supervising for excellence training participant guide 22

Supervising for Excellence Training Participant Guide Part Two/Module Seven

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Course Objectives Creating a Learning Organization v Identify the core concepts which define “learning organization.”

v Discuss methods of creating a safe learning environment within your team.


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PowerPoint Slides

Notes Learning Organizations

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Adults….

– Learn with their EYES– Learn with their EARS– Learn with their HANDS– Learn with their NOSES– Need to know how things apply

to practice

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Learning Organization“An organization that is able to transform itself by acquiring new knowledge, skills, or behaviors. In successful learning organizations, individual learning is continuous, knowledge is shared, and the culture supports learning. Employees are encouraged to think critically and take risks with new ideas. All employees' contributions are valued.”

-Victoria J. Marsick

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Points to Ponder…v Today’s business environment is

considerably different than that of 50 or even 25 years ago.

v Giving orders and taking orders is no longer a viable management relationship to have with an employee.

v There will be more change in the next 10 years than there has been in the last 100 years.


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PowerPoint Slides


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Comparing 4 Management &

Leadership Theories

vXvYvZvC

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Peter Senge’s 5 Aspects of aLearning Organization

vSystems thinking

vPersonal mastery

vMental models

vShared vision

vTeam learning

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Key functions and core tasks of learning organizations

vInformation gathering and problem solving

vExperimentation

vLearning from the Past

vLearning from Best Practices

vTransferring Knowledge


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Management and Leadership Theory: A Primer

ATTTITUDES ABOUT...

Theory X (micro-

management)

Theory Y (win win); always

a loser

Theory Z Organization

(team focused)

Theory C Transformational

Coaching (learning organiza-

tion)

Work Is essential, but distasteful

Is natural, at least under favorable conditions

Is provided for a lifetime

Is only one source of fulfillment and growth

Creativity Workers have little capacity

Workers have a lot of capacity

Subsumed by the collective wisdom

Creative choices unleash commit-ment and sense of ownership.

Motivation People are irresponsible and lazy; they need a boss and Specific orders to follow

People are internally challenged; motivation operates at social, self-esteem and self-actualization level

Belonging to the group or “whole” is the ultimate reward. High social involve-ment; blending

Opportunity to contribute to meaningful goals; focus is on self-esteem and self-actualization

Management Approach

Highly structured And controlled; short-term fixes are the order of the day

Openness and trust; support and encouragement

Consensus decision-making; slow process; holistic concern

People are treated as adults, with honesty; vision is provided for direction; coaches challenge and support perform-ance

Four Models


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“A learning organization is an organization that is ‘skilled at creating, acquiring and

transferring knowledge and at modifying its behavior to reflect new knowledge and in-

sights. It values continuous improvement. Peter Senge, one of the first organizational

researchers conceptualizes five aspects of the learning organization:

Systems thinking

Personal mastery

Mental models

Shared vision

Team learning

Key functions and core tasks of learning organizations include:

Information gathering and problem solving

Experimentation

Learning from the Past

Learning from Best Practices

Transferring Knowledge

The four tasks needed to transform an organization into a learning organization:

Designing learning settings – a focus on promoting learning opportunities

Promote a culture of learning – Setting the tone and “explicit support for challenging

current assumptions and engaging in dissenting views.”

Leading to learning processes – 1) questioning, listening and responding.

Demonstrating a personal investment in learning –

1) an openness to new perspectives

2) an awareness of personal bias to one’s preferred style of

management

3) immersion of unfiltered data ( i.e., get your own data, rather

than relying on others).

Management and Leadership Theory: A Primer


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Four Tasksof a Learning Organization

–Designing learning settings

–Promoting culture of learning

–Leading to learning processes

–Demonstrating personal investment in learning

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Characteristics to Create High-Performance

Organization

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Transactional vs. Transformational

v Laissez Fairev Management by

Exceptionv Contingent Rewards

v Individualized Considerationv Intellectual

Stimulationv Inspirational

Motivationv Idealized

Influence


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Leaders Are Positive Role-Models

Leaders must commit to setting the tone, pace, and expectations for the culture, and

thus lead this organizational development process by changing themselves first.

Focused on Customer Feedback

The processes of soliciting and responding to customer feedback (including internal

and external customers) is essential. Business practices are established to pro-actively

seek, verify, understand, and positively respond to challenges identified in the feed-

back, and follow-up with the constituents to ensure satisfaction. Coaching cultures

strive to meet and/or exceed their customer’s expectations.

Fully Aligned & Integrated Human Resource Systems

It is critical that all Human Resource Systems reflect the new cultural norm of coach-

ing – recruiting, orientation, training, performance evaluations, promotions, compensa-

tion, etc.

Common Coaching Process & Language

We define coaching as the process of “helping the coachee enhance their effective-

ness, in a way they feel helped.” This allows for continual connection and follow-up be-

tween people and their work results. The Transformational Coaching model provides

the same conversational tools for everyone and makes it easier for people to talk about

what is important in their jobs and in serving the mission of the organization.

360° Coaching – Up, Down, & Laterally

Transformational Coaching Paradigm includes coaching up (to your Boss), laterally (to

your Peers), and down (to your Direct Reports), and encourages people to coach out-

side their management ‘line of sight’.

Characteristics to Create High Performance Organization


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Learning, Effective Decision-Making & Faster Change

Fear is usually at the heart of resistance to change. In coaching dialogue, people have

a chance to express feelings and feel listened to. As a result, decision-making is expe-

dited (resistance is lessened) and the process of change is faster.

When more points-of-view are considered, better team decisions are made. People

safely challenge ideas and decisions, because no one takes it personally. Lessons are

shared more easily, risk-taking is enhanced and the organization becomes more effec-

tive and efficient.

Passionate & Energized Teams

They are supported and expected to have learning conversations with peers and team-

mates with whom they develop coaching relationships. The result of these conversa-

tions is: more understanding and support for one another, more cohesion and trust,

easier resolution of conflicts, and more results for the organization. People become

more “engaged” in the business, bring more of their discretionary energy and passion

to work, and find more personal satisfaction in their contribution.

Peter Dahlin and Mary Garrison, 2006


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Transactional Leadership

Transactional leadership is a leadership approach that uses a system of rewards and disciplinary

measures to motivate employees. Transactional leadership seeks to motivate followers by appeal-

ing to their own self-interest. Its principles are to motivate workers by the exchange of status and

wages for the work effort of the employee.

3 Types of Transactional Leadership

1. LF—Laissez-Faire (Hands-off leadership)

Absence of leadership.

Avoids taking a stand on issues.

Doesn't emphasize results.

Refrains from intervening when issues arise.

Unaware of employee performance.

"That leader doesn't even care if we do or if we don't".

2. MBE—Management-By-Exception (Putting out the fires)

Takes corrective actions.

Sets standards, but waits for problems to arise before doing anything.

Stresses what people are doing wrong.

Enforces rules, dislikes challenges to the status quo.

Only hear from the leader when something is wrong.

"Uh oh, here he/she comes again!"

3. CR—Contingent Rewards (Let's make a deal!)

Constructive transactions.

Makes clear expectations of outcomes and rewards.

Exchanges reward and recognition for accomplishments.

Actively monitors employee's progress and provides supportive feedback.

"If you do as we agreed, you'll get the reward".

Transformational Leadership

Transformational leadership is a form of leadership that occurs when

leaders promote awareness and acceptance of the purposes and the mission of

the group and when motivate employees to look beyond their own self-interest

for the good of the group. Transformational leaders focus on a collective vision and seek to com-

municate it effectively to all employees.

Transactional Vs. Transformational Leadership


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4 Types of Transformational Leadership

1. IC—Individualized Consideration (Compassionate leader)

Empathizing with individual needs.

Making interpersonal connections with employees.

Genuinely caring and showing this compassion in actions.

Encouraging continuous development and growth of employees.

Sending the message, "I care about you and am looking out for your best interest".

2. IS—Intellectual Stimulation (Thinking outside of the box)

Encouraging the imagination of employees.

Challenging the old ways of doing things.

Looking for better ways to do things.

Encouraging followers not to think like him/her.

Willing to take risks for potential gains.

Sending the message, "If we change our assumptions, then."

3. IM—Inspirational Motivation (Exciting the masses/Sharing the vision)

Inspiring others to perform.

Clarifying where the organization will be in the future.

Creating a strong sense of purpose among employees.

Helping followers achieve more than even they thought was possible.

Sending the message, "If we focus on what this organization stands for . . . . we can

achieve whatever we desire!"

4. II—Idealized Influence (Actions speak louder than words)

Demonstrating an inclusive vision

Walking the walk

Exhibiting great commitment and persistence in pursuing objectives.

Expressing confidence in the vision of the organization.

Developing trust and confidence among employees.

Symbolizing the goals and mission of the organization.

Sending the message, "I believe that this is truly the right thing to do".


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Transactional Leaders:

Transactional leaders views the leader/follower relationship as a process of exchange.

They tend to gain compliance by offering rewards performance and compliance or

threatening punishment for non performance and non compliance. The transactional

leader tends to use compliance approaches 1-5 listed on the next page, in that they at-

tempt to tap the intrinsic process and instrumental sources of motivation.

Transformational Leaders:

Transformational leaders, in contrast, are more visionary and inspirational in approach.

They tend to communicate a clear and acceptable vision and goals, with which em-

ployees can identify and tend to engender intense emotion in their followers. Transfor-

mational leaders use compliance approaches 6-10 on the next page in that they at-

tempt to tap the self concept and goal identification sources of motivation. Rather than

exchanging rewards for performance, transformational leaders attempt to build owner-

ship on the part of group members, by involving the group in the decision process.

When transformational leaders are success, they are able to move followers from ex-

ternal to internal control, that is, the desired behaviors or behavioral patterns become

internalized rather than being driven through extrinsic exchange. When the behavior

becomes internalized, the leader need to monitor employee behavior is greatly re-

duced. Transformational leaders facilitate this transition from external to internal control

by:

Changing the mental models of employees

Linking desired outcomes to values held by employees

Creating employee ownership in outcomes so that positive outcomes vali-

date the self concept of employees.

Building strong employee identification with the group or organization.

Transactional Vs. Transformational Leadership


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1. Enjoyment: The leader attempts to convince the target of the enjoyment he or she will experience along with compliance.

2. Coercion: The leader uses or implies threats, frequent checking . 3. Reward: The leader offers favors, benefits, or future rewards for compliance. 4. Legitimate: The leader seeks to establish legitimacy of request by claiming the au-

thority or the right to make it, or by verifying that it is consistent with organizational policies, rule or practices.

5. Reciprocity: The leader appeals based on feeling of debt (based on past favors) to

the leader. 6. Expertise: The leader bases appeal on his/her expertise 7. Loyalty or Identification with leader: The leader appeals to feelings of loyalty and

friendship toward the leader 8. Appeal or challenge to traits: The leader appeals to the individuals traits such

team player, hard worker, or risk taker to gain compliance. 9. Appeal to Values: The leader appeals to the individual’s values such as concern

for students, concern for the environment. 10. Appeal to Competencies and Skills: The leader appeals based on affirmation of

the individuals values skills, such as good leader, or best negotiator. 11. Appeal to goals/Identification with goal: The leader attempts to show that the

request is in the best interests of the group and its goals.” Scholl, Richard. Leadership Style, http://www.cba.uri.edu retrieved 4/10/05

Compliance: Influence Approaches

How does a leader get compliance to a request or directive?

http://www.cba.uri.edu


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PowerPoint Slides


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Leadership TheoryWhich are you?

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New Roles for Leaders

New Leadership Model

v Involve people, get them to invest

v Build initiatorsv Assist people in

generating new ideas

Old Supervisory Model

v Results = Directpeople and get them to cooperate

v Build followersv Present ideas for staff

to understand

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New Leadership Modelv Build collaborative ,

independent and supportive teams

v Develop strength between units and peers

v Initiate new ideas and directions to communicate to those above


vManage people one-to-one

v Develop strength within unit

v Implement only directions from above


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PowerPoint Slides


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New Leadership Model

v Generate positive innovations with your people without imposing them

v Be masterful at interpersonal relationships


v Help people change when directed

v Communicate well

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Principles that Promote Learning

v View mistakes as stepping stones to continuous learning and essential to growth.

v Be willing to rework organizational structures and systems.

v Accomplish as much transfer of knowledge and power from person to person as possible.

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v Encourage and teach learners to structure their own learning, rather than structuring it for them.

v Teach self-evaluation.v Recognize different

learning styles and personalities as just alternate tools for learning.


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PowerPoint Slides


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v Encourage people to discover their own learning styles and those of their co-workers.

v Ideas are developed best through dialog and discussion.

v Everything is subject to re-examination and investigation.

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Consider

vHow can you become a transformational leader?vWhat 2-3 steps can you take

in your role in your organization to become a learning organization?vWhat do you anticipate as

staff reactions?


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1. View mistakes as stepping stones to continuous learning and essential to growth.

2. Be willing to rework organizational structures and systems.

3. Accomplish as much transfer of knowledge and power from person to person as possible.

4. Encourage and teach learners to structure their own learning, rather than structur-ing it for them.

5. Teach self-evaluation.

6. Recognize different learning styles and personalities as just alternate tools for learning.

7. Encourage people to discover their own learning styles and those of their co-workers.

8. Ideas are developed best through dialog and discussion.

9. Everything is subject to re-examination and investigation.

Ideas to implement these principles on my team: ___________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________


supervising for excellence training participant guide 22

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