This process is delivered through three leadership variables, namely: • Leadership Style (Tell/Sell, Consultative, Co-determination, Self Management or Self Governance) • Leadership Mode ( Care Taking, Instrumental, Paranoid/Crisis Management and/or Envisioning)


• Leader Roles (e.g., Guide, Mentor, Resourcer, Catalyst) as leveraged from a chosen Leadership Stance – i.e. what is my fundamental view and take on leadership. The Leadership Stance is the relative mix of Transactional (Efficiency: How); Transformational (Vision and Values: What) and Transcendental (Purpose and Meaning: Why).


The key indicator with respect to this Leadership Performance Excellence dimension is whether the way in which leadership is being enacted to actualise its vision and achieve its goals through the Leadership Stance, Style, Modes and Roles they have adopted, is building or destroying (“toxic” leadership) the organisation’s ability to succeed with their people in a sustainable manner.


In


other words, whether authentic leadership is displayed. Table 1 (opposite page) provides indicators of authentic leadership which will build the human fibre of the organisation (adapted from Avolio & Luthans, 2006).


Dimension 3: Leadership talent growth – Own and Others


“The superior leader gets things done with very little motion. He imparts instruction not through many words but through a few deeds. He keeps informed about everything but interferes hardly at all. He is a catalyst, and though things would not get done well if he weren’t there, when they succeed he takes no credit. And because he takes no credit, credit never leaves him.” — Lao Tse, Tao Te Ching


This Leadership Performance Excellence dimension encompasses the rate at which leadership is learning and teaching. In a world of on-going change continuous organisational learning/teaching becomes a core ingredient of an organisation’s competitive edge. If


88 Management Today | March 2012


the organisation and its members, inter alia its leadership, do not learn (L) faster than the velocity of change (C), then the organisation would not be sustainable in the future given the hyper-turbulent conditions, i.e. L ≥ C. Turning one’s organisation into a learning/teaching organisation thus becomes essential if one wishes to learn/ teach faster than the rate of change. Thus the importance of having: (1) personal development plans for leaders; (2) effective mentoring and coaching; and (3) a Strategic Talent Plan for the organisation, containing a talent pipeline.


It is important for leadership to realise that as they move upwards through the respective Levels of Work, that (1) the mix of competency domains change; and that (2) one needs to acquire an increasing level and a different type of psychological maturity to be successful. Figure 6 (page 86) shows how the competency mix changes as leaders move through to more complex Levels of Work. It illustrates that Personal, Interpersonal and Organisational Competencies become relatively more important at the higher Levels of Work because of the work demands. Additionally, the application of the competencies also needs to be accompanied with the corresponding degree of psychological maturity necessary at each of these levels.


In other words, leadership has to grow in psychological maturity in order to be able to handle the requisite complexity of the contextual demands imposed on them at higher Levels of Work as shown in Figure 6 to demonstrate Leadership Performance Excellence. Carl Jung, the world-famous psychologist, calls this process of growth in psychological maturity, individuation. Figure 7 (page 86) shows this journey of individuation. The journey consists of three stages with attributes, the one building on the other (Du Toit, 2010). The highest stage of individuation equates to servant (or transcendental) leadership: leadership in search of providing meaning and purpose to their people and stakeholders. This implies the leadership has attained a high level of spiritual intelligence.


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