day 3 ldp slides - eng
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... back to the Leadership Develpment Program/ LDP 2012
Pia Lee, CEO - LIW
GDLN Australia - ANU
© LIW 2011
Day 3
Unit 3
What are we trying to achieve?
LDP Objectives and Outcomes
1. Be able to use a suite of pragmatic leadership tools in order to lead more effectively;
2. Have created a comprehensive leadership development strategy for themselves & their organizations, and have clear objectives to implement the strategy;
3. Have a ‘baseline’ measure of their leadership competence and have completed a second survey to illustrate their progress;
4. Have developed and practiced their leadership coaching skills in order to create leadership and leaders around them;
5. Have built a support network of other leaders within Vietnam;
6. Be connected via LIW’s program alumni to network of leaders globally.
Program Structure
Modules Topics1. Creating an organizational leadership architecture
What is leadership? Developing leadership, not leaders Organizational vision – what is yours? Your role in driving it? Shared leadership and leadership responsibility Aligning the leadership mindset Creating the conditions for success Being a leadership architect
2. Understanding myself and others
Looking in the mirror to understand yourself, looking around to understand others
Why should anyone be led by me? Behavior and drivers – what drives behavior? Motivation, Perception, Values Leading others: Learned Optimism, Learned Helplessness Attributing success and failure: impact - what hinders, what helps
3. Unlocking leadership potential in others
Differences in others’ thinking preferences How do I lead someone who is the polar opposite to me? What is coaching? Why do we do it? Coaching model Buddy up: Live coaching of others for success Having the difficult conversations Creating a culture of feedback for growth and results Performance leadership
Course Content
4. Building alignment & Cascading Decision making
Decision making: gut feel or objective? Who should be involved in decisions? How do you make decision? Aligned decision making model Cascading aligned leadership thinking
5. Influential leadership up, down and across
What is influence? Persuasion? Negotiation? Coercion? Who are your stakeholders? Stakeholder mapping Proactive and reactive relationship management
6. My plan to enhance Vietnam’s leadership
Practical application of OLA Final presentation and individual action plan commitment to
further enhance the leadership capacity of Vietnam Graduation ceremony
Course Content (cont.)
Our Agenda
Day 3 – Unit 3
• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps
ReviewIn three weeks...
You were asked to carry out at least 1 action in clarity, climate
and competence and be prepared to share your update, wins and challenges at the beginning of the next session on VC.
Complete the Understanding
EI Worksheet.
Read “Good to Great” and
“On Becoming a Leader”PROJECT
ACTIONS
UPDATE
Organisational Leadership Architecture®
Clarity Climate Competence
W1What are we
trying to achieve and
why?
• Purpose• Vision• Strategy• Task & role• Measures• Information and understanding
• Culture• Structure• Systems and processes• Resources• Consideration of the external environment
• Knowledge & skills• Behaviour & attitude• Leader’s example
W2 Where are we now?
• How clear and meaningful are the points above across the organisation?
• How can these be measured and assessed?
• How effective is the organisation’s climate now?• Measure through:
SurveysAuditsFeedbackAssessment ofPerformance
• What is our current level of behaviour and skills?
• Which key competencies need to be developed?
W3What next?
• What needs to happen to buildunderstanding?
• Visioning workshop • Aligned communication by leaders • Closed loop feedback• Management by Objectives
• Alignment of processes to meet the vision
• Creation of a ‘common language’ at all levels
• Leader’s example• Developing people through
EducationExperienceExposure
• Always aligned to appropriate level of the ‘Leadership Pipeline’
Our Agenda
Day 3 – Unit 3
• Review of your application to your projects• Optimising your climate - stakeholder
management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps
© LIW 2011
Managing Stakeholders
Stakeholder Management
Managing Stakeholders helps you understand:
With whom you need to work How to work with them
Priorities for working with them
PRIMARY
ImpactedInvolved
Influencer
Strategic Stakeholder Web: Your Situation
Exercise
Consider a project, goal, initiative or challenge from your environment
Who are the key cross-organizational stakeholders?
Where they sit in the world? How are they related to your project? How critical are they to your success?
What is their preferred communication style? Who is missing?
PRIMARY
ImpactedInvolved
Influencer
Primary Actively invest in relationship building
Partner to resolve issues and manage tradeoffs
Jointly prepare for likely outcomes
Keep informed Solicit feedback and
input Understand how
your work affects them
Keep fully informed Actively solicit
opinions and perspectives
Ensure that their interests are recognized
Secondary Inform as needed Delegate tasks
appropriate with their role
Inform as needed Advise of expected
outcomes
Inform as needed Seek guidance and
advice Monitor their
positions
Where is your time best spent?
Working With Your Different Stakeholders
ImpactedInvolved Influencer
Credibility. Credibility has to do with the words we speak.
Reliability. Reliability has to do with actions.
Intimacy. Intimacy is the safety we feel talking to someone.
Self-orientation. Self-orientation refers is the focus of the person in question.
T = C+R+IS
Trust
Our Agenda
Day 3 – Unit 3
• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps
EQ
IQ
‘Being’People, Emotions, Feelings Behaviours, Right/Wrong
Relationships, Values, Developing, Ethics, Heart, Justice
Leadership Awareness
‘Doing’Tasks, Facts
Things, SkillsCorrect/Incorrect
ManagementScience, Head
Training/Teaching Laws/rules
Leadership Skills
The Leadership Spectrum
The old paradigm:
I cannot change another person.
The paradox:
When I change myself, the other person changes.
The new paradigm:
“I change myself, I change my world.”
M.K. Gandhi
A PERSPECTIVE…
Differences in Humans
Exercise in 3’s
What are all the differences in
humans which:• You can see
• You can’t see
Make two lists.
DIFFERENCES IN HUMANS
Physical
Psychological
Individual Group/Race
Size Shape
ColourFeatures
BeliefsCulture
PersonalityBehaviourEmotions
PerceptionsExperienceEducation
IntelligenceAttitude
Within a race of people,
people differ more than
they do between races.
“Race is the least
significant distinction
among different people” (Dr Martin Luther King)
BEHAVIOUR
What is Behaviour?
Behaviour is the way in which we choose to conduct ourselves.
Behaviour
What drives Behaviour
---------------------------------------------
All behaviour has meaning.
We see behaviour; but what drives behaviour is very deep and not easy to understand.
Sometimes we react to the behaviour we see without first thinking about what may be driving it. Alternatively we can consciously choose to respond.
EmotionsOur emotional state determines our response to an external stimulus or an internal representation. As such, our emotional state also impact on the results of our communications
Taking control of our emotions, and choosing a state of mind in whish to act is not always an easy task. Sometimes, we encounter an Amygdala Hijack. To help us retain our composure, and behave in an appropriate manner in times of stress, we can use the ABCDE model.
Trigger
ConsideredResponse
Reaction
Amygdala
PrefrontalArea
Environment or Situation
Environment orSituation
UNDERSTANDING OTHERS’ BEHAVIOUR
Individual Values, Beliefs, Emotion, Perception
Environment, ExperiencePersonality, Core Identity
Attitude
B
Motivation
BBBBB B
Environment orSituation
Individual Values, Beliefs, Emotion Perception
Environment, ExperiencePersonality, Core Identity
Attitude
B
Motivation
UNDERSTANDING HUMAN BEHAVIOUR
MOTIVATION
SocialAcceptance from others, recognition,
achievement
Sequence of satisfaction of
needs
Self-Actualisation
Development of own potential,
finding self-fulfilment
Self-esteemApproval from others,
recognition, achievement
SafetyFeeling of security; not fearing danger
PhysiologicalBasic requirements of life such as food, drink and shelter
MOTIVATION
Herzberg’s Hygiene Factors & Motivators
HYGIENE FACTORS
Company PolicyThe rules and regulations that govern how the organisation goes about its business
SupervisionThe way employees are managed when carrying out day-to-day duties
Interpersonal RelationshipsRelationships with colleagues in the workplace
Working ConditionsWorking hours, layout, technical equipment, facilities
Financial MotivesFair compensation in the form of basic income, fringe benefits, bonuses, holidays and company car
MOTIVATORS
AchievementDoing a good job, meeting and exceeding goals
RecognitionManagers and colleagues acknowledging an individual’s achievements
The Work ItselfEmployees believing that the role they fulfil is important
ResponsibilityGiving employees ownership of work-giving them freedom in how they carry out tasks
AdvancementEmployees making progress not just through promotion but also through opportunities for development
MOTIVATION
50 40 30 20 10 0 10 20 30 40 50
Progress in Work - Achievement
Recognition and Praise
The Work in Itself - Satisfaction
Responsibility and Authority to Decide
Promotion
The Policy of the Company and its Administration
Management
Salary
Personal Relations with Manager
Working Condition
Herzberg’s analysis of attitudes to work
Dissatisfiers - Satisfiers
Length of bar graph indicates impact.Depth of bar graph indicates time frame (the deeper the bar the longer the item remained an issue)
50 40 30 20 10 0 10 20 30 40 50
Progress in Work - Achievement
Recognition and Praise
The Work in Itself - Satisfaction
Responsibility and Authority to Decide
Promotion
The Policy of the Company and its Administration
Management
Salary
Personal Relations with Manager
Working Condition
Herzberg’s analysis of attitudes to work
Dissatisfiers - Satisfiers
Length of bar graph indicates impact.Depth of bar graph indicates time frame (the deeper the bar the longer the item remained an issue)
MOTIVATION
Marcus Buckingham and Curt Coffman, First Break All the Rules: What the World’s Greatest Managers Do Differently.(New York: Simon & Schuster, 1999
*
Conclusions of a twenty year research project by the Gallup Organisation (surveying
over a million individuals from a broad range of companies):
“Talented employees need great managers.
The talented employee may join a company because of its
charismatic leaders, its generous benefits, and its world-class
training programs, but how long that employee stays and how
productive he is while he is there is determined by his relationship
with his immediate supervisor.”
MOTIVATION
• Do I know what is expected of me at work? CLARITY
• Do I have the materials and equipment to do my work right? CLIMATE
• At work, do I have the opportunity to do what I do best every day? COMPETENCE
• In the last seven days, have I received recognition or praise for doing good work?
• Does my supervisor, or someone at work, seem to care about me as a person?
• Is there someone at work who encourages my development?
• At work, do my opinions seem to count?
• Does the mission / purpose of my company make me feel my job is important?
• Are my co-workers committed to doing high quality work?
• Do I have a best friend at work?
• In the last six months, has someone talked to me about my progress?
• This last year, have I had opportunities at work to learn and grow?
Marcus Buckingham and Curt Coffman, First Break All the Rules: What the World’s Greatest Managers Do Differently(New York: Simon & Schuster, 1999
*
Conclusions of research project by the Gallup Organisation (surveying 400 organisations and a cross-section of 80,000 great and average managers). Researchers found that exceptional managers created a workplace in which employees emphatically answered ‘yes’ when asked the following questions:
How leadership failure impacts
1. 82% of Employees are not engaged (18% - engaged, productive & loyal; 63% - disengaged; 19% - actively disengaged)
2. Lost days per year: Engaged employees - 3.67 days, disengaged -5.95, actively disengaged - 10.68
3. 80% of engaged employees say they will stay another year v 31% of disengaged
4. Cost of frontline employee turnover = 0.41 x salary, managers up to 4+ x salary
Gallup 2002
MOTIVATION - TEAM PLAN
Reflecting On Your Team…
2 13
Can change
Can influence
Can’t change
HYGIENE FACTORS MOTIVATORS
Company policy Achievement
Supervision Recognition
Interpersonal relationships
The work itself
Working conditions Responsibility
Financial motives Advancement
Action Planning
Our Agenda
Day 3 – Unit 3
• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps
OLA Action Plan Review - Afternoon
Please discuss with your partner and identify:
• What were you trying to achieve and why in relation to your project?
• What actions did you achieve since the last program? What was the
impact?
• What challenges if any did you find?
• How did you overcome them?
• What are your priorities for the next 1-3 months?
• What have you learnt from using OLA and how can you apply the
leadership thinking in your workplace?
Afternoon group exercises
In groups of 4’s share your answers from the Understanding EI
Worksheet and discuss how this will support the successful
achievement of your project.
How will it support you in your work environment?
Report back to the whole group.
Complete further actions as a result of your insights today.
© LIW 2011
Day 3
Unit 4
Our Agenda
Day 3 – Unit 3
• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work environments
Day 3 – Unit 4
• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps
Thinking and Communication Preferences
• The Whole Brain Model
• The impacts of our preferences
• Working together
Introducing Whole Brain thinking!
When Preferences Collide…Meet the Fockers
UPPER MODE(Thinking)
LOWER MODE (Feeling)
RIG
HT
BR
AIN
(Global)
LE
FT
BR
AIN
(Det
ail)
PlannedOrganised
AdministerDetailed
Emotional InterpersonalExpressiveTalker
LogicalAnalyticalFact-based
Quantitative
Imaginative ArtisticHolisticImprovisational
Whole Brain ModelSECTION 2: Page 27
Our Four Different Selves
Quadrant clusters
A quadrant cluster - is this more you?
B quadrant cluster - or this?
C quadrant cluster - or this?
D quadrant cluster - or this?
HBDI - Strengths of Each Quadrant
AA DD
CCB
LOGICALANALYTICALFACT BASED
QUANTITATIVE
ORGANISEDSEQUENTIAL
PLANNEDDETAILED
HOLISTICINTUITIVEINTEGRATINGSYNTHESISING
INTERPERSONALFEELING BASEDKINEASTHETICEMOTIONAL
Strongly Prefer
Prefer
Use
HBDI - Guess Your Profile
Avoid
Thinking and talking the same language!
Examine your stakeholder map - what are the different
thinking styles and how can you adapt your communication to create better clarity?
How do you then develop others with this knowledge?
Coaching, in comparison to…
Questioning
Trainer sets the agendaShort term transfer of skill
Mentor is an expert in fieldSenior advisor
Usually used as corrective action
ReactiveIndividual does not have the resources within them to improveIdeally psychologist or accredited counsellor
The value ofCoaching to
the:• Person being
coached• Coach • Organisation
CompareCoaching to:
• Mentoring• Training• Performance
management• Counselling
The Value Of Coaching - Exercise
What stops us from coaching:
• Personally• Organisationally
Best vs Worst Coach:
• What behaviours do you see
• How do they make you feel
• Public or personal examples
What is coaching?
Coaching is:
Unlocking someone’s potential to maximise their performance.
Performance = Potential - Interference
A collaborative solution-focused, results-orientated, systematic process in which the coach facilitates the enhancement of performance, self directed learning and personal growth of the individuals.
Section One
Where are we now?
What next?
Where are we going and why?
3WW1
W2
W3
Three Fundamental Questions
Using OLA as a coaching tool
Clarity Climate Competence
W1What are we
trying to achieve and
why?
• Purpose• Vision• Strategy• Task & role• Measures• Information and understanding
• Culture• Structure• Systems and processes• Resources• Consideration of the external environment
• Knowledge & skills• Behaviour & attitude• Leader’s example
W2 Where are we now?
• How clear and meaningful are the points above across the organisation?
• How can these be measured and assessed?
• How effective is the organisation’s climate now?• Measure through:
SurveysAuditsFeedbackAssessment ofPerformance
• What is our current level of behaviour and skills?
• Which key competencies need to be developed?
W3What next?
• What needs to happen to buildunderstanding?
• Visioning workshop • Aligned communication by leaders • Closed loop feedback• Management by Objectives
• Alignment of processes to meet the vision
• Creation of a ‘common language’ at all levels
• Leader’s example• Developing people through
EducationExperienceExposure
• Always aligned to appropriate level of the ‘Leadership Pipeline’
Afternoon Exercise
In 3’s - One act as coach, another coachee and the third observer.
In 15 minutes the coach is to coach the coachee on a challenge tat he/ she is having in relation to their project.
Use OLA as a structure and the observer provide feedback.
Then rotate so that you all get a chance in each role.