1. The emotional cornerstone of transrelational leadership
Dr Christopher M. Branson
Professor of Educational Leadership
Director of Catholic Leadership Studies
La Salle Academy
Australian Catholic University

2. What do we learn from Ben Zander’s way of leading?
Conductor of the Boston Philharmonic Orchestra

3. We have called this “Transrelational Leadership”
“Leadership praxis that moves others, the organisation, and the leader to a far more effective level of functioning by means of relationships.”
Branson, C.M., Franken, M. & Penney, D. (2016). Reconceptualising middle leadership in higher education: a transrelational approach. In J. McNiff (Ed.), Values and virtues in higher education research: Critical perspectives. Abingdon, OX: Routledge.

4. Core Components Be an authentic member of the ‘group’
Champion the ‘group’
Enhance the ‘group’s’ capacity
Align the ‘group’ to its external reality

5. Leadership Re-conceptualised
Branson, Marra, Franken and Penney (2018). P. 64

6. Changing Leadership Expectations
In the past those who worked in the organisation were chiefly considered as factors of production and profit, a different perspective is now required. Now, the onus is upon leaders to carefully nurture and skilfully manage the human resource within the organisation by focussing on such things as relationships, interpersonal skills, psychological commitment, communication, empowerment, teamwork, trust, participation and flexibility. (Wheatley, 2006).

7. Deloitte’s 2017 Organisational Trends

8. 7 Principles of Contemporary Leadership
Leadership is a relationship - the cornerstone of leadership is the reciprocal and dynamic relational process formed between the appointed leader and those to be led.
Leadership is contingent - being appointed to a leadership position does not make the person a leader because the person must be first accepted as the leader which comes from becoming trustworthy.
Leadership is inclusive - it seeks to enhance the engagement of others in all its activities.
Leadership is particular – not everyone can be a leader because a leader must be able to relate to all and not just to those that they automatically like.
Leadership is specific - it has very specific expectations placed upon it by those to be led.
Leadership is selfless - it is other-orientated because its fundamental aim is to engender meaning and purpose in the hearts and minds of all so as to create organisations where people thrive.
Leadership is ethical - people want their leaders to bring some form of certainty and order to their world by being completely trustworthy.

9. Real Leadership Power
Branson, Marra, Franken and Penney (2018). P. 93

10. The Different Ways to Lead
Transactional
Transformational
Transrelational
Exclusive
Top-down Control
Controlled Involvement
Outcome Focussed
Leader as Expert - inflexible
Logical-sequential Process
Hierarchical Leadership
Technical-rational learning
Attention to skill
Impersonal Outlook
Productivity
Accountability
Loyalty
Inclusive
Bottom-up Influence
Meaningful Involvement
People Focussed
Flexibility
Partnerships/Relational
Shared Leadership
Organisational Learning
Attention to Capacity
Review/Reflection
Adaptability
Celebratory
Engagement
Engaging
Emergent Influence
Purposeful Involvement
Future Focussed
Shared Expertise - Discovery
Inter-Relational/Networks
Interactive Leadership
Holistic Learning
Attention to Social Dynamics
Imagination / Creativity
Risk Taking
Dialogical
Trust

11. The Essential Role of Emotional Intelligence in Leadership today
Effective leaders in today’s organisational environment “are not those with the highest IQs but those who combine mental intelligence with emotional intelligence” (Fullan, 2004, p. 93) in order to create the most productive relational culture in which all can fully contribute and thrive. Such an understanding of leadership calls upon the leader to “create underlying senses of basic personal safety and emotional security, in which risk and creativity can flourish.” (Hargreaves, 2005, p. 285)

12. Emotion as the Heart of Leadership
Unquestionably, today’s leaders need emotional intelligence so as to be able to act inconsistently when uniformity fails, diplomatically when emotions are raw, non-rationally when reason flags, politically in the face of vocal parochial self-interest, and playfully when fixating on task and purpose backfires.
(Bolman & Deal, 2008, p. 435)

13. Further Reading ……
Branson, C.M., Marra, M., Franken, M., & Penney, D. (2018). Leadership in Higher Education from a Transrelational perspective. London: Bloomsbury