Malin Wanning and Matthias Thiemermann

• WS managers introduce themselves
• Leading without a hierarchical position
  • Lateral or horizontal leadership
• Team collects questions from the participants via Menti

Goal: A common understanding of leadership A lively discussion about leadership management Menti question: What is leadership?

• Malin lists definitions of leadership

Question: "What makes good leadership?" is asked

• Simon Uni Kassel: During his internship, he had a sociable boss who had "the mojo". Empathy and enthusiasm
• Julian LMU: Had a boss at the hotel who knew all the employees' names and greeted them personally, took on smaller tasks and thus reduced the vertical difference
• Jules Duisburg: Supervisor made practical suggestions and communicated well
• Jonathan Uni Kaiserslautern: Teacher motivated class to come to school sooner through sympathy and humour

Malin encourages people to continue to follow role models Matthias points out how different leadership styles do not work the same for everyone

• Leader vs. boss (negative connotation)
• Management vs. leadership
  • Organising, processes
  • Convince, move, convey values
• Management by objectives
  • Framework given, path to it is freely selectable
• by results
  • Targets, performance monitoring
• Management by exception
  • Routine of the employee, intervention only in exceptions
• by delegation
  • Defined areas of responsibility
• LaWaVo Hohenheim: Trust-based working time is management by objectives?
• Malin says yes
• Matthias: Could also be management by results

Leadership model 2: Dimensions of leadership behaviour

4 dimensions

• Inform
  • Clarify roles and goals
  • Monitor
• Control
  • Motivate
• Decide
  • Planning and organising
  • Advise
• Caring
  • Building networks
  • Supporting
• Malin draws parallels with the four-ears model in communication theory

Leadership model 3: Transactional vs. transformational leadership

• Give and take, performance against reward
• Different incentives at departmental level

Authority to issue instructions vs.

• Intrinsic motivation
• Moves in the direction of SCRUM, management by objectives
• No authority to issue instructions
• Patrick LMU: Tasks for which it is difficult to find motivation,
• The interest would be e.g. to relieve the student body, something goes beyond that

Leif Uni Münster: Example of ticket shifts - had to set incentives - but attracts the wrong people Matthias: Make people realise what an essential value they have for the event, praise people, give them a better feeling

Motivation as the key

• Malin explains
• Simon Uni Kassel: Intrinsic motivation only feigned - gone on day x - what to do?
• Matthias: Strengthen team spirit, team building awakens motivation
• Malin: Consistency is important, plan and motivate for the long term

Patrick LMU: Motivation is there - but is then somehow not called upon, how better? Matthias: Take those affected "by the hand" peer pressure What motivates you? Examples of suggestions: Music, success, making others happy, money, ...

• Malin explains the connection between basic needs and motivation
• Basic needs must of course be guaranteed
• Ekar Uni Wuppertal: Flat hierarchies on paper - in reality top down because people do nothing when they have been assigned tasks
• Matthias: The people have probably violated their autonomy or have been poorly integrated socially (given dirty tasks) -> seek dialogue and try to clarify things
• Malin: The tone of voice needs to be customised
• Leif Uni Münster: You shouldn't and can't get stuck on certain people, e.g. due to time constraints
• Matthias: Try to empathise with the person concerned or ask them directly

Psychological safety

• Create a pleasant working atmosphere, but not a flower meadow! [sic]
• Open error culture can increase productivity

Feedback

• can have a positive but also a negative influence

Questions on the topic of feedback

• Enis Wuppertal: Always collect feedback, anonymously, - in the student body but only in an argumentative style
• Leif Uni münster: take minutes
• Julia Duisburg: e.g. holiday pay hardly any feedback, willingness to give feedback decreases, leads to enormous problems
• Matthias: Feedback on giving feedback that this is bad
• Patrick LMU: personal feedback is more effective than via chats
• Julius TU Dresden: Set deadlines - otherwise it's a fait accompli
• leif Münster: Simply call people, consent cards, keep the effort to a minimum
• Simon Uni zu Köln:Communication problem - feedback surveys annoy me personally, too much everywhere
• Simon Uni Kassel: What if feedback misses the mark - I can't understand how I was rated

Malin: Communicate that this was perceived differently Malin: Introduces the company Campana & Schott at the end