard work
 autonomy
 teams
 unionized

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Lessons about Leadership from
Herb Kelleher
 How would you describe Kelleher’s
leadership style?
 How does Kelleher lead?
 Why is he effective?

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Five Leadership Practices
 Challenge the process
 Model the way
 Inspire a shared vision
 Enable others to act
 Encourage the heart
Kouzes, J. & Posner, B. The leadership challenge: How to get extraordinary things
done in organizations, Jossey-Bass, 1995.

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Fundamental Practices of Exemplary
Transformational Leadership
Practice #1:
 Challenging the process, searching out
opportunities, experimenting

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Practice #2:
 Setting high personal standards; Role
modeling; Acting with integrity
Building Credibility

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Practice #3:
 Creating a shared vision and set of common
core values, focusing on future, including
followers’ vision
Exercise: Developing an effective mission statement.

64
Practice #4:
 Enabling followers to implement vision
through collaboration and empowerment

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Practice #5:
 Encouraging the heart through enthusiasm,
frequent positive feedback, and effective use of
language.

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Understand Yourself:
Strength Deployment Inventory (SDI)
 Background
 Developed to measure individuals’ styles in
absence or presence of conflict
 Based on the Relationship Awareness
Theory
 Allows individuals to identify their strength
deployment patterns when things are going
well and when things are in conflict

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Scoring the SDI ---1
 Complete the SDI survey
 Verify that the three numbers in Column 1,2,
and 3 on page 1 equal 100. Columns 4,5,and
6 on page 2 equal 100
 Transfer these number to lower right hand
corner boxes on page 5.

68
Scoring SDI ---2
 For each number, divide by 10.
 Use a ruler to help locate the point on the blue
scale where your column 1 number falls. Draw
a straight line perpendicular to the scale.
Repeat for red and green scales.
 The three lines shown intersect at the same
point. If not, check additions and drawing

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Scoring SDI---3
 Make a heavy dot at the intersection of the three
lines and erase the lines.
 Repeat for the scores in columns 4, 5, and 6.
 Connect the two dots. Draw a line and add an
arrow at the end of the line where the scores for
4, 5, and 6 are pointed
 If you finish early, read the rest of the survey

Col. 6 (1.0)
Col. 5 (7.5)
Col. 2 (4.0)
Col. 4 (1.5)
Col. 1 (2.5)
Col. 3 (3.5)
2.5
1.5
4.0
7.5 1.0
3.5
Col. 1 Col. 2
Col. 4
Col. 3
Col. 6Col. 5
B
A

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Patterns of Motivation
 Assertive-Directing (Red)
 Analytic-Autonomizing (Green)
 Altruistic-Nurturing (Blue)
 Flexible-Cohering (Rainbow)

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Characteristics of an
Assertive-Directing Individual (Red)
 Doer
 Fighter
 Pushes for authority, responsibility, and
leadership
 Uses persuasion
 Challenges others
 Takes Risks
 Is alert to opportunity

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 Thinks
 Plans
 Searches for meaningful order
 Control emotions
 Is concerned that things have been properly
thought through
 Is cautious and thorough
 Is fair and principled
Analytic-Autonomizing Individual (Green)

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 Is friendly helper
 Is open and responsive to others
 Avoids being a burden to others
 Promotes harmony
 Makes life easier for others
 Is supportive
 Is warmhearted
Altruistic-Nurturing Individual (Blue)

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 Is task-oriented
 Is a flexaholic
 Show concern for feelings of others
 Is thorough
 Is supportive
 Is open and responsive to the ideas of others
 Is strong at times in providing own ideas
Characteristics of a
Flexible-Cohering Individual
(Rainbow)

76
How We Deal with Conflict from
Strength Deployment Theory
 Strengths are deployed sequentially during conflict and
opposition, and therefore behavior changes as a conflict
escalates
 At first appearance of conflict -
 Blues press for harmony or deny the seriousness of
the problem
 Reds challenge the opposition and present their
solution forcefully
 Greens become cautions and rely on analysis to
provide a solution

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 If conflict is not resolved, people try different angles -
 Blues preserve whatever harmony can be
salvaged
 Reds accept that a fight is required and
prepare for it
 Greens retreat to prevent further intrusion and
chaos

78
 When conflict continues despite all efforts for resolution -
 Blues surrender in complete defeat
 Reds fight to the bitter end
 Greens break off contact and leave

79
How Others See Us
Characteristic Known As Also Known As
Altuistic-Nuturing
(Blue)
Friendly helpers, nice
guys, and warm-
hearted caretakers
Pushovers, bleeding
hearts, and doormats
Assertive-Directing
(Red)
Winners, go-getters,
and fighters
Dictators, task
masters and bullies
Analytic-
Autonomizing
(Green)
Thinkers, planners,
organizers and
analyzers
Nit-pickers, loners,
and analysis-
paralysis sufferers
Flexible-Cohering
(Rainbow)
Team players,
socializers and
compromisers
Wishy-washies, the
unpredictables,
chameleons and
company people

80
Assertive-Directing (Red)
Characteristic Strengths If Overdone Become
Self-confident
Enterprising
Ambitious
Organizing
Persuasive
Forceful
Quick to act
Imaginative
Competitive
Proud
Bold
Risk-taking
Arrogant
Opportunistic
Ruthless
Controlling
Abrasive
Dictatorial
Rash
Dreamer
Combative
Conceited
Brash
Gambler

81
Analytic-Autonomizing (Green)
Cautious
Practical
Economical
Reserved
Methodical
Analytic
Principled
Orderly
Fair
Persevering
Conserving
Thorough
Suspicious
Unimaginative
Stingy
Cold
Rigid
Nit-picking
Unbending
Compulsive
Unfeeling
Stubborn
Possessive
Obsessive

82
Altruistic-Nurturing (Blue)
Trusting
Optimistic
Loyal
Idealistic
Helpful
Modest
Devoted
Caring
Supportive
Accepting
Polite
Undemanding
Gullible
Impractical
Blind
Wishful
Smothering
Self-effacing
Subservient
Submissive
Self-sacrificing
Passive
Deferential
Masochistic

83
Flexible-Cohering (Rainbow)
Flexible
Open to change
Socializer
Experimenter
Curious
Adaptable
Tolerant
Open to compromise
Looksfor options
Socially sensitive
Team player
Meditor
Wishy-wishy
Inconsistent
Unable to stand alone
Aimless
Nosy
Spineless
Uncaring
Unprincipled
No clear focus
Deferent to others
Other dependent
Without own convictions

84
STRENGTH DEPLOYMENT
INVENTORY
(Additional Information)

85
ALTRUISTIC - NURTURING
 VALUE RELATING STYLE
 Being open and responsive to the
needs of others
 Seeking ways to bring help to others
 Trying to make life easier for others
 Trying to avoid being a burden to
others
 Ensuring others reach their potential
 Ensuring others are valued
 Defending the rights of others
Concern for the Protection, Growth and Welfare of Others

86
ASSERTIVE - DIRECTING
 Competing for authority,
responsibility and positions of
leadership
 Exercising persuasion
 Being alert to opportunity
 Claiming the right to earned rewards
 Accepting challenges
 Accepting risk-taking as necessary
and desirable
 Demonstrating competitiveness
Concern for Task Accomplishment
Concern for Organization of People, Time, Money and Any Other
Resources to Achieve Desired Results

87
ANALYTIC - AUTONOMIZING
 Being objective
 Being right, Being principled
 Being in control of one’s emotions
 Being practical
 Being cautious and thorough
 Being fair
 Being resolute
 Being serious
 Being their own “judge and jury”
 Being their “own person”
 Thinking things through before acting
Concern for Assurance That Things Have Been Properly Thought Out
Concern for Meaningful Order Being Established and Maintained
Individualism, Self-Reliance & Self-Dependence

88
FLEXIBLE - COHERING
 Being curious about what others
think and feel, open minded and
willing to adapt
 Experiments with different ways of
acting
 Proud to be a “member”
 Likes to know a lot of people
 Likes to be known by a lot of
people
 Likes to be known as flexible
Concern for Flexibility
Concern for the Welfare of the Group
Concern for the Members of the Group & for Belonging in the Group

89
ASSERTIVE - NURTURING
 Actively seeking opportunities to
help others
 Persuading others to ensure
maximum growth and development
of others
 Being open to proposals for creating
welfare and security for others
 Creating enthusiasm and support in
tackling obstacles to success
Concern for the Protection, Growth and Welfare of Others
Through Task Accomplishment and Leadership

90
JUDICIOUS - COMPETING
 Providing rational leadership that
can assess risks and
opportunities
 Being decisive and proactive
when all the facts are in
 Challenging opposition through
thoughtful process and strategy
Concern for Intelligent Assertiveness, Justice, Leadership, Order, and
Fairness in Competition

91
CAUTIOUS - SUPPORTING
 Building effective processes and
resources to protect or enhance
welfare of others
 Offering assistance for greater
self-sufficiency and independence
 Supporting activities that lead to
growth
 Fighting for principles that are fair
Concern for Affirming and Developing Self-Sufficiency in Self & Others
Concern for Thoughtful Helpfulness with Regard for Justice

92
Individual Feedback:
What Color is Your Dot?
 Each person has colored dots representing the 4
styles of behavior
 You are to go around the room and put the color
dot on the page you think represents the
behavior of every other person in the room.
 If you do not know the person at all do not put a
dot on that person’s page

93
Reflection
 Is this what you expected? Why or why not?
 How can you use this strength to help your team
and your organization?
 How can you be sure not to overdo the strength?

雁的啟示
Lessons from Geese

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雁的啟示 - Lessons from Geese
 當每隻雁展翅高飛 , 也為後邊的隊友提供了“向上之風” ,“V” 字隊形 , 為雁
群增加了 71% 的飛行范圍 :
As each goose flaps its wings, it creates an uplift for the birds that follow.
By flying in a V formation, the whole flock adds 71% extra flying range.
啟示啟示 - Lesson:
 分享團隊默契 , 能互相幫助 , 更輕鬆地到達目的地 .. 因為他們的旅程建立
在相互信任的基礎上 .
People who share a sense of community can help each other get where
they are going more easily, because they are traveling on the trust of
one another.

96
 當某隻雁偏離隊伍時 , 它會立即發現單獨飛行的辛勞和阻力 . 它會立即
飛回隊伍 , 善用同伴的“向上之風” .
When a goose falls out of formation, it suddenly feels the drag and
resistance of flying alone. It quickly moves back to take advantage
of the lifting power of the birds in front.
啟示 - Lesson ：
 若我們與雁一般 , 我們就會緊跟大隊伍 , 樂於接受他人的協助 , 并幫助
別人 .
If we have as much sense as geese, we stay in formation with those
headed where we want to go. We are willing to accept their help and
give our help to others.

97
 飛在隊伍的雁會發出“呱呱”叫聲 , 鼓勵前導的雁保持速度 .
The geese flying in formation honk to encourage those up front to
keep with their speed.
啟示 - Lesson ：
 我們必須確定發出的聲音是鼓勵 . 在團隊中 , 有鼓勵表現就會更好 .
最完美的自我表現 , 通常來自正面的鼓勵 .
We need to make sure our honking is encouraging. In groups where
there is encouragement, production is much greater. Individual
empowerment results from high quality honking.

98
 當前導的大雁疲倦時 , 它會退到隊伍的後方 , 而另一隻雁則會飛到
前導位置彌補 .
When the lead goose tires, it drops back into formation and another
goose flies to the point position.
啟示 - Lesson ：
 艱巨的任務需要輪流付出 . 我們要尊重、保護每個人獨特的技術、
才能、天分資源 .
It pays to take turns doing the hard tasks. We should respect and
protect each other’s unique arrangement of skills, capabilities,
talents, and resources.

99
 當某隻雁生病時 , 會有兩隻雁飛出隊伍 , 跟在後邊 , 幫助并保護它 .
When a goose gets sick, two geese drop out of formation to follow it
down to help and protect it.
啟示 - Lesson ：
 如果我們如雁一般 , 就會在困境中彼此支持 , 一如我們在順境中茁
壯 .
If we have as much sense as geese, we will stand by each other in
difficult times as well as when we are strong.

100
Where Have We Been?
 Management is important, but leadership is
essential. The key is “will you be?”
 Leadership… influence
 Many ways to lead (videos)
 People? Task?

101
Where Have We Been?
 What shapes a leader?
 Leadership Practices in Transformation:
 Challenge the process
 Inspire shared vision
 Model the way
 Enable others to act
 Encourage the heart
 Leadership within: Understand yourself

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