Academic literature on the topic 'LEADER SKILLS'

This article aimed to describe Principal’s leadership and to describe about the leadership style. Because the leadership style of a principal can determine the success of all activities in the school including the learning process in the classroom. This leadership style would be reflected in how teachers carry out their basic duties as educators. With the qualitative method, the collective data used documentation and observation. The result showed Employee R1, leader S1. The leadership style in this scenario was top-down as R1 that associated with low skill as well as commitment. By directing and telling as clearly as possible what to do, leaders can control the outcome. Subordinates were also easier to complete the task. Employee R2, leader S2. Subordinates show a willingness to do tasks, but did not have enough skills. Thus, the leader was more in the role of supervisor or coach. Leaders can help subordinates gain experience and confidence. Employee R3, leader S3. In this scenario, subordinates already have skills and skills that were qualified but relatively low commitment. Therefore, the role of leaders was not to tell them what to do. Leaders were there to motivate and support to boost their confidence. Leaders also play a role in providing help and feedback on employee performance, but only when it's really needed. Employee S4, leader S4. Subordinates already have high skills supported with a high commitment to completing tasks. Therefore, the role of the leader was as a supervisor who monitors everything already goes according to plan.
 Keywords: Leadership Style, Situational Leadership Style, Principal’s Leadership

Purpose – The purpose of this paper is to examine the effects of interpersonal skills (emotional and political skills) and work engagement on transformational leadership and leader well-being at work. Design/methodology/approach – Emotional control, emotional sensitivity, political skills, work engagement, transformational leadership behaviors, and job satisfaction were assessed in an empirical study of 278 employees. The relationships between emotional skills, political skills, work engagement, and transformational leadership were evaluated using participants in managerial positions (n=159). The combined influence of interpersonal skills and work engagement on job satisfaction was examined as a comparison between managers and non-managers (n=119). Findings – In addition to the positive effects of work engagement on outcome measures, results showed political skill is an important capability contributing to transformational leadership and leaders’ job satisfaction. Findings also showed the interaction of emotional skill, political skill, and work engagement contributed to job satisfaction among managers. Practical implications – Organizations must provide managers with opportunities to develop political skills or modify selection processes to identify candidates who possess political skills for management positions. Organizations will also benefit from implementing ways to engage managers in their work to facilitate transformational leader behaviors and promote their well-being. In addition, organizations can work to identify and develop managers’ emotional control and sensitivity skills specific to individual needs. Originality/value – Research investigating personal attributes that influence transformational leadership as an outcome is limited. This study contributes to the leadership literature and sheds light on the literature on the microfoundations of management competencies by examining managers’ skills and engagement on their leader behaviors and job satisfaction. Insights are discovered regarding the combination of emotional skills, political skills, and work engagement that indicate interpersonal skills and engagement have supplementary effects on transformational leader behaviors and leader well-being.

To explore the characteristics of effective industrial leadership, this work embarked on a quantitative effort to investigate requirements posed on leaders. Contrary to previous competence-based studies, the present work examined leader qualities more broadly through substantive knowledge, personality traits, socio-emotive skills, cultural awareness, and ethics and values. A particular aim was to conceptualize and operationalize effective leader behavior in industries to identify relevant and targeted foci for engineering pedagogy. Statistical analysis and factor analysis of the data from 503 respondents on 81 leader traits or skills shows that leadership that elicits positive organizational outcomes is founded on such leader personality dimensions as reliability, and such socio-emotive skills as self-leadership, emotional stability, inspiration and assertive communication.


 
 
 
 An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.
 
 
 

Sangam literature reveals the best thoughts about ancient Tamils. The effecting usage of words according to the situation is called rhetoric. The rhetoric generally refers to those who possess commanding personality skills. Aga ilakkiya leader has profound knowledge in elaborating her thoughts to others. The literature has also stated that the Aga ilakkiya leader’s rhetoric skills have guided her friends and man in a proper way. In the literature, the Aga ilakkiya leader’s skills in handling various traits such as accepting and rejecting ambassadors are one of the main proofs. The leader’s rhetorical skill can sometimes melt down the heart of her man. In Sangam Aga literature, the chief position was meant for leaders only. Hence the chief’s wellness is significantly taken care of by her friend. Normally friend is expected to be rich in knowledge and a leader is affiliated with feelings hence friends’ quality has been spoken high. So, the friend of Aga Ilakkiya leader’s intelligence is spoken from time to time. Hence this article describes how the rhetorical skills of a leader who could actually understand the different situations and managed her friend.

<em>This study tries to focus on testing about political skills as moderating variable to the relationship between demographic similarity especially ethnic and the quality of leader-member exchange. This study used the survey method and using by questionnaires. From the questionnaire spread as many as 500, the number of questionnaire can be processed are 364 (the respond rate 72,8 % ). The research is done in four institutions in two cities in Jakarta and Yogyakarta. Variables in this study were variable independent used of similarity ethnic between leaders and subordinate. Their dependent variable is the quality of leader-member exchange. Next, the relationship between the two the variable is moderated by political skill as moderating variable. The analysis was conducted using regression analysis and the hierarchical regression. The outcome of this study suggests that there is a positive correlation between the demographic similarity of superior-subordinate specialty ethnicity and the quality of leader-member exchange. Then, the interesting thing about the research is correlation between the demographic similarity of superior-subordinate specialty ethnicity and the leader-member exchange moderated by political skills. But there is an interesting one, that is the connection between a demographic similarity (ethic) and the leader-member exchange moderated by the political skills has negative effect. Furthermore, discussion, the implications and many recommendation of this study are discussed in this study.</em>

Successful hiring, training, and pairing or grouping of staff requires administrators to consider the relationship between their programs' goals and the specific outdoor leadership skills of individual leaders. Authors have divided outdoor leadership skills into a three-category structure, and models of outdoor leadership have focused on skills from the perspective of the individual outdoor leader. In contrast, this paper proposes a model of outdoor leadership that addresses the perspective of the program. In addition to considering the language and structure of outdoor leadership skill categories, this synthesis of literature results in the suggestion of alternate and consistent terminology for outdoor leadership skill categories and presents a model that can be used to guide hiring, training, and staffing decisions.

In leadership development, the emphasis is often on the direct development of the individual, focusing on the individual’s development as a leader or on skills to deal with the process of leadership. However, less attention is paid to developing those that develop the leaders—the leadership developers. This article provides two frameworks to consider in developing leaders through a layered approach focused on leadership developers rather than simply those that are being developed. The first framework highlights the levels of leadership development within an organization: the emerging leaders, those that develop the leaders—leadership developers, and those that develop the leadership developers—leadership tutors. All levels require cognitive understanding of the necessary leadership concepts—knowing, behavioral patterns that foster success—doing, and cultivation of affective qualities of “being a leader.” The article highlights how the experiential learning cycle serves as a foundation for both leader and leadership development as it enables emerging leaders to grow in the domains of knowing, doing, and being a leader and gaining leadership skills. The article further highlights how leadership developers support the development of emerging leaders by actively engaging the experiential leader cycle. The second framework links the experiential learning cycle with a deliberately developmental organization focused on continued growth of those within the organization relative to core leader and leadership competencies. The deliberately developmental leadership organization utilizes principles embedded into the culture of the organization, practices enacted by all in the organization, and community to robustly form successful leaders.

The new world order reminds disruptions and turmoil. Exponentially-developing technology plays a significant role in causing these radical changes. These rapidly-changing conditions affect leaders with all humans. As scientific knowledge, digital transformation, technology is a backbone at the point that humanity has reached. Thus, it has become a critical component, which affects leader behaviors and the skillset expected from them. In this context, this article introduces a new leader who distinguishes from other styles. This distinction arises from the skills that leaders must adopt in the future are different than the past, from the reality of the earth’s being on the edge of collapse, business leaders’ being obliged to act upon it. And along with these specific behaviors, the leaders’ having data-driven mindsets, being technology adept.