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Management & Supervision Spring 2015 1

Towards Unconsciously Utilizing Your Best Leadership Style‐through Knowledge and

Practice!

Management and Supervision Course for Public Health Professionals

April 13, 2015

David Steffen, DrPH, MSN

[email protected]

“Educational” Conferences

• How many conferences have you been to and been at?

• What made them special or forgettable? What was “conferred?”

• How many notebooks are on your shelves?

• How many times have you touched them? Moved them, used them?

• What is one you have really utilized, if any?

• How was this different? How did you translate it from content to being “content” with using it?

• What can you learn from this knowledge transformation process?

• What system do you use to use or lose material?

• How do you cut down on opportunity cost in your life?

• What is the optimal number of socks in your drawer and money in the bank?

• When is it enough in PH work? Everything is relevant and our mission vision and goals a 24‐7 proposition?

Start Stop

Continue Consider


Ground Rules: Purpose and Possibilities

What Are Your Current Leadership Challenges?

• Reflect Upon A Challenge You Face; and One Your Boss Faces for 5 full minutes

• Pick 1 or 2 images that are symbolic, illustrative of the challenge(s)

• Pick a partner you don’t know well.

• Find a comfortable place to talk.

• Alternate roles. For 5 minutes one of you will:• Speak with the thoughtfulness, feeling and comfort ordinarily reserved for your good friends

• Listen with the intensity ordinarily reserved for speaking

Groundrules: Confidentiality and being here (it stays here, not in Vegas)

Report Back on your partner’s leadership challenges including how you would characterize the leadership/management challenges

Any Old Clown can…..


Automaticity: What Cues Appropriate Entry and Exit?

Johari Window

Unknown SelfThings neither of us knows

Hidden SelfThings I will not or cannot share

Blind SelfThings I do not see, but others do

Open SelfThings we both know

Adapted from Luft, J. (1984). Group processes. Palo Alto, CA: Mayfield.

Leadership versus Management

• Is there a difference?

• Which is more important?

• Should we be talking about “Leaders” and “Managers,” or “Leadership” and “Management?”

• Can one person be expected to exercise both great leadership and great management?

• Who is a great (or awful) manager and/or leader that you have known and worked with/for?

• What were their characteristics/what did they do that was so great (or awful)?

• Which would you rather be known as, a leader or a manager? Why?


Management and Leadership‐History

• Before 1970’s‐ Task and People Management• 1978 James MacGregor Burns Transactional versus Transformational Leadership

• 1988 The Future of Public Health• 1990 National Public Health Leadership Institute • 1991 State and Regional PH Leadership Institutes• 2000,2006 Public Health Leadership by Louis Rowitz• 2003 The Future of the Public’s Health in the 21st Century andWho Will Keep the Public Healthy

• 2011 National Academy for Public Health Leadership • 2013 Population Health Implications of the Affordable Care Act, • 2014 Towards Quality Measures for Population Health and the Leading Health Indicators

• 2015 Communicating to Advance the Public’s Health Spread Scale and Sustainability in Population Health 2015

Leadership vs. ManagementExternal vs. Internal Focus

• “The most important difference between a great manager and a great leader is one of focus.”

• First Break All The Rules,Marcus Buckingham and Curt Coffman, 1999

Great Managers…

• “look inward… inside the company, into each individual, into the differences in style, goals, needs, and motivations of each person. These differences are small, subtle, but great managers need to pay attention to them.

• These subtle differences guide them toward the right way to release each person’s unique talents into performance.”


Great Leaders…

• “look outward… at the competition, out at the future, out at alternative routes forward. They focus on broad patterns, finding connections, cracks, and then press home their advantage where the resistance is weakest. They must be visionaries, strategic thinkers, activators.

• They don’t have much to do with the challenge of turning one individual’s talents into performance.”

Managers Leaders

• Do things right

• Look inside the organization

• Focus on the present and complexity

• Make sure action is taken to fulfill vision

• Ensure all act in keeping with values

• Accept the status quo

• Ask how and when

• Think linearly

• Do the right things

• Look outside the organization

• Focus on the future and change

• Communicate the vision through action

• Make shared values, meaning

• Challenge status quo

• Ask what and why

• Think systematically

Exercise: Hiring a Regional WIC Administrator in North Carolina

• Next to you are your fellow members of the hiring committee for your next local health administrator who will be your boss and responsible for guidance of the WIC program. One of your fellow members asks the potential candidate, “This position involves the judicious exercise of both management and leadership. In your judgment, what proportion should each be given to successfully carry out this public health role? Give me a breakdown of percentage of time for each.”

• What answer is your fellow interviewer looking for? How should the interviewee answer? What should she say are the duties/tasks of each role and the differences between them? Is the interview committee going to agree on this one? Will they look bad if they don’t agree?


What “Magic Mix” did you create of Management and Leadership?

% Leadership

% Management

Leadership Actions

Management Actions

Blanchard’s “Situational Leadership Model; “Will and Skill”

+++ Competence – – –

“She’s Got Style!” What’s It Made Up Of? What Does That Mean?

• 1.

• 2.

• 3.

• 4.

• 5.


He be stylin’‐ Elements of Style

• Conflict approach

• Decision making

• Level of input allowed

• Negative or positive reinforcement for change; which comes first, “self‐esteem” or good work?

• Charismatic, Take charge, needs control?

• How does he make you, and the others in his vicinity, feel?

Leadership That Gets ResultsDaniel Goldman

Harvard Business Review, March-April 2000, pages 82-83

Emotional Intelligence…D. Goleman

• Self‐awareness ‐‐ ability to read own emotions & actually assess your personality.

• Self‐management ‐‐ ability to keep disruptive emotions under control…be trustworthy, flexible, & optimistic.

• Social Awareness ‐‐ ability to empathize with others’ concerns.

• Relationship Management ‐‐ ability to inspire, persuade, & resolve disagreements.

Adapted from Emotional Intelligence, Daniel Goleman


Daniel Goleman’s Six Leadership Styles Based on Emotional Intelligence

Visionary Coaching Affiliative Democratic Pacesetting Commanding

Leader characteristics

Inspires, believes in own vision, empathetic, explains how and why people's efforts contribute to the 'dream'

Listens, helps people in identifying their own strengths and weaknesses, counselor, encourages, delegates

Promotes harmony, nice, empathetic, boosts moral, solves conflicts

Superb listener, team worker, collaborator, influencer

Strong drive to achieve, high personal standards, initiative, low on empathy and collaboration, impatient, micromanaging, numbers-driven

Commanding, "do it because I say so," threatening, tight control, monitoring studiously, creating dissonance, contaminates everyone's mood, drives away talent

How style builds resonance

Moves people towards shared dreams

Connects what a person wants with the organization's goals

Creates harmony by connecting people to each other

Values people's input and gets commitment through participation

Meets challenging and exciting goals

Soothes fear by giving clear direction in an emergency

The style in a phrase

“Come with me.” “Try this.” “People come first.” “What do you think?”

“Do as I do, as fast as you can, now!”

“Do exactly what I tell you!”

Impact of style on (business) climate

+ + + + + + +

Often - - (when used too exclusively or

poorly)

Often - -

When style is appropriate

When changes require a new vision, or when a clear direction or radical change is needed

To help competent, motivated employees improve performance by building long-term capabilities

To heal rifts in a team, motivate during stressful times, or strengthen connections

To build buy-in or consensus, or to get valuable input from employees

To get high-quality results from a motivated and competent team. Sales, start-ups.

In a crisis, to kick-start an urgent turnaround, or with problem employees. Traditional military.

Based on: Daniel Goleman, Richard Boyatzis, Annie McKee - Primal Leadership, 2002 Adapted from: http://www.valuebasedmanagement.net/methods_goleman_leadership_styles.html

Marcus Buckingham’s Authentic Leadership Styles Philosophy

• Identify individual’s style

• Identify successful leaders of that type worthy of emulation

• Ascertain best practices that work for the top leaders in your organization

• Package these practices as targeted “tips” for others of the same type

• Implement a “dynamically intelligent,” personalized system with feedback and change of tips


Buckingham’s Styles Descriptors

• Adviser‐give limited choices‐ “A or B”

• Connector‐attach your idea to success of a colleague or client

• Creator‐ leave long silences to be filled by supervisee

• Equalizer‐ practical and ethical balancer

• Influencer‐power of persuasion to act

• Pioneer‐ “clears brush” to make a path

• Provider‐ a truth‐teller, identifying unacknowledged stumbling blocks

• Stimulator‐ emotional motivator

• Teacher‐ appreciative, positive inquirer

Nursing Leadership Styles‐GG Cummings et al

Task‐Focused

• Dissonant

• Instrumental

• Management by Exception

Relations Focused

• Transformational

• Resonant

• Supportive

• Consideration

Int Jrnl Nsg 47(2010) 363-385

Answers Linked to Productivity, Profitability, Retention, andCustomer Satisfaction1) I know what is expected of me at work

2) I have the materials and equipment I need to do my work right

3) I have the opportunity to do my best every day

4) In the last 7 days, I have received recognition or praise for good work

5) My supervisor, or someone at work, seems to care about me as a person

6) Someone at work encourages my development First Break All the Rules, Buckingham and Coffman, 1999


What’s Your Batting Average?

• 1/6 Hope your fielding is good!

• 2/6 Be ready‐Minor league bus rides!

• 3/6 Majors, here I come! Bye Grapefruit Leagues!

• 4/6 Major League Starter

• 5/6 All Star Game Selection

• 6/6 Hall of Famer

• First who…then what

• Confront the brutal facts…yet never lose faith

• Transcend the curse of competence

• Culture of discipline

• Technology accelerators

• Build momentum until a point of breakthrough & beyond

• Level 5 leadership…blend of personal humility & professional will

• Good to GREAT is timeless as are the principles of physics

Good to Great…Jim Collins

Level 5 Leader Hierarchy…J. Collins

Level 5 Executive…paradox…blend of personal humility & professional will...

Level 4 Effective Leader…commitment to vision, stimulatinghigher performance standards...

Level 3 Competent Manager…organizes people & resources for efficient & effective pursuit of objectives...

Level 2 Contributing Team Member…individual capabilities…achieve group objectives…effective in group setting...

Level 1 Highly Capable Individual…contributes through talent, knowledge,skills, & good work habits...

Adapted from Good to Great, Jim Collins


Two Sides of Leadership

Professional Will

• Superb results…catalyst for good to great

• Unwavering resolve…long term, no matter how difficult.

• Sets standard building… settles for nothing less.

• Accepts responsibility for poor results...

Personal Humility

• Modest, shuns public adulation, not boastful

• Quiet, calm, relies on inspired standards…not charisma

• Ambition for company, not self…sets up successors

• Apportions credit to others, external factors, & good luck...

Adapted from Good to Great, Jim Collins

Adaptive Leadership Challenges

•“challenges for which there are no simple, painless solutions‐problems that require us to learn new ways… uncompetitive industry, drug abuse, poverty, poor public education, environmental hazards…”

Leadership Without Easy Answers, Ronald Heifetz, p. 2

Adaptive Leadership Challenges…

• “Making progress on these problems demands not just someone who provides answers on high, but changes in our attitudes, behavior, and values. To meet challenges such as these, we need a different idea of leadership and a new social contract that promote our adaptive capacities, rather than inappropriate expectations of authority.”

Leadership Without Easy Answers, p. 2


Adaptive vs. Technical Challenge

Problem Solution Solver

Technical Known/Clear Expert

Non‐technical Partially known Expert+group

Adaptive/Unclear Unknown All

Adaptive Leadership, Relational DialogueSocial Leadership

Leadership Level III

Inter-Personal InfluenceRelationship-Based

Leadership

Leadership Level II

Personal DominanceLeader-Based Leadership

Leadership Level I

Setting direction, priorities, mission, vision, goals, purpose and taking immediate action

Creating commitment, alignment, motivation, spirit, teamwork, and political skill

Facing adaptive challenge, creating meaning.Innovation, change, dealing with paradigm shifts

Wholistically framing issues, creating context for dialogue, managing creative conflict, tension.

Stimulating/consolidating organizational learning

Leadership Level and Associated Tasks

Adapted from Drath and Heifetz

Leadership On the Line: Pain of Change

• “The dangers of exercising leadership derive from the nature of the problems for which leadership is necessary. Adaptive change stimulates resistance‐ it challenges people’s habits, beliefs, and values. It asks them to take a loss, experience uncertainty, and even express disloyalty to people and cultures…loss, disloyalty, feeling incompetent…No wonder people resist.”


Tools for Organizational Learning

Vision

Current Reality

Leadership Context for Readiness:Maslow’s Hierarchy of Needs

JOHARI WINDOW

Your Awareness

Other’s Awaren

ess

;

OPEN BLIND SPOT

HIDDEN MYSTERY/DISCOVERY

See/Know Don’t See/Know

See/Know

Don’t See/Know


Know Yourself, Stretch Yourself

• Johari Window

• Get Feedback• Truth teller

• Coach

• Mentor

• Confidant

• 360 degree feedback

• Determine your “default” style(s) and develop others your context demands

• Identify your Passion; let it fuel you!

Individual Leadership Development Planning Tool‐ A Tool for Growth

• Start small and build

• Go with your strengths and passion

• Identify barriers and get support

• Reward your successes

• Build your legacy

• Make your Goals “SMART”:• Specific, Measurable, Attainable, Realistic, Timed

Use ACS…

“Learning for the individual, or the organization, must be greater than the rate of

change.”Reg Revans


Style Type Reflection: Paradox of Management• What is out of preference for you?

• What are your “Default” approaches?

• When have they worked, when not so well?

• What “mistakes” have you made?

• Not saying “no” or not saying “yes” enough?

• Treating people “unfairly”, unequally?

• Intervening in a problem too early, or too late?

• Not waiting until you have enough evidence to make a confident decision

• Waiting too long to make a decision as the time passed you by

• Dealing too harshly with a challenging employee

• Not dealing with a problem employee strongly enough

• Wanting to be liked too much

• Not caring if anybody likes you

• Making people feel good by giving them hard work they’ll be proud they finished

• Making them feel good so they’ll do hard work

• Learning growing and changing yourself vs being inauthentic

• Leading adaptive, disruptive change that brings fear, of incompetence and loss of structure

• Being disloyal to those who brought us to this great place that is more than good enough

Who Really Wants to Be A Team Member?

• Wastes my time and energy

• Too hard to get everyone together

• I work much better alone

• There is either too much or not enough structure

• My boss thinks every problem deserves a team

• The team really doesn’t act like a team

• I always get stuck on a team with at least one person whom I cannot really stand

• Too many prima donnas that like to hear the sound of their own voice

Are You Lonely ?Tired of working on your own?

Do you hate making decisions?

HOLD A MEETINGYOU CAN

SEE people

DRAW charts

FEEL important

IMPRESS your colleagues

EAT donuts

ALL ON COMPANY TIME !!!!!

MEETINGS…..the practical alternative to work


Who Wants to Be a Millionaire?

• Try to win $1 million by answering all 15 questions correctly. You have three lifelines to help you along the way, and they are:

• Call‐A‐Buddy. Ask your friend the question. He or she will give you the answer and the percent of how sure they are that it is correct

• 50% Chance. This lifeline removes two of the wrong answers

• Audience Assistance. Summons the help of the audience

Some Characteristics of A Team

• Mutual Respect

• Able to put aside small differences

• Manage conflict productively

• Overriding, shared vision and goals –”superordinate”

• Trust implicitly

• Sublimation of desires

• Synergy‐ sum greater than the parts

• Play their roles• Challenge each other

• Interdependent• Emotionally stable

• Consistent performance

• Step up to take on task when one team member has a bad day

• Improving‐ identify needs and find or develop one to meet them

• Embrace change

Teams are not a Panacea!

• The problems with teams…• Not really needed for the task

• Interpersonal issues

• Group think‐ “Road to Abilene”

• Can’t agree to take any road!

• Consensus building

• Social loafing

• Speed

• Leadership


1. THE QUARRELSOME TYPEStay quiet. Don't get involved. Use the conference method. Stop him monopolizing.2. THE POSITIVE TYPEA great help in discussion. Let his contributions add up. Use him frequently.3. THE KNOW-ALL TYPELet the group deal with his theories.

4. THE LOQUACIOUS TYPEInterrupt tactfully. Limit his speaking time.5. THE SHY TYPEAsk him easy questions. Increase hisself-confidence. Give credit when possible.6. THE UN-COOPERATIVE "REJECTING“ TYPEPlay on his ambitions - recognize his knowledge and experience and use them.

7. THE THICK-SKINNED UNINTERESTED TYPEAsk him about his work. Get him to give examplesof the work he is interested in.8. THE HIGHBROW TYPEDon't criticize him. Use the "yes-but" technique.9. THE PERSISTENT QUESTIONERTries to trap the Group Leader. Pass his questionsback to the group.

2.

1.

3.4.5.6.

7.

8.

9.

Group Members as the Leader Sees Them

What Do You Do to Make the Teams You’re a Part of Really Work Well?

• Johnson and Johnson Team Leadership Actions Questionnaire• Johnson, D. and Johnson, F. (2003). Joining together: group theory and group skills.

How Did You Like Your Leadership Actions Questionnaire Results?

• Task versus Maintenance Actions

• Overall Score

• Balance of Scores

• Description of Score

• Things you like that you do

• Things you want to change


6,30 30,30

18,18

6,6 30,6

Task Maintenance Grid (VERSION 3)M

aint

enan

ce A

ctio

ns

0

30

30

Minimum effortNo influence

Get the job doneGroup relationships ignored

Great CompromiserLess than optimal productivity

Maintains good relationshipsMinimal contribution to tasks

Everyone plans and makes decisions togetherBuild trust and respectLeadership at all levels

Source: Johnson and Johnson, p.196

Task actions

Note: Task score is always first, followed by Maintenance score

Team Development Models

Tuckman1 Group Organics Model2

Forming FormingNorming

Storming StormingNorming Re-normingPerforming Performing

Termination1Tuckman, Bruce, “Developmental Sequence in Small Groups,” Psychological Bulletin, 63, 384 – 399. 2Lilly, Catherine and Kazmierski, Stas’, The Group Organics Model, The OD Practitioner, Volume 33, Number 2, 2001, pp. 38 – 45.

Stages of Team Development

• Predictable set of stages

• Each stage is unique

• Each team must find its own path

• Skipping stages can have major consequences

• Understanding that these stages exist is invaluable to the leader


FormingTeam Issues

• Understanding why they are on the team, what they can contribute

• Multiple emotions – nervous, excited, suspicious, anxious

• Holding back and waiting to see what will happen

• Individuals trying to determine what they are part of

• Like at the beginning of a promising relationship‐ thoughts of the honeymoon and “living happily ever after”

Leader Behavior/Activities

• Define and communicate initial structure and function of the team

• Break the ice by allowing each team member to talk about themselves and what is important to them about this team

• Share relevant information about the team’s purpose and goals

• Encourage questions to you and to others on team

• Facilitate learning about each other’s area of expertise and preferred working modes

• Recognize that it will take some time to form and develop as a team

Norming

Team Issues

• Learning what is expected of them and how they should behave

• Individuals may be holding images of other teams in which they have participated and these form unspoken expectations about team norms that may not be accurate images for the team

• Often at the end of the “honeymoon” stage‐ what have I gotten myself into?”


• Make the norming process a conscious one that includes all team members

• Recording the norms in a way that can be referred to later in the team process

• Don’t rush the process, especially if people disagree on team norms

Storming: When Conflict “rains down”Team Issues

• No matter how skillful the leader is at starting a team, group conflict, posturing, defensiveness can occur

• Testing the norms

• Experiment with expressing true feeling and opinions. [Can I have conflict with others and still have productive relationships?]

• Challenging the leader – counter‐dependency

• Honest disagreement and different experiences in life, approaches to issues, and values


• Realize that this is a normal part of the team’s development

• Resist the temptation to “tell the group how to act” and solve the conflict

• Deflect the issues back to the group and encourage them to resolve.

• Allow time for the team to work it out; time to dialogue and reach understanding

• Continue to reinforce the team’s common goals and norms; the overarching vision


Leadership Role: “Orchestrating the Process, Particularly Conflict”

• Establish safe, stress‐ful holding environment, like a pressure cooker

• Moderate temperature to pace work progress

• Let issues ripen when needed

• Balance pain of loss with positive possibility of change

• Give the work back to the people

• Don’t take personal attacks personally

H. Vroom’s Hierarchy of Decision‐making in Groups

• A‐I: You, the boss, make the decision alone with available data

• A‐II: Necessary information is obtained from subordinates, but you still decide alone. Your subordinate’s role is to provide information data only; they have nothing to do with generating or evaluating alternatives

• C‐I: You discuss the problem with relevant subordinates individually. Then, without bringing them together, make a decision that may or may not reflect their output.

• C‐II: You share the problem, gathering ideas and suggestions, and input on the possibilities for actions, then make the decision alone, which may or may not take the input of the group meeting into account.

Participative Management/Leadership Style

• G‐II: Problems are shared with the group. In this case, you would be using the participative management style. Your role is to provide information and help, facilitating the group’s determination of its own solution rather than the solution preferred by the manager.

• When do you use this decision making style versus the more unilateral methods?

• How do these styles affect the organizational, team and individual learning and knowledge generation?


Stop‐Reflect to Get “Un‐Stuck”

• Identify when the team is stuck

• Each person independently writes down what they think the issue is

• Each person takes their turn reading their description of the issue, without interruption

• Only when all are done reading is discussion begun, first by re‐stating the assessments of the issue

“Tagging” and The Connect ModelWays of Working Through Conflict

• No one wants to:• Bell the Cat

• Point out the Emperor has no clothes

• Deal with the 600 pound gorilla in the middle of the room

WHY NOT?

Tagging involves taking a risk and speaking the truth to power about the fact the process “isn’t working for us” or at least for “part of us.” We are either not meeting our task goals or our team process maintenance goals, OR BOTH!

“Emotional Bank Account”

• Seven Habits of Highly Effective People‐ Stephen Covey

• Your existing relationship significantly colors how we interpret others’ actions and behavior

• Must make regular deposits

• Keep withdrawals smaller than deposits


“Team Performance Questionnaire”

• Stop and ask the question, “How are we doing as a team? I really cannot tell; can we take 10 minutes to each mark down where we think we are and where we aspire to be and then do a gap check?”

• Use the “Hanson and Lubin” tool on Organization Development (1995).

• Each person fills out their form confidentially then the team aggregates their scores and compares the team mean to their own mean.

• Discuss the gap and its implications

• Decide on action steps to make things more even among the team members

Organizational Climate Establishment

• Flexibility and innovation

• Responsibility to organization

• High level of performance standards

• Accuracy of assessment and rewards

• Mission and Vision Clarity

• Commitment to a common purpose

If…Then… Conscious Contingency Thinking and Choices

• Conflict response‐mode to use

• Decision Making‐ who to involve

• Team stages‐ actions of the leader

• Emotional Intelligence‐what’s needed in this situation

• Blanchard’s Situational Leadership

• Leadership style‐ which to utilize


“Knowing‐Doing” Gap Greater than the “Ignorance‐Knowing” Gap

• 2,000 Business books published yearly

• $60 billion spent on training

• $45 billion spent on outside consultants

• TQM/CQI Methods often “not used at all”

• Focus, Practice, and Execution are key

The Knowing‐Doing Gap, Pfeffer and Sutton, 2000

Execution, The Discipline of Getting Things Done, Bossidy, 2002

Know Yourself, Stretch Yourself

• Johari Window

• Get Feedback• Truth teller

• Coach

• Mentor

• Confidant

• 360 degree feedback

• Determine your “default” style(s) and develop others your context demands

• Identify your Passion; let it fuel you!

Giving and Receiving Feedback


Stretch Yourself‐When Appropriate

• Formal development plan

• Mantra

• Personal trainer for professional development

• Conscious practice sessions

• Use your strengths

• Fix lethal weaknesses

• Delegate the in‐between

• Learn! and foster learning in others

Assessment-Challenge-Support

SUPPORT

A developmental experience with lasting impact

Data concerning the individual and his or her context

Information affirming the individual and his or her actions

Accurate information contrary to the individual’s current beliefs, knowledge, and skills

Center for Creative Leadership (2001)

1. Problems With Interpersonal Relationships

2. Difficulty Building And Leading A Team

3. Difficulty Changing Or Adapting (Tactical

to Strategic)

4. Failure To Meet Business Objectives

5. Too Narrow Functional Orientation-

overdependence on a strength

Problems That Can Stall a Career

BENCHMARKS

D e v e l o p m e n t a lR e f e r e n c e P o i n t s

© 2002, 2000 Center for Creative Leadership. All Rights Reserved.


Knowing, Appreciating, Working With and Leading Others

• Most failures are systemic issues• Fit, communication, development, conflict management

• Fun is good!

• Ask them how they want to be managed

• Assess your style in times of stress, fatigue, and crisis. Have you defaulted?

• Emotional Bank Account and other techniques

“Crisis”

What is conflict?What do you think or feel when you hear “big conflict”?

Danger

Opportunity

Conflict is also a “dangerous opportunity”

A critical difference:

Cognitive or Task focused vs. Affective or Personfocused

Types of Conflict

• “Affective” Conflict‐ personalized, emotionaloFeelings of disrespect, competition, disempowerment, rankism, unfairness

oThoughts of why this is not working out and why this person is mistreating me and my ideas

• “Cognitive” or Task Conflict‐ related to the work at handoFeelings or thoughts of deeper discussion and progressive improvement of ideas


Some Common Causes of Conflict:

“When concerns or interests of two parties seem to be incompatible”

• Limited Resources

• Authority and Responsibility

• Vision and/or Goals not Aligned

• Competence‐ demanding or questioning

• Perceptions of Disrespect or Unfairness

• Work style Differences

• Personality Differences

• Values and Attitude Differences

Conflict has Costs

• 85% of US employees report experiencing it

• 2.8 hours per week

• $359 billion cost annually

• 27% escalated to personal attack

• 25% caused sickness or absence from work• CPP Global Human Capital Report, Workplace Conflict and How Businesses Can Harness It To Thrive, July 2008

Leading cause of leader losing respect of team‐ not dealing with conflict

Reflecting on a Past Conflict

• Think of your most recent or most memorable conflict you have had with a co‐worker, peer, work group, boss or supervisee.

• Describe the conflict and, in particular, your response, both in thought and action.

• Share why you took that approach to this issue.


The central conflict mode question:

• To what extent are you assertive by attempting to satisfy your own concerns?

• To what extent are you cooperative by attempting to satisfy the concerns of others?

This information determines 5 specific methods of dealing

with conflicts

Which Approaches Resonate with You?“Two heads are better than one”

CollaboratingStyle

“Leave well enough alone”AvoidingStyle

“Split the difference”

CompromisingStyle

“Might makes right”CompetingStyle

“Kill your enemies with kindness”AccommodatingStyle

Ass

ertiv

enes

s

Cooperativeness

uncooperative cooperative

asse

rtiv

eun

asse

rtiv

e

Competing

Shark

Collaborating

Honey Bee

Compromising

Fox

Avoiding

Ostrich

Accommodating

Teddy Bear


You Have Choices

• How to frame/interpret/attribute others’ actions and (purported) motives

• How you will respond

• Whether and how you will develop your skills in conflict management

• Whether you will try to keep things cognitive or deal with the affective element

• Do you bring in others or go it alone?

• Is the relationship worth it?

Productive Actions

• Realize that things aren’t working and shift into Consciously Incompetent from Unconsciously Incompetent

• Get on Balcony‐ see the patterns and the “big picuture”

• Think rather than react

• Listen to your emotions; they contain info

• Identify type and importance of issue to yourself and other persons

• Choose appropriate mode of conflict response‐ shift to being Consciously Competent as you concentrate to maintain the peace

• Reflect on experience afterwards: how could have recognized and acted on the situation earlier? How do I need go change my attention or behaviors?

• Develop skill in various conflict modes

“Emotional Bank Account”

• Seven Habits of Highly Effective People‐ Stephen Covey

• Your existing relationship significantly colors how we interpret others’ actions and behavior

• Must make regular deposits

• Keep withdrawals smaller than deposits


Additional Active Approaches to Resolve Conflict

• Visioning

• Negotiation

• In‐depth Structured Communication‐ Dialogue

• Mediation

• Arbitration

• Understanding and Empathizing

• Asking forgiveness when appropriate

• Leaving the Conflictual Job when it just isn’t going to work

A lot is required of effective leadership!

Leaders need to know their organizations, the culture, and how

targeted others operate (their needs, beliefs, biases, perspectives)

Leaders need to be able to sublimate their needs, beliefs, biases, & perspectives to meet those of others & move

their agenda forward…all while remaining authentic and comfortable in their own skin

Leaders need to understand themselves, their needs,

beliefs, biases, & perspectives

The Art of it is

here

Arthur Ashe

To achieve greatness:Start where you areUse what you haveDo what you can


Your Epitaph: He/She was a Leader/Manager Who…

“Your Name”

Was a great leader and

manager who will be

remembered for…

by…

R.I.P.

Reflect Well; Continue Your Leadership Growth!

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