SELF-LEADERSHIP BEHAVIOURAL STRATEGIES TO INFLUENCE OURSELVES Dr. V. Thanikachalam (vthani2025@yahoo.in)
Development Opportunities in 21st Century • Opportunities for achieving human capital development. . If we take stock of the positive opportunities that exist for institutions and their faculty, it is difficult to be blind to all of the potentials. • Our educational methods have become very complicated and they are changing at an unprecedented rate.
The Need for Super Leadeship • Unfortunately many of our management practices have not kept up with these changes. • One of the greatest opportunities for change and advancement centres on the meaningful mobilization of human effort and innovative behaviour.
The Need for Super Leadership… • In fact, many of these change innovative ways of leading and organizing faculty at work. • The potential payoffs are immense.
A General Conclusion • Traditional management-leadership methods simply do not fit todays – faculty members.
FACULTY COMMITTMENT • Faculty are committed to their profession than to their institute. • All this means that most faculty won’t stand for being ordered around all the time. • They would probably be wasting their unique talents and capabilities if they would.
Self-Leadership • Self-leadership is an extensive set of strategies focused on the behaviours and thoughts that faculty use to influence themselves.
A Super Leader • A super leader is one who leads others to lead themselves.
All Control Over Faculty • Is ultimately self-imposed.
Self-Evaluation • Faculty themselves provide and experience standards, evaluations and rewards and punishments. • Faculty have expectations regarding their own performance, and react positively or negatively toward themselves in response to their self-evaluations.
Faculty Control • Organizational attempts at faculty control do not recognize the important role of the person’s ‘self’. • Organizational standards will not significantly influence faculty behaviour if they are not accepted.
Faculty Control… • Organizational rewards/ punishments will not produce their desired effects if they are not valued by the faculty receiving the rewards/ punishments. • Regardless of how faculty performance is appraised, the performance evaluation that will carry the most weight will be the evaluation that faculty make of themselves.
Effective Leader • To be effective leader must successfully influence the way faculty influence themselves.
Self-Leadership • Self-leadership is an extensive set of strategies focused on the behaviours and thoughts that people use to influence themselves.
Super Leader • A super leader is one who leads others to lead themselves.
Super Leadership • Super leadership is about a fundamentally different approach that stimulates and facilitates selfleadership in others‌. That recognizes self-influence as a powerful opportunity for achieving excellence, rather than as a threat to external control and authority.
Main Task of the Super Leader • To help develop, encourage, improve, reinforce, and coordinate the self-leadership practices of others.
Assumptions about Leadership Practices • The apparent contradictions inherent in leading others to lead themselves require some mental adjustment… • This approach challenges leaders to rethink their fundamental assumptions about leadership practices and authority relationship.
Self-Leadership • Self-leadership is the essence of effective followership.
Super Leadership • Super leadership inspires and facilitates self-leadership in faculty members.
Self Leadership
• Self-set goals. • Management of cues. • Rehearsal.
Necessary Information for Effective Self-Leadership • Self-observation. • Self-administered rewards. • Self-administered punishments.
• Self-administered rewards and punishments are instrumental in this process just on are the consequences received from others.
Cognitive Focused Strategies • Building natural rewards into tasks. • Right approach usually involves seeking out and facilitating the natural rewards of tasks.
Cognitive Focused Strategies… • A natural reward… is so closely tied to a given task or activity that the two can not be separated. • Activities that are naturally rewarding tend to enhance our feelings of competence, selfcontrol, and purpose.
Self-Redesign of Tasks • Building more naturally enjoyable features into our tasks. • Making the naturally rewarding aspects of work the focus of thinking about our own jobs.
• Work and life can be more naturally rewarding if faculty take them seriously enough to play at them and to build in enjoyment.
Managing the Focus of One’s Thoughts • Tapping the power of natural rewards. • Centers on the way faculty think while they perform tasks. • Focus on the rewards from performing work (such as money, praise, recognition and so on). • Focus on the naturally enjoyable aspects of your work and enjoy the activity for whatever immediate value it might be.
Establishing Constructive Thought Patterns • A complete treatment of the selfleadership process requires a significant emphasis on thought. • Beliefs. • Imagined experience. • Self-talk.
THANK YOU! Any questions, Please ? (vthani2025@gmail.com)