National Apartment Association Education Institute
Certified Apartment Property Supervisor
EFFECTIVE LEADERSHIP
HOUSEKEEPING
 Restrooms
 Breaks
 Lunch
 Cellular
Phones
 Smoking
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INTRODUCTIONS
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Name
Company
Number of Units
How Many Years In the
Business
Two sentences about the
most influential leader in
your life
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GROUND RULES
Participate fully.
 Help us stay on track.
 Be on time
 Ask questions
 Offer ideas and opinions as perceptions
 Have fun.
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Leadership versus
Management
Emotional
Intelligence
Engagement and
Motivation
Feedback and
Coaching
Teambuilding
Action Plan
LEARNING OUTCOMES: EFFECTIVE LEADERSHIP
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2. LEADERSHIP VERSUS MANAGEMENT
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ARE YOU A LEADER OR A MANAGER?
A good manager
needs to be a good
leader.
 A good leader also
needs to be a good
manager
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BE A LEADER AND A MANAGER
A Manager without leadership skills comes up
with great plans but can’t get people to follow
his or her vision.
 A Leader without management skills comes up
with great ideas but can’t put together a
feasible plan to get to the final results.
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THE KOTTER MODEL
Management focuses on systems, processes,
planning and budgeting, organizing and
staffing, and controlling and problem solving.
 Leadership sets direction, aligns people, drives
change, encourages risk-taking and learning,
and enables growth.
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Let’s Look at the John Kotter’s Leadership and Management
Model on page 2-2 of your participant guide.
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ACTIVITY: LEADING VS. MANAGING
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3. EMOTIONAL INTELLIGENCE
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EMOTIONAL INTELLIGENCE
It's not how smart you are, but rather
how you are smart.
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 IQ,
or the Intelligence Quotient, is the
measure of what you know and how
you process information.
 EQ, or the Emotional Intelligence
Quotient, is the way you use personal
and social skills to work effectively on
your own and with others.
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THE EMOTIONALLY INTELLIGENT LEADER
More self-aware
 Possesses the critical relationship skills to help
them motivate others.
 Have a much greater chance of being
promoted.
 90% of the difference between star and
average performers is due to higher EQ, not
higher IQ.
 EQ is twice as important as IQ and technical
skills for jobs at all levels
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TWO FACETS OF EMOTIONAL INTELLIGENCE
Emotional intelligence has two primary facets:
personal competencies and social competencies
Personal Competencies
Social Competencies
Self-awareness
Social awareness
Self-management
Relationship management
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TWO PERSONAL COMPETENCIES
Self-awareness means you're conscious of:
 Your emotions – You know what you’re feeling
and why, when your emotions are starting to
take over, and how your emotions can affect
you.
 Your strengths and weaknesses – You know
what you do well and what you do not do well.
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TWO PERSONAL COMPETENCIES
Self-management skills include:
Self-control – You know how emotions can affect
you and you know how to avoid trouble.
 Transparency – What you see is what you get. You
are open and honest about the good and the bad.
 Flexibility – You can adapt your behavior to meet
the needs of the current situation.
 Ambition – You have the drive to succeed, and
you know what you need to do to get there.
 Optimism – You see the world through rosecolored glasses.
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ACTIVITY: PERSONALITY TRAITS INVENTORY
Complete the inventory
Score the inventory
Group discussion
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TWO SOCIAL COMPETENCIES
An individual with high social awareness exhibits:
 Empathy – You understand how others are feeling.
You have the ability to see things from their
perspective.
 Organizational awareness – You have a keen eye
for the political realities, opportunities, and
liabilities of the organization. You know the movers
and shakers and you know how to reach them.
 Service orientation – You know what your
customers—both external and internal—need, and
you know how to get it to them.
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TWO SOCIAL COMPETENCIES
If you have good relationship management skills you are:
 Influential – Colleagues and friends look to you for
guidance and leadership.
 A catalyst for change – You’re good at seeing
opportunities others might miss. You can see the pros
and cons of a new path and can influence others to join
you.
 Good at conflict management – You’re a born diplomat.
 Collaborative – You’re not one to take all the credit. You
share your ideas and incorporate other viewpoints.
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DON’T BE AN “S.O.B.”
Most organizations have an individual who is
known for getting good results at the expense of
everyone else. This person is the S.O.B.
The S.O.B.’s “motivational” methods go against
all psychology, company policy, and common
sense, but when the S.O.B. turns in big numbers,
higher-ups hail the S.O.B.’s “strong leadership”
and turn a blind eye to the misery of the S.O.B.’s
subordinates.
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ACTIVITY: EMOTIONAL INTELLIGENCE QUIZ
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4. ENGAGEMENT AND MOTIVATION
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MOTIVATE AND ENGAGE YOUR EMPLOYEES
People always perform better when they’re
motivated and engaged. The trick is to find out
what makes each person tick, because there’s
no single solution.
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“FOLLOW THIS PATH”
– GALLUP ORGANIZATION RESEARCH
Maintain sustainable revenue increases
 To do so you must have engaged, loyal
customers (or residents)
 To do so you must engaged, loyal employees
 The only way to have engaged, loyal employees
is to have great managers and leaders
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“FOLLOW THIS PATH”
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– GALLUP ORGANIZATION RESEARCH
The Gallup research has also revealed that
business units in the top half of employee
engagement show, on average:
 86%
higher customer success rate
 70% higher success in lowering turnover
 70% higher success rate in productivity
 44% higher in profitability
 78% higher success rate in safety figures
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GROUP DISCUSSION ON ENGAGEMENT
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How would you define engagement?
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What are some traits of engaged employees?
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How would you describe an employee who is
disengaged?
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How would you describe an actively disengaged
employee?
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“FOLLOW THIS PATH”
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– GALLUP ORGANIZATION RESEARCH
According to the Gallup research there are
three categories of engagement and how the
American workforce breaks down:
Engaged employees – 30%
Disengaged employees – 54%
Actively disengaged employees – 16%
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REMEMBER
People don’t Leave companies,
they leave bosses.
Just as important, disengaged employees are
usually the lowest performers.
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MASLOW’S HIERARCHY OF NEEDS
SelfActualization
• Personal Growth and Fulfillment
Esteem Needs
• Achievement, Status, Responsibility,
Reputation
Belongingness and
Love Needs
Safety Needs
Biological and Physiological Needs
• Family, Affection, Relationships, Work
Group, etc.
• Protection, Economic Security,
Order, Law, Limits, etc.
• Basic Life Needs: Air,
Water, Food, Shelter,
Sleep, etc.
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MASLOW’S HIERARCHY OF NEEDS
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Lower needs must be met before attempting to
meet the higher needs.
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When lower needs are met, the ability to meet
higher needs is what separates the engaged
employee from the disengaged employee.
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ACTIVITY: WHAT MOTIVATES PEOPLE?
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THE GALLUP ENGAGEMENT FACTORS
Much like Maslow, The Gallup Organization has
identified a hierarchy of eight needs to engage
employees. As a leader, you need to meet
these before you can step up to the loftier
goals, like organizational vision and mission.
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THE GALLUP ENGAGEMENT FACTORS
I know what’s
expected of me
The work I do
fits my skills
I am satisfied
with recognition
I receive
Someone
encourages my
development
My opinions
seem to count
I feel my job is
important
I receive the
feedback I need
to improve
I have
opportunities to
learn and grow
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5. FEEDBACK AND COACHING
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THE SUPERVISOR’S ROLE
You may need to supervise or manage
employees
 You may give them specific directions
 You may discipline folks.
 Most of the time, effective leaders spend their
time giving helpful feedback to employees—and
coaching them.
 Let’s define some of the terms above….
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DEFINITION OF MANAGING/SUPERVISING
Managing / Supervising: “To exercise executive,
administrative, and supervisory direction on; to
direct the professional career of.” Basically, it is
telling your employees what, when, and how to
do what they do.
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DEFINITION OF FEEDBACK
Feedback: The process of describing to another
person how his or her behavior affects you,
others, or the accomplishment of a task.
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DEFINITION OF COACHING
Coaching: A method of conversation that creates
a climate and context to give individuals and
groups more confidence — and puts them in
position to act on the specific goals they are
committed to achieving.
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DEFINITION OF A COACH
Coach: A person who facilitates the learning that
results in future-oriented activities. He or she is
a trusted role model, advisor, friend, steward, or
guide. A leader can be any of these.
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DEFINITION OF DISCIPLINING
Disciplining: The process used to address
substandard work performance or stop
unwanted behavior. The employee's
performance has reached a stage where
immediate corrective measures are required.
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THE SBI MODEL FOR GIVING FEEDBACK
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SIX TIPS FOR GIVING FEEDBACK
1.
2.
3.
4.
5.
6.
Give feedback as soon a possible.
Keep your statements simple
Be sincere.
If it's a pattern of behavior you want to
reinforce or correct, give feedback frequently
Feedback is a two-way street.
Receiving feedback is just as difficult, if not
more so, than delivering it.
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ACTIVITY: EVALUATING FEEDBACK
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COACHING
Coaching is not about providing answers.
It is about helping someone find the answers for
themselves.
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HOW IS COACHING DIFFERENT FROM
MANAGING?
Managing: You tell the person what to do.
Vs.
Coaching: You help the person decide on her own
what she needs to do.
“Give a man a fish, you have fed him for a day. Teach a man to
fish, and you have fed him for a lifetime.”
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THE TWO PRIMARY REASONS FOR COACHING
1.
2.
Performance: To improve, maintain, or exceed
work performance. This is the leader’s
responsibility.
Development: To provide guidance on the
employee’s general development and/or
career development goals. This is the joint
responsibility between a leader and an
employee.
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THE BASIC COACHING PROCESS
Open the meeting.
Gain agreement on the performance or development issue.
Explore alternatives.
Get commitment to act.
Close the meeting.
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EVALUATING A COACHING INTERACTION
Did the coachee do the majority of the talking.
 Did the coach listen and guide the conversation
through questions.
 If at the end of the conversation, you feel like
you did most of the talking, chances are you
weren’t really coaching.
 Next time, take a step back and listen more.
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ACTIVITY: GROUP COACHING
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6. TEAM BUILDING
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WHAT IS A TEAM?
… A team is comprised of a small number of
people, with complementary skills who are
committed to a common purpose, performance
goals and approach for which they hold
themselves mutually accountable…
The essence of a team is common commitment.
Without it, groups perform as individuals; with it,
they become a power unit of collective
importance.
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ACTIVITY: IS AN APARTMENT COMMUNITY
STAFF A TEAM?
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APARTMENT COMMUNITY TEAMS
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What would happen if the community staff did
not have shared goals, commitment and
accountability?
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What can keep a group from becoming a team?
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THE EMOTIONALLY INTELLIGENT TEAM
Three basic conditions need to be present before
a team is considered emotionally intelligent.
1.
2.
3.
Mutual trust among members
A sense of group identity ( a feeling among members
that they belong to a unique and worthwhile group)
A sense of group efficacy (the belief that the team can
perform well and that group members are more
effective together than apart)
Read the excerpt from “The Emotionally Intelligent Team” on page 6-4
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TEAM EMOTIONAL INTELLIGENCE
Individual EQ Competencies Team EQ Competencies
Self-awareness
Team awareness
Self-management
Team management
Social awareness
Organizational awareness
Relationship management
Organizational management
Even if everyone in the group has good individual emotional
intelligence, it doesn’t mean they'll have an emotionally
intelligent team.
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TEAM AWARENESS
Emotional awareness (individual members and
team)
 Knowledge of strengths and weaknesses
 Common strategy, purpose, and commitment
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TEAM MANAGEMENT
Trust and respect
 Clear roles and responsibilities
 Internal communication
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ORGANIZATIONAL AWARENESS
Alignment of team purpose and organizational
vision
 Service orientation
 Political/social awareness
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ORGANIZATIONAL MANAGEMENT
Building collaboration, cooperation with other
groups/teams
 External communication
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TEAM DERAILERS
Team
derailers can lead to a “me first” attitude
among team members.
When people are looking out only for
themselves, conflict arises and stays unresolved,
which lowers morale and engagement.
The discord makes it difficult for people to meet
any goals at all – team or individual.
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CREATING TEAM EMOTIONAL INTELLIGENCE
Forming
Storming
Norming
Performing
Each stage builds on the preceding one. Teams must follow this sequence if they are
to become fully functioning, emotionally intelligent teams.
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FORMING
An exploration period
 Team members are often cautious and guarded
in their interactions
 This is where the team awareness process
starts.
 Members explore the boundaries of acceptable
behavior and start to develop perceptions of
others.
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STORMING
A time of competition and strained relationships
 Start to define roles and responsibilities
 Barriers to teamwork start to surface:

control issues
 clashes in working styles
 conflicts between members
 lack of trust
 communication deterioration
 and blame.
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The most critical stage a team has to get through.
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NORMING
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A time of cohesiveness among team members
Team members discover that they have common
interests and common goals
Communication appears more open and honest
Roles and responsibilities start to become identified and
accepted
The team discovers their common purpose
They learn to appreciate each other.
Having achieved team management, the team can focus
on organizational awareness and management
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PERFORMING
This stage is the most harmonious
 Team members begin to define what it means to
be part of a fully functioning team
 Communication is open and supportive and team
members act in concert with each other without
fear of rejection.
 The team now has a sense of its own identity
 The team is greater than the sum of its parts.
 They have achieved the essential conditions for
team effectiveness—and emotional intelligence
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KEEPING THE TEAM IN THE PERFORMING STAGE
Encourage ongoing self and team assessment.
Observe the team and offer feedback when
requested.
 Develop team members to their fullest
potential. Coach them and help them grow.
 Look for ways to increase the team’s capacity.
Support new ideas and ways for achieving
positive outcomes.
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ACTIVITY: “SURVIVOR”
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7. ACTION PLAN AND CLOSING
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Leadership versus
Management
Emotional
Intelligence
Engagement and
Motivation
Feedback and
Coaching
Teambuilding
Action Plan
LEARNING RECAP: EFFECTIVE LEADERSHIP
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THE ACTION PLAN
This plan is yours and yours alone
 You decide on which leadership areas you want
to work.You set the number of goals
 You decide on the action steps and timeline.
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