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One day open training event for HR professionals, leaders and managers on improving leadership skills in the workplace held in London, Ontario.
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Leading with positive results
by Toronto Training and HR
February 2013
CONTENTS3-4 Introduction to Toronto Training and HR 62-63 Well rounded
leadership5-6 Definitions 64-65 Advisory
boards7-9 Issues at the top 66-68 Eliminating
blame 10-11 Getting history on your side and
excuses 12-17 Old school and new school practices 69-70 Building bonds18-19 Levers of influence 71-72 Drill20-22 Legacy teasers 73-76 Talent
management 23-24 Ways that leaders fail 77-78 Body language25-34 Leadership development 79-81 Misalignment 35-36 Being comfortable with discomfort 82-83
Common transitions37-40 Styles of leadership 84-86
Stakeholders 41-42 Competencies for global leadership 87-88 Leading an 43-45 Leaders who can succeed globally enterprise
46-47 Guiding principles of great leaders 89-91 Creating the 48-50 Support organization as
a 51-52 Practices of exemplary leadership container
53-55 Leadership traits 92-93 Honing your optimism
56-58 Behaviours and attitudes 94-96 Dual operating systems
59-61 Skills needed 97-98 High-performance
leadership
99 Case studies100-101 Conclusion
and questions
Page 3
Introduction
Page 4
Introduction to Toronto Training and HR
Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden 10 years in banking10 years in training and human resourcesFreelance practitioner since 2006The core services provided by Toronto Training and HR are:
Training event designTraining event deliveryReducing costs, saving time plus improving employee engagement and moraleServices for job seekers
Page 5
Definitions
Page 6
Definitions• What leadership is• What leadership is not• Management and
leadership
Page 7
Issues at the top
Page 8
Issues at the top 1 of 2• Concern over appearing
too weak• Source of ambiguity• Curse of power
Page 9
Issues at the top 2 of 2• Fear• Assumptions
Page 10
Getting history on your side
Page 11
Getting history on your side• Corporate archives• Survey what is known and
understood• Make the history accessible• Conduct post-mortems on
major projects and initiatives
• Seek a historical perspective before making a decision
• Talk at every opportunity about the history
Page 12
Old school and new school practices
Page 13
Old school and new school practices 1 of 5
OUT/IN• Micro-management• Empowerment• Leading others by walking
round the office• Leading others by watching
and listening, engaging in conversation
Page 14
Old school and new school practices 2 of 5
OUT/IN• Pretending you know
everything• Know your team members
and trust them• No mistakes• Learning from mistakes
Page 15
Old school and new school practices 3 of 5
OUT/IN• The balance sheet drives
the business• People drive the business• Job competency is
sufficient• Recruit “A” players who will
go the extra mile
Page 16
Old school and new school practices 4 of 5
OUT/IN• Invest in technology to
increase productivity• Invest in people• Demand change• Nurture change
Page 17
Old school and new school practices 5 of 5
OUT/IN• Fried food in the cafeteria • Wellness in the workplace• Incentives• Rewards
Page 18
Levers of influence
Page 19
Levers of influence• Manage yourself• Manage your network• Manage your team
Page 20
Legacy teasers
Page 21
Legacy teasers 1 of 2• Do managers reflect on
events with their team to make sense out of difficult events or projects?
• Are direct reports interested in the knowledge and experience of the managers they work for?
• Is mentoring a more sustainable form of problem solving?
Page 22
Legacy teasers 2 of 2• What kinds of storytelling
would add valuable continuity and depth to the department’s work?
• How can peers learn to talk to each other about lessons learned?
• Can learning leaders play a role in debriefing employees on the new rules of thumb they gain by observing others?
Page 23
Ways that leaders fail
Page 24
Ways that leaders fail• Avoid feedback• Stick to the status quo• Hold onto technical
prowess• Don’t grow a strong,
talented and high-performance team
• Role-model dysfunction• Don’t hold people
accountable for results• Don’t bother building
strong interpersonal relationships
Page 25
Leadership development
Page 26
Leadership development 1 of 9• The leadership
development orthodoxy• Creating deference• Starting a revolution
Page 27
Leadership development 2 of 9MOVING TOWARDS A CHANGE PARADIGM• Will the training generate
behaviour change in the job?
• What in the work setting would act as an obstacle?
• How will I create needed changes in the work setting that will make it more likely a meaningful transfer will occur?
Page 28
Leadership development 3 of 9CONTRASTS BETWEEN A TRAINING AND A CHANGE PARADIGM• Focus• Theoretical foundations• Expected results• Metrics• Responsibility
Page 29
Leadership development 4 of 9A SYSTEMIC FRAMEWORK• Project the demand for
leaders in the foreseeable future
• Inventory current talent• Define the behaviours,
skills and experiences that leaders will need to meet future demands
• Assess current leaders against those expectations
Page 30
Leadership development 5 of 9A SYSTEMIC FRAMEWORK (CONTINUED)• Have a framework for
developing talent• Measure success
Page 31
Leadership development 6 of 9TRAPS AROUND THINKING• Seizing shortcuts to real
mastery, underestimating the real costs
• Overemphasizing technical competence
• Ignoring inner mindsets and assumptions
Page 32
Leadership development 7 of 9MINDSETS THAT LIMIT LEADERS• Excessive control• Excessive aloofness and
criticalness• Excessive approval-seeking• Rewarding only external
achievements while overlooking hardship and inward struggle
Page 33
Leadership development 8 of 9DESIGN PRINCIPLES• Design followership
experiences as preparation for and participation in leadership
• Design the leadership experience in reciprocity with followership
Page 34
Leadership development 9 of 9REFLECTION• What things went well?• What could the developing
leader have done differently?
• What theories were useful in the experience?
• Did leadership preconceptions enhance or harm successful leadership?
• If I were in a situation like that, how would I act?
Page 35
Being comfortable with discomfort
Page 36
Being comfortable with discomfort
• Mystery as a motivating factor
• Undaunted by risk• Sensitive to faint signals• Tenacity• Creating excitement• Flexibility• Simplifying• Focus
Page 37
Styles of leadership
Page 38
Styles of leadership 1 of 3
DIMENSIONS OF PERSONALITY STYLE• Assertiveness• Expressiveness
Page 39
Styles of leadership 2 of 3
COMBINING ASSERTIVENESS AND EXPRESSIVENESS• Direct style• Spirited style• Considerate style• Systematic style
Page 40
Styles of leadership 3 of 3
AREAS OF FOCUS• Envisioning the future• Engaging others• Encouraging others• Executing results
Page 41
Competencies for global leadership
Page 42
Competencies for global leadership
• Adapting socially• Demonstrating creativity• Even disposition• Respecting beliefs• Instilling trust• Navigating ambiguity
Page 43
Leaders who can succeed globally
Page 44
Leaders who can succeed globally 1 of 2 • Selecting overseas
managers• Growing international
leadership bench strength• Ensuring success of leaders
in new international roles• Localizing country
management teams• Measuring success
Page 45
Leaders who can succeed globally 2 of 2 DEFINING THE SUCCESS OF
INTERCULTURAL ADJUSTMENT• Acceptance • Knowledge• Affect• Lifestyle• Interaction• Communication
Page 46
Guiding principles of great leaders
Page 47
Guiding principles of great leaders
• Committed to double-digit growth
• Let go• Make lots of small bets• Ensure that everyone
knows the strategy• Get everyone to think and
act like the owner• Good stewards
Page 48
Support
Page 49
Support 1 of 2TYPES OF SUPPORT• Professional or technical
support• System support• Emotional support
Page 50
Support 2 of 2• Issues which leaders face• Perceptions by leaders• Perceptions by non-leaders• The best support• A support score card• Positive and negative
Page 51
Practices of exemplary leadership
Page 52
Practices of exemplary leadership
• Model the way• Inspire a shared vision• Challenge the process• Enable others to act• Encourage the heart
Page 53
Leadership traits
Page 54
Leadership traits 1 of 2TRAITS NEEDED• Influence over others• High energy levels• A take-charge approach
Page 55
Leadership traits 2 of 2TRAITS TO LET GO OF• Passive aggressiveness• Micro-management• Manipulation• Attention to detail
Page 56
Behaviours and attitudes
Behaviours and attitudes 1 of 2WINNING• Read then understand your
emotions in order to recognize the impact on self and others
• Know your strengths and limits
• Appreciate and have a good sense of your self-worth and capability
• Think and act with optimism-seeing the upside
• See and seize opportunities for contributing to the greater good
Page 58
Behaviours and attitudes 2 of 2LOSING• Discount others’ emotions
and perspective• Miss key clues, norms,
decision networks and politics
• Blame others for outcomes• Avoid dealing with and
resolving conflicts• Isolate self and/or team
from others
Page 59
Skills needed
Page 60
Skills needed 1 of 2• Translate your vision into
action• Align your strategy with
the entire organization• Select and develop great
talent• Ability to build loyalty• Delegate appropriately• Expect much
Page 61
Skills needed 2 of 2• Listen• Be approachable• Be predictable• Resilience
Page 62
Well-rounded leadership
Page 63
Well-rounded leadership• Create purpose• Deliver excellence• Develop self and others• Lead change
Page 64
Advisory boards
Page 65
Advisory boards• Niche boards• Qualities desired in an
advisory board member• Typical compensation• Benefits for organizations
Page 66
Eliminating blame and excuses
Page 67
Eliminating blame and excuses
1 of 2• Look at the man or woman
in the mirror• Get real about how your
organization handles mistakes
• Preach the “choose or lose” gospel
• Set clear goals with deadlines
• Get people thinking in terms of solutions not problems
Page 68
Eliminating blame and excuses
2 of 2• Dissect outcomes in a “no
excuses” moratorium• Partner up
Page 69
Building bonds
Page 70
Building bonds• Define the future• Be clear about how your
team works• Your team members are
individuals
Page 71
Drill
Page 72
Drill
Page 73
Talent management
Page 74
Talent management 1 of 3
• Recognize and encourage• Self-confidence• Support system• Relentless and often
uncomfortable to be around
• Like-minded peers• Hear, acknowledge,
recognize and encourage• Uniqueness• Foster a great organization
Page 75
Talent management 2 of 3
WAYS TO RECOGNIZE TALENT• Ask the right questions• Pose a ‘what if’ question• Dig deeper into responses• Allow unpredictability to
surface• Recognize drive, desire and
sheer determination
Page 76
Talent management 3 of 3
LEAD• Learn from theory• Experience through
practice• Analyze using reflection• Deepen understanding
through mentoring
Page 77
Body language
Page 78
Body language• Cues in leaders• Predictions
Page 79
Misalignment
Page 80
Misalignment 1 of 2SOURCES OF MISALIGNMENT• Gaps in strategic thinking
and contextual intelligence• Gaps in competence,
character and capability• Gaps in resilience,
flexibility and adaptability• Gaps in execution and
accountability
Page 81
Misalignment 2 of 2STEPS TO TAKE• Explore, not exploit• Modernize and tighten the
metrics• Anchor accountability• Enforce consequences• Harmonize and calibrate
standards
Page 82
Common transitions
Page 83
Common transitions• Departing abruptly• Managing former
colleagues• Being managed by a
younger boss
Page 84
Stakeholders
Page 85
Stakeholders 1 of 2 SUCCEEDING AS A LEADER• Identify your stakeholders• Understand their needs,
expectations and perceptions
• Proactively manage these perceptions
Page 86
Stakeholders 2 of 2 • Impact• Perceived status
Page 87
Leading an enterprise
Page 88
Leading an enterpriseSHIFTS THAT NEED MAKING• Immediately declare
independence• Disregard the financials• Don’t delegate anything• Stop making nice• Play to your weaknesses• Assume that you are wrong
Page 89
Creating the organization as a
container
Page 90
Creating the organization as a container 1 of 2
PARTS OF THE BRAIN• Reptilian-brain• Wise-brain
Page 91
Creating the organization as a container 2 of 2
• Model wise-brain behaviour• Demonstrate wise-brain
behaviour• Create safe places for
others
Page 92
Honing your optimism
Page 93
Honing your optimism• Work on your self-talk• Stay focused on your goals• Find positive people to
spend time with them• Read inspirational
literature• Time out negative people
and sources• Look for opportunities to
take action
Page 94
Dual operating systems
Page 95
Dual operating systems 1 of 2• Many change agents• Want-to and get-to• Head and heart• Leadership rather than
management• Two systems, one
organization
Page 96
Dual operating systems 2 of 2ACCELERATORS• Sense of urgency• Guiding coalition• Strategic vision and change• Communicate vision and
strategy• Remove barriers• Celebrate wins• Keep learning and never quit• Institutionalize change
Page 97
High-performance leadership
Page 98
High-performance leadership• Questions to ask• Behaviours that get leaders
fired
Page 99
Case studies
Page 100
Conclusion and questions
Page 101
Conclusion and questions
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