Presented by:

THE KULIM RANGERS

Shazlina
Munazmi
Hairi
Our leadership experiences are coloured by the people
who have the biggest infuences in our lives.
Our fathers taught us to have respect to all around us,
to have courage to stand our ground, to have discipline
to pursue our goals in life and to have faith when
things are falling apart.
While our mothers taught us the greatness of love, the
importance of trust and the significance of
understanding.
In addition, our teachers showed us the effects of not
having the right skills, not behaving the right way and
not knowing where youre going.

One picture tells a thousand
stories.
A risky, challenging, adrenaline-driven and dangerous
sport.
Divided into different types of climbing, Traditional
(Trad), free-solo, sport, bouldering, ice climbing, etc.
Requires emotional and physical strength, control and
finesse (Brain, 2003)
Have different levels of difficulties, depending on the
routes or paths of the climb.
Needs skills, experience and special equipment such as
Pros, camming device, harness, belay rope, etc.
The basis of our leadership
paradigm.
Trad rock climbing is
adventure climbing done
without pre-placed anchors
and protection gear.
Involves two or more
climbers, leader and
belayer(s).
Leader climbs and put
protection gears for the
belayer while the belayer
belays the rope to avoid
leader from falling.
Focuses strongly on exploration and appreciating the
nature
Success of the climb is not about being able to reach
the top, but on being able to handle the emotional and
physical limitations while progressing.
Collins (2003) stated climbers either faced fallure or
failure.
Climbers have certain skills:- leading and finding
routes, placing removable gear, managing rope,
decision-making, and anchoring.
All climbers have to able to lead the climb everyones
a potential leader.
The leader elected by the other climbers based on
experience and knowledge of the climbing routes, and
familiarity with level of difficulties and type of
surfaces.
Leader and belayer(s) need to have total trust and a
strong bond among each other.
Follows certain code of ethics, leader must not fall
and leave no trace (Green, 2013).
Northouse (2010)
Leadership in an organization can be defined as:
a process to influence others to achieve the
organizations goals and deliver its vision.
Since it is focused on vision its all about the
future focus
Seek to find new opportunities for individual &
organization to become successful
Transformational Leadership
Developed by Downton (1973) popularity is due to the
emphasis on intrinsic motivation & follower development.
Fits the need of TRC climbers need to be inspired and
empowered to suceed in times of uncertainty. (e.g:
different route difficulties, treacherous hill & slopes and
harsh weather)
TRC leaders need to have a high set of values & a self-
determined sense of identity a role model for other team
members ( adapt to changes & learn to control their
emotion, values, ethics and standards.)

A distributed leadership is primarily concerned with
mobilizing leadership at all levels in the organisation
not just relying on leadership from the top
(Northouse, 2010)
Similar to TRC, everyone in the team has the same
skills & power as both the leader & the belayer.
There will be no permanent anchor with absolute or
certain power leading the rest of the climbers. Equal
interactions between all, rather than the actions of an
individual leader.
Showing a strong trait of a Cowboy leader TRC
climbers strongly believe in their code of ethics that
include leader must not fall (Green, 2013) and no
trace while climbing. (cowboyethics.org)
In this code, doing the right thing is not something
you can mandate or legislate, it can only be inspired
through their belief that is to be safe all the time &
preserving the nature.
Greenleaf (1977) a leader is a servant first, an attitude
that flows from a deep rooted, natural inclination to
serve others.
Similar to TRC a leaders main concern is to make
sure that the safety of his team is guaranteed.
A leader also incorporates trust by allowing others to
share responsibilities and opinions during the
expedition to ensure everybodys safety.
Another crucial element encourage, support &
enables subordinates to unfold their full potentials &
abilities in TRC.
Northouse (2010) path-goal leaders should act in
various situations if they want to be effective.
Especially true in TRC a leader should inform the
subordinates on when to be directive, supportive,
participative or achievement oriented as there are
various obstacles or rock surfaces they have to face
during expedition.
Besides that, a leader needs to continuously assess the
team members & the task they are about to perform.
Northouse (2010) Leadership is a process whereby an
individual influences a group of individuals to achieve
a common goal.
It is not a linear, one-way event, but rather and
interactive event.
However, your success may depend on how well your
leadership characteristics match those that your group
values. If trust is a quality that is highly valued, then a
leader must be viewed as a trustworthy person.

Influence & inspire must be able to influence &
inspire people to accomplish a goal, or an objective of
an organization.
Vision must be visionary & have a clear sense of
purpose for the organization.
Trust a leader must be trustworthy; can be measured
from the trust & confidence the subordinates have on
the leader.

Communication the vision, goals, knowledge &
technical expertise must be clearly communicated and
imparted to all the people in an organization.
Intuition effective leaders are intuitive or possess
instinctive knowledge to make successful decisions.
Introducing our paradigm
Definition: A process in which a person connects with
others through mutual understanding, shared skills and
great sense of trust.
Success is determined by how they work towards the
shared goals rather than the goals itself.
Goals only achieved when everyone in the team reaches the
top.
Leaders and followers developed great sense of trust.
Leader trusts the followers skills and followers trust the
leaders decision.
The leader fulfill and satisfy the followers need by
providing clear path, motivations, initiating changes in
ways of working, consulting the followers when situations
demanded.
Influences his followers with expert power skills and
knowledge on the work to be done and the goals to
achieve.
Acquires 4 leadership styles (Goleman, 2000)
authoritative, democratic, affiliative, and coaching
styles.
These styles promotes positive working atmosphere,
trust, commitment and loyalty among the followers
and towards the leader.
Able to communicate, create strong emotional bond,
and motivate the followers towards achieving the
goals.
Authoritative
sets clear goal and visions.
Exudes self-confidence and empathy
Becomes the agent of change
Makes planned or drastic decisions to ensure teams
survival

Democratic
Empowers the followers in decision-making process
Trusts the followers ability as strong supporters
Encourages followers creativity and freedom while
working towards the goals.



Affiliative
Holds the principle People come first (Goleman, 2000)
Values individuals and their emotions than reaching the
goal
Urges followers to give their best and put their safety
and needs as priority.
Create harmony and strong emotional bond with
followers.
Communicate, share ideas and inspirations
Doesnt have strict rules that limited followers
capabilities
Masters in building sense of belonging
Coaching
Expert in tackling the challenges
Helps members in identifying personal strengths and
weaknesses.
Inspires and envisions the followers to try new ways
Delegates the members to work on challenging tasks
Assists and facilitates members to develop long-term
development goals and the plans to attain them.
Holds the principle the way you work towards the goal is a
goal in itself emphasis on efforts executed to reach the goal
than the goal itself.
Provide meaningful feedback and instruction
Compromise short-term failures as long as learning is
involved in the process.
Followers have:-
High sense of trust among members and towards the leader
High commitment to the job and the teams survival
Great sense of belonging
Clear view of the goals and the ways to achieve them
Parts in decision-making when needed
Potential to become leaders themselves
Great collaboration among team members
Opportunities to demonstrate creativity and freedom in
working towards the goals.
Abilities to acquire necessary skills and knowledge by
learning from mistakes.
Intense loyalty towards the team, the teams goal and the
leader.
The leader initiates the journey, maps out route
The followers follow according to route
Leader and followers help each other out
Teamwork is based on good rapport between team
members
Rope = bond of trust
The Schools Goals
The Principal
(Leader)
The Teachers
(Belayers)
The Challenges:
Surrounding/environment
Classroom/facilities
Students
Rules
Technology
Relationship/Trust
(Rope)
The principal acts as the leader, while the teachers are
the belayers (followers)
The surface of the rock (climbing route) the
path/challenges that both principal and teachers have
to take - it can be easy or difficult.
The principal and teachers have to help each other
(both parties have skills & techniques) - teamwork
To reach the goals, both principals and teachers have
to climb need relationship based on trust (bond)
Goals are shared top of the climb
Identify Milestones
Check Progress
Adapt to Changes
Define
Routes
Set Aim
Shared Achievement
A TRC leader will:
Have good starting point
Know when to start and how to start
Projected clear aims/goals to his followers
Able to communicate with followers
Realize that bigger goals usually start with
smaller, attainable goals

A TRC leader will:
Give clear instructions
Move followers towards common goals
Have well planned routes to achieve
common goals
Create bond of trust with followers.

A TRC leader will:
Be prepared
Have contingency plans in case things go
wrong
Adapt to changes when the situation
demands it
Trust followers to make important decisions
for the good of the organization

A TRC leader will:
Check (from time to time) the people
behind you/teachers
Improve on skills and techniques
Create accountability among followers
Improving teamwork among members

A TRC leader will:
Place attainable goals smaller steps to achieve bigger
aims
Give credits to followers for their contribution
Appreciate individual strengths and abilities
Utilize individual strengths and abilities to achieve
common goals

The Ministry of Education
Provide trainings to develop skills and techniques to
BOTH school principals and teachers
Support effort made by school principals
Provide resources (financial, material) to facilitate
schools to achieve common goals
Acknowledge weaknesses & potential problems.
Improve on weaknesses
The School Principal
Communicate clear school goals
Have good rapport with teachers/trust
Know the strengths and weaknesses of teachers
Know how to use those strengths
Provide trainings to improve weaknesses
Open to different approaches/paths
Understanding
To reflect on progress
The Teachers
Have skills and techniques
Understand their responsibilities (accountable)
To give and earn respect
To know strengths and work on weaknesses
To be prepared to make decisions
To work together as a group



To have well-defined goals
To have well-structured plans to achieve goals
To create bond of trust among followers
(communicate)
To appreciate followers (respect & trust)
To have skills and techniques
To be prepared to adapt to changes
To always check the progress of followers
To acknowledge weaknesses & work on them
To trust followers to make decisions
Trust
Respect
Accountability
Discipline
Compassion
Leader
Interaction
Motivation
Be Ready
Trust to create bond based on trust
Respect to give and earn respect
Accountability to be responsible team player
Discipline to have good values & ethics
Compassion to have passion in work
Leader to set good example
Interaction to get to know followers
Motivation to influence others
Be ready to be prepared
Government provide support (e.g: provide
professional development funding as
well as workshops on TRC for staff
members & teachers)
- use TRC as guidelines in organization
especially when selecting new leaders
School management send teachers for courses on TRC
- use TRC as guidelines when
choosing head of departments/
when looking at teachers overall
performance.
Community (parents/ stakeholders)
- provide support (e.g. funding)
- acknowledge TRC as part of school culture