Lecture notes
Leadership Challenges and Practice Lecture Notes
- Institution
- Exeter University
Lecture notes for the business module leadership challenges and practice. Contains references to all textbooks used.
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BEM2037 Leadership Challenges and PracticeLeadership:
The collective capacity of a human community to shape its future.
An influence relationship among leaders and followers who intend real changes that reflect
their mutual purposes
Recognising, mobilising and taking action in the face of critical problems and issues.
[Need to be referenced]
Situational approach – relevant to teaching:
Have to adapt style based on individuals
Reminds the leader to treat followers as individuals
Emphasises flexibility in leadership style
Prescriptive – tells the leader what to do in which situations
Lecture 1
Self-leadership:
Self-Leadership relates to your ability to monitor, reflect on, learn from and your own behaviour in a
way that helps you achieve your goals. Any leadership activity therefore first requires you to lead
yourself, to know your strengths and weaknesses, evaluate your actions, and learn from your
mistakes in order to maximise your own personal effectiveness.
Self-motivation
Goal setting
Self-critical/reflection
Values/ethics/self-regulation
Developing yourself and others
Learning to be a more responsive, reflexive, effective person is like learning to be a leader
What should I do? = goal setting
How should I do it? = self-regulation
Why should I do it? = self-motivation
Self-regulation techniques – ‘power poses’ and body language when standing in front of a class.
Friendly smiley face so that you are approachable and give a good impression. Ask questions and
make contributions during meetings, etc.
‘Self-leadership is a self-influence process through which people achieve the self-direction and self-
motivation necessary to perform ‘Neck and Houghton (2006: 271).
‘A self-influence process and a set of strategies that primarily address how work is performed to help
meet standards and objectives that are typically externally set . . . [it] tends to rely on extrinsic
motivation and to focus on behaviour. (Manz 1991 p. 17 in Stewart, Courtright and Manz 2011: 188).
Motivation techniques:
, Intrinsic rewards – the work is intrinsically satisfying because it fits with our sense of self-
purpose, gives us a sense of progress or is in another way meaningful to us.
External rewards – the work is rewarding because we are paid/get external recognition/we
receive a high grade.
[Build this into assignment and self-reflection]
[Could include self-leadership evaluation form in appendix]
[Could include Kolb learning cycle in appendix to show the different stages you’re going through to
evaluate the experience]
Sense-making:
Is a collaborative, social process which helps us to co-create shared meaning about events.
Example – after an exam you discuss how it went; this is a sense-making process.
Cues – events, memories and other parts that we isolate from our stream of experience, and
recognise as being ‘important’ in some way
Bracketing – the process of isolating ‘cues’ from the rest of our stream of experience
Frames – the way we understand our experiences is shaped by one or more frame – a
mindset, a political economy, an ideology or a set of social assumptions.
Frames can affect which cues we bracket as being important in our decision-making
Seven properties of sense-making:
1. Related to our identity.
2. A retrospective process – we develop understandings about what to do, by picking out
important aspects from our stream of past experiences.
3. An active process – understandings about what is ‘on purpose’, or about what matters to us,
are constructed rather than passively absorbed.
4. A collective process – we create our social environments and justify our decisions by sharing
ideas, and by learning about and passing on social conventions and expectations.
Sensemaking is not just an internal mental or cognitive process. It is affected by our social
relationships, our emotions and our physical responses.
5. Continuous
6. Based on the extraction of cues from the environment
7. Focused on plausibility, not accuracy
Lecture 2
Leadership practice:
“Purpose lies at the heart of any enterprise. This is not merely about identifying a set of specific
goals or aims – it is about a deeper and more enduring sense of purpose. This long-term direction is
rooted in what is most value, and it is what makes the risks of leadership possible and worth-while.
Leaders do things ‘on purpose’” (Pedler et al., 2010:133)
Three routes to our sense of purpose:
Proactive – we craft it through effort over time
Transformative – we respond to significant life events
Social learning – its shaped by our social values and expectations
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