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Leadership in values: The system adapts. The style remains. The purpose provides the backbone

Valentí Martínez,
Academic director of the Chair of Values Based Leadership

Òscar Dalmau,
Lecturer of the Chair of Values Based Leadership

From the very beginning, when we developed the conceptual model of the Chair in Values-Based Leadership, led by Pep Guardiola and Manel Estiarte, we were aware that a debate could arise regarding the distribution of the different elements on the “field of play.” Thus, the structure based on a 1-4-3-3-1 formation (incorporating the “12th player” as the supporters—the people, the true purpose and meaning) was inspired by Guardiola’s early seasons as a coach, when with this system (always with adjustments and adaptations) he achieved a personal, recognizable, and unparalleled style that led him to the highest levels of results and international recognition.

After his time at FC Barcelona, he had a period at Bayern Munich, and for the past 9 years he has been managing Manchester City in England, winning 6 Premier League titles, 1 Champions League, 1 UEFA Super Cup, 1 Club World Cup, and 2 FA Cups, 4 League Cups, among many others. Throughout his career, he has demonstrated the qualities of an adaptive leader who changes tactical setups and strategies while remaining faithful to his language, philosophy, and essence of play. His systems evolve, but he maintains coherence without betraying his style and identity. Therefore, the key is to distinguish between three concepts:

  • Style, as philosophy, immutable essence, and core values
  • System, as the adaptable structure, tactics, methods, and organization
  • Game model, as the practical application of style through the system

Style is the soul of leadership

It is what is non-negotiable. It is your “what,” your “why,” and what connects you to your purpose (the “what for”). It is the set of values, principles, and beliefs that define who you are as a leader, regardless of where you are or whom or what you lead. For the Guardiola–Estiarte duo, these elements include: intelligent ball possession, immediate high pressing after losing the ball (as a proactive attitude), collective protagonism (everyone participates and matters), associative play, an obsession with detail (also as a sign of respect, commitment, and responsibility), and constant humility despite accumulated success. These principles have not changed in 15 years. They have been present at Barcelona, Bayern Munich, and Manchester City. They are their signature. Their identity. Their style.

Within the conceptual framework of the Chair in Values-Based Leadership, these are represented by the 12 activating elements that sustain it:

  • The goalkeeper (1) – The fundamental base: integrity and nobility—one’s own principles, values, personal purpose, convictions, and awareness
  • The defense – Personal dimension: (2) Energetic and methodical (3) Passionate and optimistic  (4) Empathetic and humane (5) Communicative and receptive
  • The midfield – Team dimension: (6) Learners and adaptive (7) Team talent (8) Intense and detail-oriented
  • The forward line – Organizational dimension: (9) Creative and visionary (10) Designers and builders (11) Connectors and distributors
  • The 12th player – Social and environmental dimension: the purpose, the “what for” you aim to achieve

These 12 elements form a leadership style that transforms and adapts, but does not change in its essence and foundation—one that connects personal, team, and organizational purpose toward a broader social purpose.

Conceptual framework

“Style is the set of values, principles, and beliefs that define who you are as a leader”

The system is the form of leadership

The system is the form of leadership—the element that adapts to different contexts. It encompasses the structure, processes, tools, and methods you use to put your style into practice. It is essential that the system be adaptable, because contexts are highly diverse, constantly changing, unpredictable, and complex:

  • Different cultures
  • Varying levels of team maturity
  • Diverse strategic challenges
  • Distinct stages of development

The Guardiola–Estiarte partnership has proven to be a master of systematic adaptation. From their structured 4-3-3 formation to other systems such as 3-4-3, 4-2-3-1, 3-2-4-1, among many others. In leadership, the system is how you organize, structure, and apply—through your values—the team, its work, and its direction, according to each context, moment, and need. Just as in the world of organizations, it is not the same to lead a startup in its launch phase, a family business in a mature sector, an NGO in a wartime conflict, or a large multinational expanding globally. The systems may be completely different; the style and personal values remain the same.

The game model: responding to each moment

The game model is the specific and concrete application of your style through the system in a given moment and context. It is the practical answer to: “Given my unwavering style and the system I have chosen for this context, what does this look like in daily practice?” Personal values and style are immutable, systems adapt depending on the context, and the “game” (or work) model involves a series of specific, concrete actions that also adapt.

The managerial action plan is the concrete expression of the leadership model and its systems. For example: weekly meetings with the team to set objectives, end-of-week reviews to identify individual and group learning, real-time celebration of achievements, promotion of collaborative social impact projects, etc. The plan can change in line with the system—but values and style remain constant. Having a plan is essential, because without a compass, it is very easy to lose your way.

The adaptation process

Every time Guardiola–Estiarte have arrived in a new context or league, they have followed a series of steps:

  1. Sharing their style and philosophy, reaffirming non-negotiable elements, establishing core values, and creating a common language. This “pedagogy” is a steady, ongoing effort to raise awareness, educate, and align the team and the organization.
  2. Studying the context. The Bundesliga is not the same as the Premier League. They analyze in detail the environment and local culture, identifying all key elements.
  3. Designing the system based on this. They create an adapted structure, define processes and responsibilities, and design working methods suited to that context while remaining consistent with their style.
  4. Building the model day by day. They translate style and system into daily practice (“you play as you train”), creating habits, monitoring progress, evaluating results, and continuously adjusting through feedback.

One style, with systemic flexibility, towards a unifying purpose

The visual evolution of the model is key to understanding that, however we represent it, the essence lies in the activating elements. The visual representation is merely the expression of those activators at a specific moment. 4-3-3, 3-4-3, 4-2-3-1… the numerical formation changes and adapts to the context and moment. The philosophy and style do not.

Alineació de Valors - 1
Alineació de Valors - 2

“Your style must serve the 12th player—the supporters, the environment, and society”

One of the constants of the Guardiola–Estiarte partnership is their obsession with the 12th player: the supporters, the environment, and society. Your style must serve your 12th player. And despite the moments of difficulty and crisis they have experienced across different teams—when it is most tempting to abandon your style—that is precisely when they hold on to it most firmly. Because “coherence is not rigidity.” It does not mean being inflexible. They are deeply consistent with their style, faithful to their core values, and at the same time highly flexible in their systems, capable of intelligently adapting their methods.

Perhaps the key lies in knowing how to differentiate between what is negotiable and changeable (structure, processes, tools, methods, etc.) and what is non-negotiable: the activating elements, the style, the purpose pursued, the way people are treated (with dignity and respect), and one’s own commitment. In leadership, we also speak a lot about “legacy”—what will remain when someone leaves. What they leave behind is a playing philosophy, a shared language, the embodiment of values through players, a standard of excellence grounded in principles, and an identity recognized worldwide.

“The system is the form of leadership, and it is essential that it be adaptable because contexts are diverse, constantly changing, unpredictable, and complex"

Could your collaborators explain your leadership style to someone who does not know you? Could they identify your core values? Have they internalized them themselves? These are some of the questions we might ask ourselves in order to immediately begin working on defining, reaffirming, and strengthening our style.

We live in a world of constant and rapid change, with global crises that force us to be agile and to reinvent ourselves. In this context, we must be pragmatic, but with principles: evolving at every moment, adapting the system, innovating in methods, learning constantly and with humility—without ever renouncing our core values and our style.

The 1-4-3-3-1 model of the Chair in Values-Based Leadership is a powerful tool for visualizing, communicating, and remembering the essential elements of values-based leadership. The least important aspect is the visual representation (4-3-3, 3-2-5, 4-2-3-1, 2-3-2-3, …). The key is that the 12 activating elements never disappear. The system adapts. The style remains. And purpose provides the backbone—from the individual, to the team, the organization, and towards social impact. 

 

Valentí Martínez
Academic Director of the Values Based Leadership Chair

Òscar Dalmau
Lecturer at the Values Based Leadership Chair

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02

“Ensuring that everyone finds their place and feels comfortable in it has a lot to do with leadership”

Interview with Joan Morros,
sociocultural animator, coordinator of the Associació Cultural Toc d'Espectacles (El Galliner) from Manresa

Joan Morros Torné is the coordinator of the Cultural Association El Galliner, which led the process of restoring the Kursaal Theatre in Manresa from 1995 to 2007. He currently continues to head the organization, which has been responsible for the venue’s programming since its inauguration, in collaboration with a professional technical team. The citizen participation experience of El Galliner has turned the Kursaal Theatre of Manresa into a benchmark in the sector, as through volunteer work it has managed to mobilize and consolidate a broad and diverse audience: in the past, to advocate for the need for a new performing arts venue in the city, and now to achieve one of the highest occupancy rates among theatres in Catalonia.

Morros holds degrees in Psychology and Pedagogy and was a teacher and professor in the Higher Vocational Training Program in Sociocultural Animation before retiring. We spoke with him about leadership and values in the cultural associative sector.

 

What is leadership?

Leadership in the associative sector is the ability to bring people together around a common project and clear objectives. Whenever people work in groups—even in organizations with very horizontal and democratic structures—there must always be someone who coordinates and facilitates. It is about ensuring that everyone feels comfortable and can engage in the project to the extent they can and want. Not everyone has to do the same thing, devote the same amount of time, or do so with the same intensity. Ensuring that everyone finds their place and feels comfortable in it has a lot to do with leadership. On the other hand, leadership also plays an important role in encouraging the exchange of ideas and reaching consensus.

In the case of the restoration of the Kursaal Theatre—a project driven by volunteers—leadership was key in finding people willing to dedicate their time and in facilitating their involvement and participation. Leadership made it possible to bring together people both within and outside the organization and align them toward a common goal. The restoration of the Kursaal would not have been achieved solely through the work of one association, no matter how strong its team; it also required the support and collaboration of other groups.

“Leading with patience: toward people and toward the project as well, in the sense of having ambition with a long-term vision”

How do you lead a team of volunteers?

In my case, as a volunteer myself. It is about leading by example, which gives you a certain moral authority. At the same time, you also need to know how to energize the group with the people around you—people you have not always chosen. An association is not a company, where staff must go through a selection process. This means that sometimes you encounter individuals who do not always contribute positively, who may have toxic attitudes, who want to stand out above others, who do not know how to add value, or who find fault with everything. You need to know how to redirect these attitudes, bearing in mind that the bond is not contractual but voluntary in relation to a shared project.

My experience leading various volunteer-based organizations (Rialles, Tabola, Bloc) helped me avoid mistakes later on with El Galliner. For example, organizing a small management team made up of people you know you can rely on, rather than having a large group where you can never be sure who will be there consistently.

What values lie behind a project like the restoration of the Kursaal?

I am not sure if it is exactly a value, but I believe patience is very important. Patience in dealing with people—accepting and understanding each person’s way of working—but also in relation to the project itself. By patience, I mean having ambition with a long-term vision: the ability to set ambitious goals without the urgency of achieving them immediately. In the case of the restoration of the Kursaal Theatre, it was key to set a ten-year timeframe to achieve the objective. More radical positions might have proposed shorter deadlines.

Other important values that El Galliner has cultivated over its thirty years of existence include tenacity, perseverance, optimism, and generosity. To these values, we should add some essential skills as well: the ability to listen and to express oneself, as well as a positive attitude. It is very important to create a good environment so that people are willing to invest their time voluntarily in a project. People like to work in an optimistic setting—working in favor of something, not against anything or anyone. Experiencing advocacy as a celebration, with a sense of joy.

“Leadership plays an important role in fostering the exchange of ideas and the achievement of consensus”

Highlight some best practices from the Kursaal restoration process

The success of the Kursaal restoration process is largely linked to the team’s ability to get things done. It is important to spend time on reflection and to listen to everyone’s opinion, but ultimately you have to reach conclusions that lead to action. There is no need to rush, but discussions cannot drag on indefinitely.

At the same time, I would also highlight the honesty in the interests being defended and the transparency in the objectives. El Galliner was always clear that it was advocating for a theatre for both the city and the surrounding region. For this reason, it made an effort to involve everyone who might feel concerned by the initiative: actors, programmers, audiences, other theatre organizations, and institutions.

Are inclusivity and accessibility also values of El Galliner?

Yes. El Galliner works to broaden its audience, both in size and diversity. We make an effort to reach younger people by offering affordable prices, as well as disadvantaged groups or simply people who do not feel drawn to theatre because they think it is not for them. In this regard, we collaborate with various organizations that work with vulnerable groups: AMPANS, Càritas, the Red Cross, and others. We program a wide range of performances, with very different tastes in mind. Some genres can overcome language barriers, which can sometimes hold back people who have come from abroad: circus, music, dance, magic…

Expanding the audience base, in both quantity and diversity, means making access easier—not only economically but also psychologically. Often, the most difficult part is getting people with no habit of attending performing arts events into the theatre, because once they are inside, we are convinced they will enjoy the experience. These are people who may not be familiar with the codes and rituals of a theatre. Some people are fortunate to learn them at home from a young age; others are not—but it is never too late. These are things that can be taught, and here the front-of-house staff play a very important role: making it known that once a performance has started it is disruptive to enter the theatre, that mobile phones should not be used, and that silence should be maintained.

In some cases, we use unsold tickets to invite people who would probably never come to the theatre otherwise. We do this to give them the opportunity to experience something that can be very rewarding, but also to generate social value from the performance: beyond revenue, it matters how many people get to enjoy it. This cannot be done for every performance or with just anyone—you have to ensure they will be able to enjoy it and that the experience will encourage them to return in the future.

“Often, the hardest part is getting people who are not used to attending performing arts events to enter the theatre, because once they are inside, we are convinced they will enjoy what they find there”

What is the future challenge for theatres?

One of the main challenges for theatre programmers is to highlight the unique experience of attending a live performance. Cultural consumption has become increasingly individualized, as has many other aspects of shared life. However, I still believe that the experience of watching a film in a cinema or a play in a theatre, together with other people, is enriching. At the very least, it is different from watching it at home on a television or a mobile device. In the case of theatre, moreover, it is a unique experience each time. What happens on stage is live and, in a way, unrepeatable.

My personal experience of culture has been very rewarding, both as a spectator and as someone involved in various initiatives within the associative and volunteer sector: it has allowed me to laugh, cry, be moved, and reflect; it has also enabled me to socialize, meet interesting people, and feel identified with and part of a community. These are values linked to personal and collective well-being, to social cohesion, and I believe they are worth preserving.

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04

Joan Morros recommends...

Joan Morros Torné,
Coordinator of Associació Cultural El Galliner, sociocultural animator

“Leadership: The Power of Emotional Intelligence,” by Daniel Goleman argues that effective leadership is grounded in the ability to understand and manage one’s own emotions and those of others. The author identifies key competencies—such as empathy and self-control—that are essential for positively influencing teams. The book shows how emotional intelligence improves the work climate, decision-making, and results. It is a practical and highly useful work for leaders in educational, social, and organizational fields. It is a benchmark for understanding a more participatory style of leadership.

Joan Morros Torné
Coordinator of the Cultural Association El Galliner, sociocultural animator

Title: Leadership: The Power of Emotional Intelligence
Author: Daniel Goleman
Publisher: B de Bolsillo
Publication date: April 30, 2014
ISBN-10: 8498729467
ISBN-13: 978-8498729467

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05

VinclES

Recommended by:
CAE, formació i serveis socioculturals

Game Title: VinclES

Authors: Idealúdica. Knowledge in Play. Technical team of the College of Social Educators of Catalonia (CEESC)

Illustrations: Jordi Sales Roqueta

Publisher: College of Social Educators of Catalonia (CEESC)

Brief introduction

This time we are not presenting a board game as such, but rather a resource developed in a card format. Although it was initially designed for use by social educators, we believe it can be a very useful tool for addressing and working on dynamics and relationships in group processes and contexts, including leadership.

VinclES is a resource created by CEESC with the aim of facilitating various aspects of the daily work of social educators—whether within their own team, with other people involved in projects, or even individually.

This resource is based on a collection of images specifically designed to allow multiple interpretations, opening up conversations, stimulating new ways of thinking, and facilitating the planning and analysis of processes. With this approach, it can be a valuable tool for reflection, debate, building consensus, and discovering new perspectives.

In addition to the cards, VinclES proposes several activities that help create conceptual maps, select ideas, and establish relationships between them in order to foster reflection, orientation, planning, and evaluation of the social educator’s daily work.

Recommended ages: 16 and up

Players: 1–10

Game duration: 15–30 minutes

Components

  • 60 image cards
  • 10 connector cards
  • Instruction manual

How it works

Game objective: To facilitate reflection, analysis, and decision-making based on the interpretation of images and the relationships established between the cards.

However, each of the activities included in the resource has its own specific objective, tailored to the type of reflection or analysis intended.

Basic gameplay: VinclES is based on the subjective interpretation of the images on the cards and the interactions established between them. From there, it becomes an open resource that can be used in multiple ways and adapted to the objectives of the team, group, or individual using it.

Cartes VinclES

VinclES presents five activities that can be used to define objectives, analyze a situation, plan a process, or evaluate an action. However, they can also be applied in other specific contexts of professional or personal life.

  • LET’S BUILD THE PATH. An activity designed to plan a process by defining the steps or stages to follow.
  • LET’S EVALUATE. An activity to assess a project by sharing its strengths and weaknesses.
  • A PICTURE IS WORTH A THOUSAND WORDS. An activity to facilitate the expression of opinions, emotions, and concerns.
  • SMALL BIG CHANGES. An activity to identify and categorize aspects of a social educator’s work—or another topic—that should be addressed, and to imagine solutions.
  • SEEING BEYOND. An activity to analyze a specific work situation and visualize strategies and actions to respond to it.

Let’s invent, adapt, and customize

Despite these proposals, there is also the possibility of creating one’s own dynamics, tailored to the specific challenges of each field of work, in order to make the most of the resource’s potential. The meanings of the cards can be combined and related in many ways, allowing them to be used for reflection, for viewing situations from a different perspective, or for finding ways to step outside habitual ways of thinking.

Having introduced this resource, many of you will likely associate it with other similar games and materials, such as Sikkhona or even Dixit cards.

Where to get it

https://www.ceesc.cat/2014-11-03-13-05-23/noticias-blog/1935-estrenem-vincles

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06

Manel Fontdevila's point of view

*** My next piece of art is titled "Portrait of an Influencer From Whom I Hope to Receive a Positive Review on Social Media, One That Will Make Me Famous Enough to Paint What I Truly Love".

Acudit del Manel
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