Leadership = an influence process mainly by directing, motivating, supporting and inspiring individuals and groups to

achieve common objectives and making them stronger, more efficient and effective at the same time.

1.basic notions

Command is about setting direction. The skills required are primarily

intellectual. Commanders develop strategic direction considering the interests
of their stakeholders, the environment they are in and the capabilities of their
organisation. They also further build the capabilities the organisation needs to
realise the strategy. They then have to actually give direction by
communicating their intent in ways the organisation can act on. People have
to know what they are supposed to do. They have to be ready to act.
 Management is about providing the means of following the direction and
monitoring how it is being done. It also requires brainwork, but is less
conceptual than the work of command and more a matter of deploying assets:
marshalling resources, organising and controlling them. Managing means
understanding objectives, solving problems so that they can be achieved and
creating processes so that the work of others can be organised efficiently. Good
management means making the maximum use of physical resources, money and
people. People have to have the means
to do what they need to. They have to
be able to act

Volgens Defensie bevelvoering en leiderschap

Leading is about motivating followers so that they are willing to go in the
required direction and perform their own tasks better than they would have
done had the leader not been there. Leaders have to balance their attention
between defining and achieving the specific task of their group, building and
maintaining the team as a team, and developing the individuals within it. They will shift their attention across each of these
over time depending on the situation. If they neglect the team, it may disintegrate; if they neglect the task, it may not get done;
if they neglect the needs of individuals, they may become disaffected or a burden. People need to be motivated to do what
they need to do. They have to be willing to act.

Leadership is the most personal of the three. If we try to motivate people by putting on an act, we will surely fail. Authenticity
is fundamental. The three challenges of achieving the task, building the team and developing individuals imply some personal
traits: task competence, social competence and integrity. It is difficult to learn integrity, though the organisation may make it
harder or easier to achieve. But regardless of their personality, successful leaders get the right balance of attention between
task, team and individual.
 Leiderschap

Vragen: 3. Being One in Three

1. Why the Trinity matters ? 4. Comparison with the policy handbook

2. Doing Three in One

Leiderschap = Support, Integrity, influence, teamwork, motivation, management, contribution, responsibility,

communication

Emotional
intelligence

Other basic notions

Power vs authority

- Rechten en plichten (van een militair)

- Kennis
- Gezag respect voor iemand
- …

Militaire planning sales and operational planning (France)

Indirect vs Direct leiderschap

The leadership Model of Belgian defense

Vragen

IOT be able to explain the model

IOT explain what leaders must be / must know

IOT explain how Gen McRaven built his speech

IOT underline three leadership notions

- Ethos: graad, is er zelf afgestudeerd, geen een beetje van zijn cv mee, geeft een link tussen zichzelf en de
studenten, speech is gebaseerd op zijn ervaringen van tijdens zijn opleiding, zijn uniform

- Pathos: begint met humor, spelt op de emotie van de mensen, zet eigen ervaringen om is lessen/take aways,
neemt zichzelf niet te serieus, passie en emotie/passie => makkelijk om te volgen, straalt zelfzekerheid uit,
leest tekst niet af, kijkt naar de mensen

- Logo’s: komt altijd terug op dat iedereen het leven van anderen kan veranderen, geeft cijfers, geeft links, is
logisch, hij geeft feiten, …

-…
2. BE
Planning

In preparing for battle,I have always found thatplans are useless. But planning is indispensable !

To fail in one's preparation is to prepare one's failure

Learning objective

At the end of the class the student :

❑ is able to explain what an effective leader must be ;

❑ knows his/her preferred personality styles and profile.

• You are one-of-a-kind : own character and personality

➔ influence your leader’s way of thinking
➔ =/= styles : directive, cooperative, supporting, …
• All styles have their limitations, none is wrong
• Self-knowledge will allow you to thrive and grow.
• Self-awareness conducts to self-acceptance.
• Know your strengths, your weaknesses and motives.

Self-aware Ethical - Authentic Ready - Be - Leaders are self-aware

As a person, you are one-of-a-kind, with your own character and personality. Your character is influenced by the environment
you grow in, the education you receive, your school experience, your philosophical convictions and outstanding events. When
you opt for a career at Defence, your personality and character are already greatly shaped. Training and experience however can
still have a real influence on your character and personality.

The leader’s way of thinking and handling mostly depend on his personality. Leaders develop a preferred style accordingly and
feel less convinced by other styles. This explains why some leaders tend to be more directive, while others turn to a more
supporting leadership. Both styles have their limitations, none is wrong as such but it is important that leaders know themselves,
how they react under specific circumstances, which style they like most and which style they feel more uncomfortable with.
Having an insight on one’s own character and personality is the foundation of leadership.

It takes a lifetime to get to know yourself. Little by little you start realizing that you are introvert or rather outgoing, self-assured
or lacking self-confidence, stressed or calm and so on. Self-knowledge will allow you to thrive and grow.

Self-knowledge is a necessity, but increased expectations are placed on you as an effective leader:

self-awareness. Self-aware people learn self-acceptance. They know that they are not as good in everything.

Self-awareness implies that you are fully aware of your own qualities and defaults in everything you do.

As a self-aware leader, you know your strengths, your weaknesses and motives. You also perceive the way others consider your
leadership.
 And so what ?
Vlerick Business School experience

TWO groups : planners & creators

« Task : build a bridge » => Are you a planner or a creator ?

=> COSI test

Percentile 50 = average European managers

(or students)

Most people score high on a combination of 2

basic styles

It's like the signs of the zodiac: you have an

ascendant. E.g. : Libra ascending Leo

Uitleg profielen:zie ppt

 • You are supposed to be ethically conscious and
act accordingly
• In phase with the socially accepted standards and
values
• Inspiring example for your collaborators
• The values leaders cherish act as a motivator and
a compass when it comes to make hard choices.
• Leaders respect their values otherwise there would
be nothing but good intentions.
• Values give an identity to the organization and its
members.
• Strong values bring cohesion and security.

As a leader, you are supposed to be ethically conscious and act accordingly. This means that you are in phase with the socially
accepted standards and values. This way, you help creating an ethical climate, in order to set an inspiring example for your
collaborators.

Leaders develop a personal and ethical framework of values. The values they cherish act as a motivator and a compass when it
comes to make hard choices. They manage to say ‘no’ in a personal and genuine way because they hold on to their values. The
power and the nature of their personal beliefs and values act as a dosimeter for their leadership.

Leaders respect their values. Otherwise there would be nothing but good intentions. Their personal values, however, need to
comply as much as possible with the values of their organization (i.e Defence).

Those who do not believe in the key values of their organizations can always discuss the matter with colleagues or superiors. It is
best to leave the organization, should the value conflict persist.

The values of an organization are the core of a desired organizational culture. Values give an identity to the organization and its
members. Strong values bring cohesion and security. They shape the standards and regulations supported by all within the
organization. They largely dictate the member’s conduct, the decision-making processes and the choices.

Today, Defence has two sets of values (see figure 3): one focusing on the military specificity, the other on civilian colleagues.
Both frameworks have a strong ethic base and are a source of mutual inspiration for military and civilian personnel.

These values should not only be known, but also carried and experienced by all military and civilian personnel of Defence. As an
ethically-aware leader, you have an important role to play in explaining and framing Defence’s values.

Coming soon:
 • Leaders always make decisions in various and
complicated situations with a direct or indirect
impact on collaborators / the organization.
• Collaborators count on the fact that their leader will
be there, even in hard times.
• Be mentally and physically ready (“Mens sana in
corpore sano”) ➔ train your physical and mental
resilience IOT better job, manage your stress, work
harder and longer, recover faster.
• Personal problems (mental, physical or emotional)
cannot have an adverse effect on your leadership.
• Self-assessment and clear communication are key.

Leaders are mentally and physically ready

As a leader, you bear a great responsibility. Leaders always assess situations and make decisions with a direct or
indirect impact on their collaborators and on the organization as a whole. You need to be mentally and physically
ready for an optimal result.

Leaders believe in the adage mens sana in corpore sano, whether for themselves or for their collaborators.

Leaders who are physically in shape, do a better job of managing their stress, work harder and longer, and recover
faster. Emotionally and mentally stable8 leaders are not easily daunted. They are able to (re)act appropriately in
various and complicated situations. Effective leaders train their physical and mental resilience. Collaborators count
on the fact that their leader will be there, even in hard times.

Personal problems, of a mental, physical or emotional kind cannot have an

adverse effect on your leadership.

If this is the case all the same, an appropriate solution has to be found in
the interest of your collaborators, the organization and yourself. Self-
assessment and a clear communication towards colleagues and
collaborators are key issues for this matter.
 • Behave consistently (Durable, coherent and
non-contradictory.)
• Behave in all integrity (be honest, genuine,
incorruptible) under all circumstances IOT be reliable
(TRUST !)
• Say what you do and do what you say.
• Ask for honest feedback (BUT…)
• Behave deliberately on your own (without any
external pressure).
• Behave transparently and respectfully towards
collaborators and superiors.

• Have moral courage to stand up for your opinion,

keep your principles in mind, remain true to yourself

while remaining loyal to the organization .

Leaders are authentic

As a leader, your collaborators expect you to behave consistently6, in all integrity7 under all circumstances: they
want an authentic leader.

The concept of authenticity finds its roots in the Greek philosophy. The word refers to the Greek authós (self) and
hentès (accomplishing). A person is said to be authentic when he/she deliberately handles on his own, without any
external pressure of colleagues or the organization, true to his/her own values and standards.

Authentic leaders know that faking leadership is doomed to fail. They are always transparent and respectful towards
their collaborators and superiors. They have the moral courage to stand up for their opinion, whether towards their
own leaders or their collaborators. This moral courage is also needed to make hard decisions. When times get tough,
authentic leaders keep their principles in mind, they remain true to themselves while remaining loyal to the
organization. They are not afraid of asking for honest feedback.

Authenticity and integrity are inseparable. Leaders who behave with integrity are honest, genuine and incorruptible.
They are naturally reliable. They say what they do and do what they say. Who lacks integrity cannot be authentic and
will therefore never become a good leader!

Authenticity and integrity are essential conditions to create the most essential link between leaders and
collaborators: mutual trust. Without trust, a leader can only use his formal authority to have a task fulfilled.

But in case of difficult and hazardous tasks or missions, mutual trust is a condition for success.

This mutual trust is gradually and cumulatively built up as

time goes by. But it can instantly disappear.

If trust has been broken as a result of a good faith

mistake committed by the leader, it is better for him to
apologize and admit that he could have done better. But
when the loss of trust results from a lack of integrity,
apologies won’t help much. Only a consistent set of
confidence-building actions can restore trust, but
nothing will ever be the same as before.

In short, guard as an authentic leader your integrity as

your most valuable asset!
3. KNOW
At the end of the class, the student :

❑ is able to explain what an effective leader must know ;

❑ understands when and how leadership competencies are developed.

KNOW YOUR JOB !!

“A great leader is not defined by what he does

but how he does it.”

➔ Develop skills :

• professional skills

• behavioural competencies

➔ Increase skills through :

• experience
?
• leadership development

What do you have to know ?

You definitely have to know the following:

• which competencies do you need to possess in order to lead a

group?

• which ones do you already have?

• which ones do you still need to acquire?

• how can you develop your competencies?

Professional competencies ?

• Described by DG HR (job description)

• Can vary according to the function, business segment or job performed.

Behavioural competencies ?
 4.Decide

You MUST teach leadership.

You don’t really have the choice !
5. DO
Leadership development : a must for every leader

Learning objective
At the end of the class

KNOW, the officer :

❑ is able to explain what an effective leader must do ;

❑ is able to explain and illustrate the main mono- and bi-factorial leadership models.
What do effective leaders DO
• Inspire by example
• Adapt their style of leadership
• Pursue and achieve objectives
• Grow together with the group and become increasingly strong
 met de groep groeien en steeds sterker worden
Inspire by example

je moet zorgen voor de ontwikkeling van je medewerkers de ene is meer taakgericht

omgaan met conflicten binnen of buiten uw groep de ander meer relatiegericht
Deelname Offr Air, Med, Mar :
- Mission analysis (beoordeling
maken)
- Input MAB
- Input COA brief
- Deelname wargaming
- Input decision brief
- Opstellen steunplannen
- Schrijven Par van het order
- Deelname OGp

Working climate and growing knowledge

Cohesion
Confidence – Trust: Trust has to be built first - Trust is what happens between the meetings

6. LEAD
Learning objective

At the end of the class

LC815 – 10/11 – KNOW, the
officer :
❑ is able to explain what
an effective leader
must do ;
❑ is able to explain and
illustrate the main
mono- and bi-factorial
leadership models
Leiderschap hangt louter af van de persoonlijkheid van de leider:
• Charisma (X-factor): Grieks voor genade, gift van de goden. Charismatische leiders verwerven een
aureool van onaantastbaarheid en onfeilbaarheid o.a. door hun eigen (sterke) persoonlijkheid.
• Ethische leiders: Martin Luther King, Ghandi, …
• Onethische: Adolf Hitler
• Trek-benadering (om onderscheid te maken tussen leiders en volgers/ leiders en slechte leiders):
100-en karaktertrekken (lengte, IQ, zelfvertrouwen, sociale vaardigheden), maar geen enkele geeft
een garantie op een goede leider
 Leiderschap hangt louter af
van de persoonlijkheid van de
leider:

Charisma (X-factor): Grieks

voor genade, gift van de
goden. Charismatische leiders
verwerven een aureool van
onaantastbaarheid en
onfeilbaarheid o.a. door hun
eigen (sterke) persoonlijkheid.

• Ethische leiders: Martin

Luther King, Ghandi, …

• Onethische: Adolf Hitler

• Trek-benadering (om
onderscheid te maken tussen
leiders en volgers/ leiders en
slechte leiders): 100-en
karaktertrekken (lengte, IQ,
zelfvertrouwen, sociale
vaardigheden), maar geen enkele geeft een garantie op een goede leider

Tannenbaum and Schmidt's

Continuum is a highly significant
body of work in the field of
management and leadership.
The material below offers a
different perspective on the earlier
narrative. It explores the model in
the context of other leadership
theories.
Robert Tannenbaum and Warren
Schmidt first presented
their Leadership Behaviour
Continuum in a 1958 article in the
Harvard Business Review, titled
'How to Choose a Leadership
Pattern '.
Tannenbaum and Schmidt
explained the choices that leaders have in decision-making, and the pressures arising from these options.
They suggested that a leader has seven decision-making options when leading a group, which the diagram
of the slide
The diagram and terminology are adapted from Tannenbaum and Schmidt's original, for improved
presentation purposes.
'Use of authority by manager' = 'Area of Power retained by the leader' (T&S terminology)
'Area of freedom for subordinates' = 'Amount of power held by the whole group (including the leader)'
(T&S terminology)
From a group development standpoint, moving from left to right along the continuum, the leader gives up
his or her power in making solo decisions so that he/she progressively involves the group, until the group
effectively becomes self-managing.
At the far left, the leader sets goals, makes decisions and then tells the others what they are going to do. At
the opposite end of the continuum, the leader permits (perhaps encourages) the group to define the issues
they are facing and share the decision-making.
Tannenbaum and Schmidt's model is oriented notably towards decision-making and ignores other aspects
of leadership.
Nevertheless, the model is powerful and insightful. It's a wonderfully concise and easily applicable tool,
showing leaders the many choices they have.
The Tannenbaum and Schmidt Continuum model also reminds us that all (seven) options are available to
leaders depending on the situation. The 'situation' is most commonly a combination of:
The capability of the group (in various respects - skills, experience, workload, etc), and
The nature of the task or project (again in various respects - complexity, difficulty, risk, value, timescale,
relevance to group capability, etc).
For example:
The leader of an inexperienced army platoon under enemy fire will tend to be more effective at stage 1 on
the Continuum, whereas,
the head of a product innovation team, under no great pressure, leading an experienced and capable
group, will tend to be more effective acting at stage 7 on the Continuum.
Tannenbaum and Schmidt - Three Pressures Faced by Leaders
Tannenbaum and Schmidt further explained that when leaders choose decision-making options they
should consider especially three sets of pressures which will be outlined in more detail below:
Situational pressures
Inner psychological pressures
Pressures coming from subordinates
1. Situational Pressures
The complexity of the problem.
The importance of the decision.
The time pressure.
2. The Leader's Inner Pressures
The leader's preferences around decision-making (his values, beliefs, behavioural habits).
The leader's confidence in his or her team colleagues' knowledge and experience.
How important or risky the decision is to him/her or her personally.
3. Pressures Coming From Subordinates
 The leader's colleagues' (the group members') desire to 'have a say' in the decision.
The group's willingness to take responsibility for the outcomes.
The group's ability to reach decisions together.
The group's readiness and ability to accept and follow orders.
Summary
Tannenbaum and Schmidt's model demonstrates and provides seven ways of approaching group
leadership decisions.
It also defines and predicts typical related internal and external pressures that leaders must consider when
choosing a decision-making position.
The underlying teaching is that the leader must have the necessary self awareness, presence of mind, and
wisdom, to consider the three sets of pressures (and the ten component forces) before choosing the most
effective behaviour.
As with Kurt Lewin's Three Styles model, The Tannenbaum and Schmidt Continuum offers and advocates a
flexible approach to leadership; that the effective leader varies his/her behaviour at will, according to
circumstances.

Quinn
(1996)
sistercien vs evangeliste

penser à un type d'entreprise/communauté/groupe ? par Gp

Défense ?

ERM ?
 Model van concurrerende waarden:
Quinn onderkent vier oriëntaties van
managers, zoals blijkt uit het figuur. De
horizontale as gaat van interne focus naar
externe focus. Op de verticale as staat op
het ene uiterste flexibiliteit en op het
andere uiterste beheersing.
Model is opgebouwd rond de
leiderschapstheorieën van de afgelopen
jaren.
Het eerste model is het rationeel doel
model. Centrale gedachte daarbij:
ondernemen draait om productiviteit en
winst. De opdracht primeert. Deze doelen
bereik je door een duidelijke richting aan
te geven en te sturen op het gedrag van
medewerkers.
Volgens dit model zijn productiviteit en winst de belangrijkste aspecten om een organisatie goed te laten
functioneren (Taylor). De manager moet duidelijke doelen stellen en duidelijk zijn naar de medewerkers
toe.
Producent - Productief werken staat centraal. De manager moet een productieve werkomgeving
bevorderen en tijd en stress weten te managen. Ieder doel wordt gehaald. Koste wat het kost.
Bestuurder - Plannen en doelen formuleren kenmerken deze stijl. De manager heeft een visie, ontwerpt en
organiseert en weet effectief te delegeren. Geeft instructies, organiseert en delegeert.
Het tweede model is het intern proces model. Hierbij draait het vooral om stabiliteit en continuïteit in
organisaties en staat de opvatting centraal dat je dit bereikt met behulp van routines en procedures. Is
gebaseerd op het zogenaamde 'intern-proces' model (Weber, Fayol). Het gaat hier minder om productiviteit
en winst, maar om stabiliteit en continuïteit. Alles moet volgens de regels gaan en alles wordt
geregistreerd. De manager heeft vooral een controlerende en coördinerende functie.
Controleur - Centraal staat het bewaken van individuele prestaties evenals het controleren van het
functioneren van de gehele organisatie. “Meten is weten”
Coördinator - Deze stijl legt de nadruk op projectmanagement, het ontwerpen van taken en
crossfunctioneel management.
Het derde model is het human relations model. Oftewel het menselijke relaties-model. In dit denkmodel
draait het om de motivatie en inzet van de medewerkers in een bedrijf. En deze factoren kunnen worden
gestimuleerd door de betrokkenheid van mensen bij de organisatie te vergroten. Bijvoorbeeld door overleg
en consensusvorming rond veranderprocessen.
In het kwadrant linksboven zien we de rollen van mentor ('mentor') en stimulator ('facilitator') gekoppeld
aan het 'human relations' model. Dit model gaat ervan uit dat betrokkenheid van mensen leidt tot een
verbeterde inzet.
Mentor - Besteedt veel aandacht aan de ontwikkeling van mensen, is zorgzaam en bereid om te helpen.
Het gaat erom het beste in mensen naar boven te halen.
Stimulator - Ook facilitator genoemd. Richt zich primair op het verbeteren van de samenwerking. Verbetert
samenhang en teamwork; lost conflicten op. Bouwt een team, laat medewerkers meepraten
Het vierde model is het open systeem model. In dit denkmodel gaat het erom dat een bedrijf moet
concurreren in een onvoorspelbare, complexe omgeving. Wil men de noodzakelijke middelen en mensen
van buiten de organisatie verkrijgen, dan moet de nadruk worden gelegd op zaken als continue aanpassing
aan de markt, op creativiteit en innovatie.
De stijlen innovator ('innovator') en bemiddelaar ('broker') uit het laatste kwadrant rechtsboven zijn
afgeleid uit het 'open systeem'-model. De focus ligt hier primair op aanpassings- en reactievermogen van
de organisatie als overlevingsstrategie in concurrentie met andere organisaties.
Innovator - Accent ligt op vernieuwingen en aanpassingen van de organisatie. Hij herkent de veranderingen
in de omgeving, belangrijke trends en kan goed omgaan met onzekerheid en risico's.
Bemiddelaar - Accent op externe relaties en effectief onderhandelen. Houdt zich vooral bezig met de
relatie tussen een organisatie en de buitenwereld. Imago, presentatie en reputatie zijn belangrijke
elementen
Al te vaak zitten we vast in één denkmodel. Iedereen heeft een favoriete benadering, waar men in de
praktijk, onwillekeurig, vaak gebruik van maakt.
Maar als we alléén ons eigen model zien en niet de keuzemogelijkheden die de andere denkmodellen
aanreiken, dan verminderen we daarmee onze potentiële effectiviteit als manager. Daardoor wordt onze
organisatie minder effectief.
Door de vier modellen afwisselend te gebruiken houden we de organisatie in balans. We zorgen voor een
creatieve spanning tussen de verschillende management-benaderingen.
De boodschap van Quinn is dat een effectieve leidinggevende juist meer dan één rol kan vervullen, en
zelfs tegenstrijdige stijlen kan integreren. Dit wordt door Quinn ook wel gedragscomplexiteit genoemd.
Als wij onze effectiviteit willen verbeteren, moeten we drie uitdagingen aangaan:
1.We moeten zowel de kracht als de zwakheden van alle vier de modellen leren kennen
2.We moeten de vaardigheden, die horen bij de genoemde modellen en de managementrollen, leren en
gebruiken.
3.We moeten leren om de juiste vaardigheden in de juiste situaties te gebruiken.

Wich brewery in which category ?

sistercien vs evangeliste
Défense ?
ERM ?
Ikea,
Apple,
Start-up, sma
Defence/Unif/Police
7. Motivatie
Learning objective

At the end of the class LC815 - 15 : Motivation and decide - the officer is able to explain and illustrate the main
motivation theories.

Motivate
Motivation makes people act
(= take action = DO)

Without motivation, there is no behaviour.

If you want the right behaviour, you need the right motivation.

But… sometimes difficult to influence it : you cannot force someone to like a task...

extrinsic :

all alike for people dissatisfaction, but no satisfaction has limits

intrinsic :

depending on individual satisfaction but no dissatisfaction no limit

How to motivate to go in operation ?