Collection of documents:

Read thoroughly and get familiar with the subject.

 Part I

Business skills
Introduction
 Degrees & credentials (=certificat) are important, but the development of business skills are
a crucial part of fostering (=favoriser) a dynamic workforce (=main-d'œuvre).

 Business skills are always in high demand.

- Have you taken inventory of your business skills set?

- You may have skills that are high in demand now.
- We have all gained skills from past jobs, responsibilities, life experiences and
interests.
- You may even have hidden skills that, when identified, can be added to your resume
and help you to become a better contender (=candidat) in your job search.

 There are basic rules for business success that haven't gone away with the digital age -- in
fact, they have only become more important.

 The skills listed below could have appeared in any career book of the 1990s, 1980s, or even
1930s -- and continue to withstand (=résister) the test of time:
 Communication skills
Management is still tight with budgets, and needs to be sold on new project ideas.
The ability to construct an argument and make your case forcefully and clearly to your boss,
client or coworkers will move your ideas to fruition (=réalisation).
Computer systems can provide all the information you need, but machines don't know how
to package it up to get decision-makers excited about lending their support to a project/idea.

 Time management & organization

The ability to stay organized and prioritize tasks will go a long way to moving you and your
team forward.
An application may accomplish a task within a millisecond, but it doesn't know its context or
how it fits into the scheme of things.
Just as important, to be able to make a decision and act on an opportunity now -- without
getting wrapped up by paralysis by analysis -- will deliver results.

 Goal setting
No business operation -- no matter how automated and virtualized -- will get anywhere
without a vision of the end result.
It is this vision that focuses and solidifies all activities teams are undertaking.
 Delegating
No matter how talented and educated, one individual cannot do everything that needs to be
done to keep an organization on track toward its goals.
The ability to surround yourself with talented people who can augment your skills will get
things done every time without fail.

 Public speaking & presentation skills

The ability to communicate your ideas to audiences will raise your profile to new levels.
Web-based conferencing services make it easy, but face-to-face encounters will make lasting
impressions.

 Involvement in professional groups/conferences

The best way to exchange ideas, learn new things and expand your network is to become
involved in groups relevant to your craft.
This can be through user groups for a particular software environment you work with, or
professional associations.
There are plenty of websites and forums that enable professionals to engage with one
another online, but nothing seals a bond like face-to-face activities.
 Relationship building
Nothing helps lay the groundwork for advancement more than cultivating and maintaining
good relationships.
Social media and email may help make it easier to keep in touch, but the key is to keep those
contacts going.

 Passion & determination

Motivation has to come from within; the drive to excellence is entirely an internal affair.
Totally out of reach of any IT system.

 Civility, politeness & respect

Nothing makes a business a great place to work more than mutual respect.
This should be a golden rule for every tech startup, Fortune 500 and public organization that
wants to make a positive difference in the world.

 Entrepreneurial & innovation skills

Even in the techiest of places, it takes a sense of imagination to conceive new ways to create
value.
New ideas aren't generated by machines, they come from the minds of the people using
those machines.
 Desire to learn
Nothing beats the value of education, whether it's formal college degrees or completion of
training skills in your profession.
Even seeking out coworkers on the job for opinions and experiences means the growth of
knowledge.

 Flexibility & adaptability

Rigidity never worked in the 1990s or 1930s, and it certainly won't work now.
Be open to new ideas, environments, and responsibilities.
Technology will constantly be changing; professionals need to change as well.

 … and more?
I. What are Soft Skills?
 The phrase “soft skills” is often used to describe the skills which characterize relationships
with other people, or which are about how you approach life and work.

 Others phrases that are often used for these types of skills include:
People skills
Interpersonal skills
Social skills
Transferable skills

 “Hard skills”, by contrast, is a phrase usually used to describe job-specific skills.

Examples of such skills include professional skills like:
Bricklaying or accountancy (=comptabilité)
Medical expertise such as diagnosis and treatment
Other skills that can be taught and whose presence is testable through exams

 Ironically, for many people, the so-called soft skills are often some of the hardest skills to
develop.
1. The Relative Importance of Hard & Soft Skills
 Job-related expertise is essential in any profession and in many other careers.
However, understanding has grown that perhaps the soft skills may ultimately be more
important in determining levels of success.

 Hard skills are a basic minimum necessary in order to operate in that particular workplace.
Whether or not you are successful in your career may depend on how you relate to other
people and to work: the so-called soft skills.

Principles of Competition
Think of soft skills in the light of competition principles.
o Imagine you are a company producing something, let’s say light bulbs.
o You come up with a revolutionary new technology.
o Your light bulbs are suddenly much better than others and your profits go up.
o But, after a while, your competitors get hold of the technology:
you license its use, perhaps, or they develop alternatives.
o Suddenly, light bulbs are all the same again and your profits are suffering.
o You still need the new technology, but you also need a new competitive edge
 Hard skills are like your technology: anyone can acquire them, with training, and they are
necessary. Without them you will not be able to operate in the workplace.
 Soft skills are your unique selling point and give you a competitive edge in the workplace,
and perhaps even in life.

2. Emotional Intelligence
 Many people have characterized soft skills as those relating to Emotional Intelligence, the
ability to recognize and manage your own and others’ emotions.
 However, in reality, they go beyond that, and into the wider realms (=domaines) of how you
organize yourself and how you approach life.
 The good news is that you can learn and develop soft skills as well as hard skills.
 The bad news is that it’s often much harder, and there is no easy measure of success.
 Like hard skills, soft skills require a lot of practice to make you really skilled at using them.
 Unlike hard skills, there are no exams to prove that you can do them.
 You measure your success in developing soft skills in how well you manage the relationships
with those around you: family, friends, and co-workers, as well as customers and those who
provide you with goods or services.
3. What are the Most Important Soft Skills?
It’s hard to judge which soft skills are most important, but this list is broadly what employers
mean when they talk about good soft skills and the skills which are most likely to enable you:
- to build constructive working relationships with others, or
- to be a constructive and helpful employee.

 Communication Skills
Communication skills are always top of the “essential skills” list in any job advertisement.
People with strong communication skills can:
o build relationships: from the initial building rapport through to a longer-term relationship
o listen well
o vary their communication to suit the circumstances.
If you spend time on nothing else, work on your communication skills.

 Making Decisions
Valued by employers for many reasons, being able to make decision is key to getting on in life
Sometimes the actual decision doesn’t even matter; what matters is that you have made one
and moved on.
 Self-Motivation
People who are self-motivated get on (=progressent) by themselves.
They don’t need close supervision and they are good to work with because they are generally
positive about life and can be counted upon to keep going.
It also helps to work on your personal resilience and adaptability to change.

 Leadership Skills
These are the set of soft skills that we least expect someone to develop by themselves.
There are many leadership training courses available and much has been written about how
to develop your leadership skills.
The following leadership skills describe many of the skills needed for effective leadership and
how to develop your leadership style.

 Team-Working Skills
Like leadership skills, there are many training courses to teach you how to work well in a
team.
However, there is also plenty of thinking to suggest that good communication skills,
particularly good listening skills, together with an ability to build rapport will go a long way to
support your ability to work well in a team.
 Creativity and Problem Solving Skills
Creativity and problem-solving skills are highly valued because they are hard to develop.
There are many people who believe that creative thinkers are born, not made, and there are
certainly some people who find these skills much easier.
You can develop them if you work to do so and can have some ideas about how to do this.

 Time Management and ability to work under pressure

Many say that these two skills, which often go hand-in-hand, are more an attitude than a skill
However they can also be developed and honed, which is why they are included as skills.
Highly valued by employers, they are also very useful for organizing a family or a team, and
for making sure that the job gets done.

4. Conclusion
 Of course this list is not exhaustive, there is a huge range of soft skills.

 Any given employer or individual may place more or less emphasis on these or others.

 However, work to develop the skills in this list is likely to pay off in a job search, in any job or
career on which you embark, and in life more generally.
II. Transferable Skills
1. What are Transferable Skills?
 Transferable skills are skills and abilities that are relevant and helpful across different areas of
life: - socially,
- professionally and
- at school.

 They are ‘portable skills’.

 People usually think about their transferable skills when applying for a job or when thinking
about a career change.

 Employers often look for people who can demonstrate a good set of transferable skills.

 The good news is that you already have transferable skills – you’ve developed such skills and
abilities throughout your life:
- at school and perhaps at university
- at home
- in your social life,
- as well as through any experience in the work-place.
 It is often important that you can identify and give examples of the transferable skills that
you have developed - this will go a long way to persuading prospective employers that you
are right for the job.
 Most people will have at least three different careers during their working life and many of
the skills used in one will be transferable to another.
 Lack of direct experience is not necessarily a barrier to a new job.
 You may think that a lack of relevant (=pertinent), industry-specific experience will stop you
from getting a job but this is not always the case.
 If you are changing careers, have recently graduated, or are looking for your first job, you’ll
be pleased to learn that employers are often looking for potential.
 It is vital, therefore, that you sell your potential by demonstrating the transferable skills that
you have developed already.
 Employers are usually looking for abilities and qualities that they recognize to be present in
the most effective employees. These soft skills, such as:
- being able to communicate effectively in a variety of situations,
- showing initiative, creativity and integrity, and
- having a good work attitude, are valuable across all industries.
 Organizations use form of psychometric testing in the interview and/or selection process.

 Such tests are designed to assess (=évaluer) a candidate’s:

- personality type,
- skills,
- talent, and
- ability
and measure their potential rather than pure experience.

2. Transferable Skills You Need

 All skills and abilities can be transferable – depending on where they are being transferred to
and from.

 When applying for a job you should remember, however, that the type of transferable skills
you highlight in a letter of application or in your CV or résumé should be related to the
position for which you are applying.

 You may think it appropriate to list and give examples of transferable skills that are not
included in the following list – there are literally thousands of words and phrases that can
describe transferable skills and we include only some of the most common.
 Remember that employers will be looking at your potential.

 There is always an element of risk when it comes to employing new people so think carefully
about the type of skills you wish to emphasize and pick examples you can demonstrate to
minimize the perceived risk of employing you.

 Team Work
Work effectively in a group or team to achieve goals.
In many jobs you will be expected to work as part of a team.
Demonstrating your ability to work with others will help to reassure employees that you will
‘fit in’ (=s'intégrer) and offer a valuable contribution.
Think about examples of when you have worked well with others in formal or informal
groups to achieve results.
Can you give examples of how, as part of a group, you worked on decision making and
problem solving?
Think about how you overcame issues and mention your successes.
Use examples from previous work experience, from education or from being a member of a
social or sports group.
 Leadership
Show initiative and leadership abilities
You may not be applying for a role that specifically requires leadership ability but you may
well need to be able to demonstrate your capability to lead in certain situations.
There are many skills you need to be an effective leader so think about examples when you:
- have helped to motivate,
- take responsibility for and
- lead others effectively
to accomplish objectives and goals.
You should also consider:
- whether you can delegate effectively and
- whether you are happy to ask for help when needed.
Do you possess a charismatic personality, and what can you do to become more charismatic
and build rapport with others?
 Personal Motivation, Organization and Time Management
Manage and prioritize your workload and time effectively
As well as being able to work effectively in a group situation, you are likely to be required to
work alone and take responsibility for your time and work.
It is important to demonstrate to potential employers that you have effective time
management and personal organizational skills.
Mention examples in your covering letter, CV, résumé or during an interview that
demonstrate how you have structured and arranged resources to achieve objectives.
Think about how you use time management skills on a daily basis.
Can you demonstrate effective prioritization of tasks, how do you avoid distractions and
meet deadlines?
It may also be useful to think of times when you have been proactive rather than reactive to
situations and workloads.
You may also want to think about how you manage personal stress levels, especially when
trying to meet deadlines or balance numerous tasks.
Any job can be stressful and, although a certain amount of stress can be beneficial, too much
can be dangerous to you and costly to the organization.
 Listening
Are you a good listener?
Employers commonly complain about their staff’s inability to listen effectively.
In many job roles you will be required to:
- understand and
- process
important or complex information as not listening effectively can lead to potentially costly
mistakes, misunderstandings and lost opportunities.
Most people think that, compared to others, they are better listeners.
However, most of us can benefit from learning and practicing effective listening techniques.
Can you give examples of when you have used listening skills effectively?
 Written Communication
Write accurately, clearly and concisely in variety of styles.
Many job roles will require an element of writing skills.
You may be required to adapt your writing style frequently, producing:
- reports,
- press releases,
- marketing materials,
- letters or emails,
and you may have to write:
- for the web,
- for customers, shareholders and colleagues.
Think of examples of when you have communicated ideas and information effectively
through writing.
In education you may have produced essays, dissertations or project reports, perhaps you
have contributed articles to local or social publications or have examples of your writing
ability from past work or voluntary experience.
 Verbal Communication
Speak clearly and dynamically in a variety of situations.
Employers often require staff with strong verbal communication skills.
Can you communicate information and ideas clearly and effectively in a variety of situations?
Think about your verbal communication skills and how you address others, both:
- face-to-face and
- in group situations.
Give examples of presentations or talks that you have given in previous employment, in
education or as part of social groups.
Demonstrate how you can communicate face-to-face with a variety of different people.
- Can you be assertive?
- Are you polite?
- Can you communicate with tact and diplomacy when necessary?
- Can you speak in such a way as to enthuse or inspire others?
- Can you communicate complex ideas in a logical, ordered and concise manner?
- Can you demonstrate your ability to effectively negotiate?
- Can you keep your cool in heated exchanges?
 Research and Analytical Skills
Gather, interpret and analyze information.
It may be appropriate to demonstrate your ability to:
- research,
- analyze and
- critically evaluate information.
There could be a variety of complex information that you are required to work with and
make sense of, for example:
- sales figures (=chiffres de vente),
- new product and supplier specifications,
- technical reports and
- financial information.
Although specific skills related to business vocabulary and numeracy may be required so too
are some more generic skills.
You may well have used such skills during your time in education.
 Numeracy Skills
Accurately and effectively work with numbers
You may not be applying for a job or pursuing a career in mathematics or statistics but it is
likely that some basic understanding of numeracy will be useful.
Most jobs will require some numeracy skills.
Numeracy is an area that is frequently quoted by employers as lacking – especially amongst
graduates.
You should be able to demonstrate that you can work with figures, make calculations,
understand:
- graphs,
- charts and
- simple statistics
and recognize important:
- numerical information and
- trends.
 Personal Development
Know yourself and find ways to develop.
Personal development is an attractive quality to employers.
By demonstrating that you are keen to learn and progress, you are likely to be seen as:
- enthusiastic and
- willing to take on new challenges.
Personal development is about:
- evaluating your own performance and
- recognizing your personal strengths and weaknesses.
It may seem counter intuitive to mention weaknesses to a potential employer but talking
about the action you are taking to:
- improve and
- learn new skills
indicates good self-awareness.
 Information Technology
Effectively use computers and technology.
Many jobs will require that you use:
- word processing,
- spreadsheet and
- web-based software on a daily basis.
However, think beyond these basic IT skills.
- Are you confident using a computer? (Of course you are!)
- Can you learn how to use new software and new technology quickly? (Originality of IT)
- Can you troubleshoot basic computer problems and do you understand the importance
of data security and privacy?

 The above are just some of the transferable or soft skills that are helpful and relevant
throughout many different areas of our lives.

 Think back on your own life and experience to identify other personal skills you possess that
are not included there.
III. Interpersonal Skills
1. What are Interpersonal Skills?
 Interpersonal skills are the life skills we use every day to:
- communicate and
- interact
with other people, both individually and in groups.
 People who have worked on developing strong interpersonal skills are usually more
successful in both their:
- professional and
- personal lives.
 We've all been developing our interpersonal skills since childhood - usually subconsciously.
 Interpersonal Skills become so natural that we may take them for granted, never thinking
about how we communicate with other people.
 With a little time and effort you can develop these skills.
 Good interpersonal skills can improve many aspects of your life - professionally and socially -
they lead to better understanding and relationships.
 Interpersonal skills are also sometimes referred to as:
- Social skills,
- People skills,
- Soft skills,
- Communication skills or
- Life skills.

 Although these terms can include interpersonal skills they tend to be broader and therefore
may also refer other types of skills.

 Employers often seek to hire staff with 'strong interpersonal skills' - they want people:
- who will work well in a team and
- are able to communicate effectively with colleagues, customers and clients.

 Interpersonal skills are not just important in the workplace, our personal and social lives can
also benefit from better interpersonal skills.

 People with good interpersonal skills are usually perceived as optimistic, calm, confident and
charismatic - qualities that are often endearing or appealing to others.
2. Some list of Interpersonal Skills
 Verbal Communication
What we say and how we say it.

 Non-Verbal Communication
What we communicate without words, body language is an example.

 Listening Skills
How we interpret both the verbal and non-verbal messages sent by others.

 Negotiation
Working with others to find a mutually agreeable outcome.

 Problem Solving
Working with others to identify, define and solve problems.

 Decision Making
Exploring and analyzing options to make sound decisions.

 Assertiveness (= affirmation de soi)

Communicating our values, ideas, beliefs, opinions, needs and wants freely.
3. Develop Your Interpersonal Skills
 There are a variety of skills that can help you to succeed in different areas of life.

 However, the foundations for many other skills are built on strong interpersonal skills since
these are relevant to our:
- personal relationships,
- social affairs and
- professional lives.

 Without good interpersonal skills it is often more difficult to develop other important life
skills.

 Unlike specialized and technical skills (hard skills), interpersonal skills (soft skills) are used
every day and in every area of our lives.

 To improve and develop your interpersonal skills:

 Learn to Listen
Listening is not the same as hearing.
Take time to listen carefully to what others are saying through both their verbal and non-
verbal communication.
 Choose Your Words
Be aware of the words you are using when talking to others.
Could you be misunderstood or confuse the issue?
Practice clarity and learn to seek feedback to ensure your message has been understood.

 Encourage others to engage in communication

And use appropriate questioning to develop your understanding.

 Understand Why Communication Fails

Communication is rarely perfect and can fail for a number of reasons.
Learn about the various barriers to good communication so you can be aware of - and reduce
the likelihood of - ineffective interpersonal communication and misunderstandings.

 Relax
When we are nervous we tend to talk more quickly and therefore less clearly.
Being tense is also evident in our:
- body language and
- other non-verbal communication.
Instead, try to stay calm, make eye contact and smile.
Let your confidence shine.
 Clarify
Show an interest in the people you talk to.
Ask questions and seek clarification on any points that could be easily misunderstood.

 Be Positive
Try to remain positive and cheerful.
People are much more likely to be drawn to you if you can maintain a positive attitude.

 Empathize
Understand that other people may have different points of view.
Try to see things from their perspective.
You may learn something whilst gaining the respect and trust of others.

 Understand Stress
Learn to recognize, manage and reduce stress in yourself and others.
Although stress is not always bad, it can have a detrimental effect on your interpersonal
communication.
 Learn to be Assertive
You should aim to be neither passive nor aggressive.
Being assertive is about expressing your feelings and beliefs in a way that others can
understand and respect.
Assertiveness is fundamental to successful negotiation.

 Reflect and Improve

Think about previous conversations and other interpersonal interactions; learn from your:
- mistakes and
- successes.
Always keep a positive attitude but realize that you can always improve our communication
skills.

 Negotiate
Learn how to effectively negotiate with others paving the way to mutual respect, trust and
lasting interpersonal relations.

 Working in Groups
We often find ourselves in group situations, professionally and socially.
Learn all about the different types of groups and teams.
IV. Leadership Skills
1. What are Leadership Skills?
 The ability to lead effectively is based on a number of key skills.
 These skills are highly sought after by employers as they involve dealing with people in such a
way as to:
- motivate,
- enthuse and
- build respect.
 Leadership roles are all around us, not just in a work environment.
 They can be applied to any situation where you are required to take the lead, professionally,
socially and at home in family settings.
 Ideally, leaders become leaders because they have credibility, and because people want to
follow them.
 Two questions which are often asked are:
- What exactly is a leader?
- How is being a leader different from being a manager?
Managers Leaders
administer innovate
is a copy is an original
maintain develop
focus on systems and structure focus on people
rely on control inspire trust
have a short-range view have a long-range perspective
ask how and when ask what and why
have eye always on the bottom line have eye on the horizon
imitate originate
accept the status quo challenge it
are the classic good soldier are their own person
do things right do the right thing
have employees win followers
react to change create change
have good ideas implement them
communicate persuade
direct groups create teams
try to be heroes make heroes of everyone around them
take credit take responsibility
are focused create shared focus
exercise power over people develop power with people
 Many people also wonder if leadership can really be taught.

 People with vested interests (academics and those offering leadership training or literature of
some sort) are convinced that it can.

 Many successful leaders, however, have never had any formal training.

 For them leadership is a state of mind, and it is their personalities and traits that make them
successful leaders.

 One of the most important aspects of leadership is that not every leader is the same.

 Of course we have all heard jokes about:

- ‘mushroom’ leadership (keep them in the dark and feed them on manure) and
- ‘seagulls’ (swoop in, squawk, and drop unpleasant things on people),
but joking aside, there are many different styles of leadership.

Both Mushroom and Seagull leadership strategies are based on the Parasite-Host paradigm
so prevalent in Nature:

 Mushroom leader plants you knee-deep (or worse) in the smelly stuff and keeps you in the
dark to get you do all the work that he does not want.
 Seagull leader flies in, poops on you and then flies away again'. When he is there, he typically
gives criticism and direction in equal quantities, often without any real understanding of
what the job entails. Then before you can object or ask what they really want, they have an
'important meeting' to go to.

 Dictator leader is judge, jury and executioner. He is extremely proficient at executing, both
you and tasks.

 Tablets from the Mountain leader (seen regularly with sales targets or goals as well as
budgets) aims only numbers that come “down from the top” and you have no say in the
matter.

 Different leadership styles are appropriate for different people and different circumstances,
and the best leaders learn to use them all.

 You can of course learn about effective leadership skills and practices but being able to
implement them yourself may require an altogether different set of skills and attitudes.

 The question “Can leadership be taught?” has no simple answer and we do not want to
argue for one side or the other, but rather keep an open mind on the subject and provide
information about the skills good leaders need.
2. Skills Good Leaders Need
 Perhaps the most important skill a leader needs is to be able to think strategically.

 Leadership is all about:

- having a vision of where you want to be and
- working to achieve that vision.

 Alongside strategic thinking go:

- organizing and
- action planning,
both essential for:
- delivery of your vision and strategy, and
- risk management
to help you:
- avoid things going wrong, and
- manage when they do.

 Leaders also need to be able to make good decisions in support of their strategy delivery.
 Along the way to achieving their vision a leader will come upon many problems.

 Effective problem solving is therefore another key leadership skill.

 With a positive attitude, problems can become opportunities and learning experiences and a
leader can gain much information from a problem addressed.

 Leaders also:
- need to be very organized on a personal level, and
- able to manage themselves and their time,
so that they can spend time doing what they need to do, and not on other tasks.

 As well as organizing:
- their time and
- their teams,
leaders need to spend a bit of time on themselves, and particularly on their self-motivation.

 A leader who lacks self-motivation will struggle to motivate others, as people are quick to
detect a lack of sincerity.
3. Developing People Skills
 Another area which is crucial for leaders is skills in leading people.
 After all, without followers, there are no leaders.
 Leaders need skills in working with others on a one-to-one and group basis, and a range of
tools in their armory to deal with a wide range of situations.
 One of the first skills that new leaders need to master is how to delegate.
 This is a difficult skill for many people but, done well, delegation can give team members
responsibility and a taste of leadership themselves, and help them to remain motivated.
 Leaders also need to know how to give others their views on personal performance in a way
that will be constructive rather than destructive, and also hear others’ opinions of them.
 Leaders then need tools to help them understand the way that others behave, and create
positive interactions.
 Finally, leaders have to be able to work well in group situation.
 However, leaders spend much of their time in one particular group situation, meetings, so
they need to have particular skill in chairing and managing meetings.
4. Effective Personal Qualities
 There are a number of personal qualities which leaders tend to display.

 However, for all that this description implies that these qualities are intrinsic; they can be:
- developed and
- improved over time.

 These qualities include:

- charisma, that quality of ‘brightness’ which makes people want to follow a leader,
- assertiveness, which enables that person to make their point without aggression,
but firmly, and
- empathy, understanding of how others feel.

 One way to understand leadership qualities is in terms of Emotional Intelligence, an umbrella

term that describes how well we relate:
- to others and
- to our own feelings.
5. Excellent Communication
Leaders also need finely-honed communication skills.
 These skills are general interpersonal skills, not specific to leadership, but successful leaders
tend to show high levels of skill when communicating.

 Good leaders tend to be extremely good listeners, able to listen actively and elicit
information by good questioning.

 They know how to build rapport quickly and effectively, to develop good, strong relationships
with others, whether peers or subordinates.

 They are usually very good at public speaking, equally skilled at getting their point across in a
formal presentation or Board meeting, or in an informal meeting or casual corridor
conversation.

 They have strong negotiation skills, in the broadest sense, in terms of reaching win-win
situations and making sure that they know their ‘bottom line’.

 They have also honed their ability to communicate in difficult situations, usually by practice
over time.
6. Key Characteristics of Leaders
Honesty & Integrity
Crucial to get your people to believe you and buy in to the journey you are taking them on

Vision
To know where you are, where you want to go and enroll your team in charting a path for the
future

Inspiration
To inspire your team to be all they can by making sure they understand their role in the bigger
picture

Ability to Challenge
Do not be afraid to challenge the status quo, do things differently and have the courage to think
outside the box

Communication Skills
To keep your team informed of the journey, where you are, where you are heading and share
any roadblocks you may encounter along the way
V. Leadership Styles
 There are many different models of leadership styles, from those that look at how much
‘control’ you want to others based around ‘potential’.

 One of the best-known models is Goleman’s 6 Leadership Style based on a three-year study
of over 3,000 executives.
- Coercive (=contraignant) or Commanding
- Pace-setting
- Authoritative
- Affiliative
- Democratic
- Coaching

1. Six Leadership Styles

 Following are some descriptions of these basic Leadership Styles along with some
recommendations and comments.
 Coercive leaders
Coercive leaders demand immediate obedience
In a single phrase, this style is ‘Do what I tell you’.
These leaders: - show initiative, self-control, and
- drive to succeed.
There is, of course, a time and a place for such leadership: a battlefield is the classic example,
but any crisis will need clear, calm, commanding leadership.
This style does not, however, encourage anyone else to take the initiative, and often has a
negative effect on how people feel.

 Pace-setting leaders
Pace-setting leaders expect excellence and self-direction
This style can be summed up as ‘Do as I do, now’.
The Pace-setter very much leads by example, but this type of leadership only works with a
highly-competent and well-motivated team.
It can only be sustained for a while without team members flagging.
Like the Coercive leader, Pace-setters also show drive to succeed and initiative, but instead of
self-control, these are coupled with conscientiousness.
 Authoritative leaders
Authoritative leaders move people towards a vision
This style is probably best summed up as ‘Come with me’.
These leaders are visionary and it's the most useful style when a new vision or clear direction
is needed, and is most strongly positive.
Authoritative leaders are high in self-confidence and empathy, acting as a change catalyst by
drawing people into the vision and engaging them with the future.
An affiliative leader values and creates emotional bonds and harmony

 Affiliative leaders
Affiliative leaders believe that ‘People come first’.
Such leaders demonstrate empathy, and strong communication skills, and are very good at
building relationships.
This style is most useful when a team has been through a difficult experience, and needs to
heal rifts, or develop motivation. It is not a very goal-oriented style, so anyone using it will
need to make sure others understand that the goal is team harmony, and not specific tasks.
It is probably obvious from this that it cannot be used on its own for any length of time if you
need to ‘get the job done’.
 The democratic leader
The democratic leader builds consensus through participation
Democratic leaders are constantly asking ‘What do you think?’.
Leaders show high levels of collaboration, team leadership and strong communication skills.
This style of leadership works well in developing ownership for a project, but it can make for
slow progress towards goals, until a certain amount of momentum has built up.
Anyone wishing to use this style will need to make sure that senior managers are signed up
to the process, and understand that it may take time to develop the consensus.

 The coaching leader

A coaching leader will develop people
The phrase that sums up this leadership style is ‘Try it’
Coaching leaders allow people to try different approaches to problem solving and achieving a
goal in an open way.
The coaching leader shows:
- high levels of empathy,
- self-awareness and
- skills in developing others.
A coaching style is especially useful when an organization values long-term staff
development.
2. An Alternative Model of Leadership Behaviors
 There are many other models of leadership.

 For example, in his book, Inspirational Leadership, Richard Olivier takes the story of
Shakespeare’s Henry V as the ultimate leadership textbook.

 He outlines a four-part model of leadership which chimes remarkably well with Goleman’s
empirical findings.

Henry V Summary.
After an insult from the French Dauphin, King Henry V of England invades France to claim the
throne he believes should be his. Henry stops an assassination plot, gives powerful speeches,
and wins battles against the odds. In the end, he woos (=courtise) and marries the Princess of
France, linking the two nations.

MASCULINE FEMININE
STATIC Good King Order Great Mother Nurture
DYNAMIC Warrior Action Medicine Woman Change

Positive Leadership Potentials - based on 'Inspirational Leadership' by Richard Olivier.

 Olivier divides the world into static and dynamic, and masculine and feminine energies, so
that the 4 possible ‘positive leadership potentials’ are:
- Static Masculine (the ‘Good King’, creating and valuing order)
- Static Feminine (the ‘Great Mother’, nurturing those around her)
- Dynamic Masculine (the ‘Warrior’, favoring action)
- Dynamic Feminine (the ‘Medicine Woman’, important in change)

 While these titles may seem rather fanciful, it’s not hard to see that:
- The Good King would fit with Goleman’s Democratic style,
- The Great Mother with Coaching and Affiliative,
- The Warrior clearly with the Coercive and Pacesetting styles, and
- The Medicine Woman with Authoritative leadership.

3. Developing Your Leadership Style

 Each one of us has a preferred leadership style, usually the one to which we default in times
of stress.
 One of the easiest ways to work out which is your default is to see what sort of things you say
when stressed.
 Are you the person saying:
‘What do you think?’ or is it
‘Right, we’ll do it my way and now!’?

 The most effective leaders do not use just one style, but are able to move between styles,
choosing the one that best suits the situation.

 Once you know your preferred style, you can start to develop the others.

 For example:
If you are naturally a democratic or affiliative leader, you may find that it is difficult to take
command or swift action in a crisis.

 You will need to find a way to adopt the Commanding or Coercive style in a way that feels
true to you, perhaps by injecting some humor into your orders.

 One advantage of looking at several alternative models of leadership is that one or other may
give you a clearer idea of how to move between the possible styles.

 Olivier’s premise is that Henry V, as a leader, moves between all these styles in the course of
the play.
 Studying how he does so can be a surprisingly insightful experience into day-to-day
leadership.

 It may be some comfort to understand that even Henry had to work hard to develop his
leadership style beyond ‘Warrior’.

 Use the following six-step approach to developing your leadership style.

- Learn about yourself and your default leadership style.
- Follow our guidelines for improving your leadership skills.
- In order to improve and develop as a leader, whether at work or at home, you need
to develop your leadership styles.

 We all have a default style; the one that we find easiest to use, but the best leaders can use
any of Goleman’s Six Styles, and move between them easily.

 To improve your leadership skills, you need to move beyond your default style and start to
use the other five styles more readily.

 Following are ways to how you can develop these leadership styles.
Six steps to developing your leadership styles
1. Identify your Default Leadership Style.
- What is your preferred leadership style?
- How do you behave when under stress?
- Do you find yourself asking others for their opinions, or telling everyone what to do and
expecting them to do it?
- Leading from the front or worrying about where you are all going and whether there is a
clear vision?
Stopping to think about this next time you find yourself in a stressful situation will give you great
insights into your preferred style.
2. Identify & Develop your Strengths
Playing to your strengths is important, so make sure that you know what you’re good at.
This may be your default style, but you also have other leadership skills.
Others may feel that these are even more valuable.
Ask your colleagues to tell you the five best things about your leadership style.
To develop your strengths still further, you might also make a list each week of 3 to 5 things
that worked really well that week and then make sure you do them again the next week.
3. Work on your Weaknesses
Having identified your strengths, you now need to think about, and develop, the styles that
you are less good at.
After all, the best leaders can draw on all six of Goleman’s Leadership Styles.
Some of them won’t feel natural, so you need to find a way to use them that feels right to
you.
In Shakespeare’s play Henry V, Henry fights a war with France and wins.
France is utterly defeated.
Henry has drawn on his key strengths and leadership styles:
- in Richard Olivier’s terms, the Warrior and the King, and
- in Daniel Goleman’s terms, the Commanding and Pacesetting styles.
But Henry now needs to win the peace.
He needs to unite England and France into a new, combined country that he can rule, and
pass down to his as yet unborn children.
That means drawing on new leadership styles:
- including Democratic and Affiliative, and
- tapping into his ‘feminine potential’.
Shakespeare showed this by having Henry court Princess Katherine of France.

To Olivier, she represents the ‘Medicine Woman’, the feminine dynamic, who can bring
change and growth.

By drawing on her energy and potential, Henry will bring the feminine into his life.

He knows what he is, and says to her ‘take me, take a soldier; take a soldier, take a king’.

He needs her to make him the complete leader.

For Henry V, the right way to learn about his missing leadership style was to learn from
others: specifically, Princess Katherine.

And watching and learning from others is a very good way to learn new leadership styles,
although you need to remember to try them out too.

At first, when you try something that you have watched another do, it will feel like ‘copying’
and may well feel unnatural, but do persevere.

Like an actor, you will need to rehearse your new role until it comes naturally.
4. Draw on Others
You may not have all the necessary leadership styles yourself, but as you work on their
development, you can draw on others in your team to step up when necessary.

Note which of your team has the skills and styles that you find particularly hard, and
encourage them to take the lead when their style is more appropriate than yours.

Do you have trouble:

- creating bonds, and
- developing team harmony,
but have noticed that one of your colleagues can always smooth situations?

Use that skill: step back and allow that person to lead whenever the situation calls for
affiliative leadership.

After all, the best leaders create other leaders, not followers.
5. Do Something Different

 Richard Olivier suggests that to help you develop your leadership style away from your
‘favorite character’, you should start new activities.

 He says that you should identify the character (Good King, Medicine Woman, Great Mother
or Warrior) that is most unlike you, and that you find it hardest to ‘channel’. Then think of an
activity that seems to you to best represent that character or potential. In general, the
Warrior is found through determined and energetic activity, the Good King through order and
structure, the Medicine Woman through creativity and the Great Mother through relaxation
and nurture.

 So if you want to develop your inner Warrior, you might take up a new sport, especially a
very physical one. If it’s the Medicine Woman you find hardest, try painting or pottery.

 You may be cynical about whether there is a genuine connection between your physical
activity and your leadership style.
Being able to use a particular leadership style is not necessarily about having a specific set of
skills, although each style definitely uses a certain skill set.

It is also about adopting a particular mindset, and this does seem to be influenced by
environment and activity.

Olivier’s thinking works for Goleman’s leadership styles too.

Think about which style you find hardest, which we’ll call your ‘stretch style’, and remember
its one phrase summary and characteristics.

Think about how you would say things if you were working in that stretch style and practice
saying them that way.

Find ways which still sound like you, but in that style.

Ex: some people find it easier to give commands if they make them sound humorous.

Others find that they can work affiliatively if they acknowledge their difficulties publicly
before starting to discuss feelings.

It is about recognizing your starting point, as well as where you want to end up.
6. Hold up a mirror
It’s really important to seek feedback when you’re trying to develop your leadership styles.

We said before that you should ask what you’re already good at, but you can also ask others
to give you feedback about how it felt when you behaved in different ways.

It may be difficult to hear some of what they say, so don’t ask unless you really want to know.

And while giving and receiving feedback is a whole other skill, remember not to take it
personally.

Accept it generously, in the spirit in which it is offered, and decide whether you want to act
on it or not. Then move on.

Be honest about your strengths and weaknesses

When you are developing new skills, remember that insincerity will stick out like a sore
thumb.

Like Henry V, you always need to be honest about what you are, as well as about how you
want to change.
 People will usually see if you are putting on an act, which is why being honest about what
you’re trying, and practicing is so important.
But if you do practice, rehearse as actors do, in ‘safe’ situations, then when you really need
the new style, it will come naturally and sincerely

A Final Thought
Although many people think of leadership as being a ‘work’ skill, there are plenty of
opportunities for using different leadership styles at home.

Your family may well be a safer ‘sounding board’ for trying out new ideas than some of your
less-tolerant colleagues, especially as you experiment with styles that are further away from
your natural one, and therefore feel difficult.

However, persevere, flex your leadership muscles in safe situations, and you will almost certainly
find yourself using your new skills naturally and confidently ‘for real’ when you need them.
VI. Emotional Intelligence (EI)
 Many of us are aware of IQ (Intelligence Quotient).

 Designed to measure intellectual intelligence, it gives a score from a series of tests.

 Higher IQs indicate better cognitive abilities, or the ability to learn and understand.

 People with higher IQs are more likely to do well academically without exerting the same
amount of mental effort as those with lower IQ scores.

 A logical assumption, therefore, is that people with higher IQs will be more successful at
work and through life.

 This assumption has been proven incorrect – there is more to success than simply being
clever.

 Emotional Intelligence (EI or sometimes EQ – Emotional Quotient) is a more modern concept

and was only fully developed in the mid-1990s, by Daniel Goleman, among others.

 Emotional Intelligence is the measure of an individual’s abilities to recognize and manage

their emotions, and the emotions of other people, both individually and in groups.
1. Benefits of Higher Emotional Intelligence
 People with higher emotional intelligence find it easier to form and maintain interpersonal
relationships and to ‘fit in’ to group situations.

 People with higher emotional intelligence are also better at understanding their own
psychological state, which can include:
- managing stress effectively and
- being less likely to suffer from depression.

 There is no correlation between IQ and EI scores.

 In other words, academic aptitude (IQ) has no connection with how people understand and
deal with their emotions and the emotions of others (EI).

 This makes perfect sense: we’ve all met very clever people who nonetheless had no idea
about how to deal with people, and the reverse.

 Some people have high IQs and low emotional intelligence and vice versa, while some people
score highly on both and some do not.

 IQ and emotional intelligence attempt to measure different forms of human intelligence;

along with personality, these measures make up an individual’s psyche.
 Emotional intelligence is the one part of the human psyche that we can develop and improve
by learning and practicing new skills.

 IQ and personality are more static measures and likely to stay reasonably constant
throughout life (although you can develop your ability to complete IQ tests very successfully).

 Ultimately emotional intelligence can only be measured by how an individual progresses

through life:
- Developing meaningful relationships with others,
- Their interpersonal skills and understanding,
- Their ability to manage their own emotions, and
- Their personal skills.

2. Elements of Emotional Intelligence

 Daniel Goleman divided Emotional Intelligence into:
- ‘Personal’ and
- ‘Social’ competences.

 Within each of 2 sections below are a range of skills which are the elements of EI.
(Based on ‘Working with Emotional Intelligence’ Daniel Goleman)
 Personal Skills or Competences Social Skills or Competences
How we manage ourselves How we handle relationships with others

Self-awareness Empathy
Emotional awareness Understanding others
Accurate self-assessment Developing others
Self-confidence Service orientation
Self-regulation Leveraging diversity
Self-control Political awareness
Trustworthiness Social Skills
Conscientiousness Influence
Adaptability Communication
Innovation Conflict management
Motivation Leadership
Achievement drive Change catalyst
Commitment Building bonds
Initiative Collaboration and cooperation
Optimism Team capabilities
3. Personal Skills or Competences
There are three areas of personal skills or competences in emotional intelligence.
i. Self-awareness
 Self-awareness (=conscience de soi) encompasses:
Emotional awareness
Accurate self-assessment (=auto-évaluation)
Self-confidence (=confiance en soi)

 Self-awareness is the skill of being aware of and understanding your emotions as they occur
and as they evolve.
It is wrong to think of emotions as either positive or negative.
Instead, you should think of them as appropriate or inappropriate.

For example:
Anger is usually associated with being a negative emotion.
However, it can be a completely reasonable & appropriate emotion in certain circumstances:
EI allows us to recognize our anger and understand why this emotion has occurred.
Effective self-assessment of feelings and emotions will help to improve your confidence and
self-esteem.
ii. Self-regulation or Self-management
 Self-regulation includes:
Self-control
Trustworthiness (=fiabilité)
Conscientiousness (=conscience)
Adaptability
Innovation

 Having learned to be aware of your emotions, the skill of self-regulation relates to managing
them appropriately and proportionately.

 Self-management skills relate to the emotions you are feeling at any given time or in any
given circumstance and how well you manage them.

 Self-control is a fundamental part of this, but other aspects relate to what you then do:
whether you behave in a way which is recognized as:
- ‘good’ or
- ‘virtuous’ or
- not.
iii. Motivation
 The final personal skills aspect of emotional intelligence is Motivation.

 Self-motivation includes our personal drive (=pulsion) to improve and achieve commitment
to our goals, initiative, or readiness to act on opportunities, and optimism and resilience.

 Self-motivation and personal time management are key skills in this area.

 Do not make unreasonable demands on yourself; learn to be assertive rather than just
saying, ‘Yes’ to the demands of others.

4. Social or Interpersonal Skills or Competences

 Interpersonal skills are the skills we use to interact with other people.

 They enable us to communicate appropriately and build stronger, more meaningful

relationships.

 Emotional intelligence includes how we understand:

- others and their emotions, and
- our actions and behaviors towards them.
There are 2 key aspects.
i. Empathy
 Empathy is an awareness of the needs and feelings of others both individually and in groups,
and being able to see things from the point of view of others.

 Empathy helps us to develop a stronger understanding of other people’s situations.

 It includes understanding others, developing others, having a service orientation, leveraging

diversity, and political awareness.

 Empathy can often be difficult to achieve.

 Learn to listen effectively to both the verbal and non-verbal messages of others, including
body movements, gestures and physical signs of emotion.

 Use questions to find out more about other people and what they are feeling, and feedback
to clarify that you have correctly understood their feelings.

 Acknowledge and respect the feelings of others even if you disagree, and avoid making
comments or statements that are judgmental, belittling (=rabaissent), rejecting or
undermining.
ii. Social Skills
 A social skill encompasses a wide range of relationship and interpersonal skills.

 These range from leadership through to:

- influencing and persuading, and
- managing conflict, as well as
- working in a team.

 The term ‘social skills’ covers a wide variety of skills and competencies.

 Many of these skills are rooted in self-esteem and personal confidence.

 By: - developing your social skills,

- being easy to talk to,
- being a good listener,
- being sharing and trustworthy,
you also become more charismatic and attractive to others.

 This in turn improves self-esteem and confidence which makes it easier for positive personal
dialogue and a greater understanding and acceptance of your own emotions.
5. Summary
 Working on your emotional intelligence could well be the most important aspect of your
personal development.

 Research has shown that people with higher levels of emotional intelligence enjoy more
satisfying and successful careers and relationships.

 If you think about ways to enhance your EI:

- you are likely to become more interesting and attractive to others, and
- you will also give your self-esteem a boost.
More detail about Henry V Summary
After an insult from the French Dauphin, King Henry V of England invades France to claim the
throne he believes should be his. Henry stops an assassination plot, gives powerful speeches, and
wins battles against the odds. In the end, he woos (=courtise) and marries the Princess of France,
linking the two nations.
Act I: Henry V follows the events of Henry IV Part 2, after Prince Hal is crowned. A Chorus
introduces the play and celebrates the life of England's King Henry V. Henry himself seeks for
evidence of his right to rule over France. The Archbishop explains land laws to the King and his
court. Then an ambassador arrives from the French King's son, the Dauphin, with a gift of tennis
balls to humiliate Henry. His response to this challenge is to set in motion the invasion of France.
The scene moves to Southampton where a fleet(=flotte) prepares to sail.
Act II: Henry has rejected many of his former friends in his ascension. Three of these former
friends are caught plotting(=comploter) his death, and Henry condemns the conspirators to their
own deaths in return. Meanwhile, Pistol, Nim, and Bardolph, three of Henry's former
rambunctious (=turbulent) comrades who appeared in Henry IV Parts 1 and 2, decide to join the
army. They set off for the war after hearing of the death of their leader, Sir John Falstaff.
Everyone believes that Falstaff died of a broken heart after the young King Henry, affectionately
known as Hal, rejects him.
Act III: The French King receives Exeter as Henry's ambassador. Then the English lay siege to and
take the town of Harfleur. During this battle, Henry gives a rousing speech to his troops: 'Once
more unto the breech, dear friends, once more'. He leaves a regiment of troops in Harfleur
before travelling on towards Calais, gradually moving through the French countryside.
Meanwhile, the French courtiers deride their invaders amongst themselves. Back at the French
court, Princess Catherine has an English lesson with her waiting woman.
Act IV: In the English camp, Pistol, Henry's friend, ridicules the Welsh captain, Fluellen. After
many battles, the two armies start to prepare for combat near Agincourt. The night before the
battle, the King disguises himself and visits his soldiers to learn from them and give them
comfort before the day ahead. He prays that his responsibility will be rewarded by victory. As
dawn approaches, the French generals are confident of their superior forces. Henry encourages
his troops to fight for success and scorns another French envoy's invitation to surrender.
Act V: The French army is defeated with heavy losses, while few have died on the English side.
Thanking God for his victory, Henry returns in triumph to London. But not before he, too, has an
encounter with the Welsh captain, Fluellen. Henry makes peace with the French King and woos
(=courtiser) Princess Catherine before linking the two nations through marriage. The play ends
with the Chorus reminding the audience of how little time would pass before Henry's infant son
inherited two war-torn (=déchiré par la guerre) nations: a tale told in Henry VI Part 1.