Basic Skills Workshop - ISTM Module.pdf• Feedback helps leaders become agile learners and skillful leaders Effective feedback: • Makes information useful to others • Allows you

1© 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.1

Basic Skills Workshop

Introduction

© 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.1


About the Center for Creative Leadership

The Center for Creative Leadership (CCL®) is a top-ranked, global provider of

executive education that accelerates strategy and business results by unlocking the

leadership potential of individuals and organizations. Founded in 1970, CCL offers

an array of research-based programs, products and services for leaders at all levels.

Ranked among the world’s Top 10 providers of executive education by Bloomberg

Businessweek and the Financial Times, CCL is headquartered in Greensboro, NC, with

offices in Colorado Springs, CO; San Diego, CA; Brussels, Belgium; Moscow, Russia;

Singapore; New Delhi - NCR, India and Addis Ababa, Ethiopia.

Introduction

4 © 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.14

IntroductionTable of Contents

Introductions; Program Objectives

Program Agenda

Leaders Role Models: 7-7-7 Model

What is Leadership

The DAC Model

SBI Feedback Model

Case Study #1

Leadership Inventory

Leaders Development Framework: ACS

Organizational Maze

Influencing Tactics and Inventory

View Twelve Angry Men Video

Debrief Video

Understanding Stakeholders of a Public Administrator

Case Study #2

Hollow Squares Experiential Activity

Overview of Resiliency and Prep for Tomorrow

Resiliency Presentations

Case Study #3

SBI Consolidation

Peer Feedback Session

Consolidation, Goal Setting and Goal Sharing

Evaluations and Closing Remarks

BASIC SKILLS WORKSHOP

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6 Day One

Day Two

Day Three

64


Program Learning Objectives & Outcomes

�� • Understand self to be better prepared for their leadership developmental journey.

�� • Comprehend the power of influence and emotional intelligence (EQ) in the

functioning of leadership.

�� • Relate to the traits and behaviors associated with leadership.

� • Deal with the multiple stakeholders in a complex and multicultural environment.

�� • Gain a greater appreciation of resiliency and some practical notions of actually

becoming more resilient.

KEY LEARNING OBJECTIVES:

PROGRAM OUTCOMES:

Introduction

�� • Enhance level of self-awareness

�� • Increase personal leadership impact

�� • Gain insights into leader and leadership development

�� • Enhance awareness on giving and receiving feedback as a developmental tool

�� • Gain insights into personal preferences and learning styles

�� • Develop a structured goal setting and action planning process for translating

learning into sustainable development


Program Agenda

IntroductionIntroduction

Program Agenda

LBSNAACAPACITYBUILDINGWORKSHOPAGENDA

Monday Tuesday Wednesday

• Introductions• Leader Role Models• What is Leadership?• The DAC Model• Introduction to the

SBI Feedback Model

• Influencing Tacticsand Inventory

• View Twelve AngryMenvideo

• Debrief Video• Understanding

stakeholders of apublic administrator

• ResiliencyPresentations

• Case Study #3• SBI Consolidation

LUNCH LUNCH LUNCH

• Case Study #1• Leadership

Inventory• TheACSModeland

the Learning Curve• Organizational Maze

Experiential Activity• ShareLearnings

• Case Study #2• HollowSquares

Experiential Activity• Overview of

ResiliencyandPrep for ResiliencyPresentations

• ShareLearnings

• Peer FeedbackSession

• Consolidation, GoalsSetting and GoalSharing

• Evaluations andClosing Remarks


Day 1 Day 2 Day 3


Notes

Introduction

© 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.1


Day One


Leaders Role Models: 7-7-7 Model

“Without effective communication, there can be no effective leadership.”- Gerald R. Ford, 38th President of the United States

Day One

Looking back over your life, think about powerful moments, events or experiences that have had a lasting impact on

the way you look at yourself and the world.

Age Seven; seven years ago; seven months ago; Themes and patterns from the debrief discussions:

The Definition of Leadership and Leader: Themes and Patterns; skills and behaviours leaders display:

What did you

learn from

this

experience?

How might

this

experience

have shaped

the way you

think about

or approach

leadership?

Why does

this

experience

stand out for

you?

Childhood - Age Seven Early Career - Seven Years Ago Recently - Seven Months Ago

What Happened?

11© 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.1 11

Day OneAn Effective Leadership Model: DAC

Direction: How will we decide on a shared direction?

Alignment: How will we coordinate our work so that it fits together in support of the direction?

Commitment: How will we maintain commitment to the collective group?

While the role of developing Direction, Alignment and Commitment may fall on a leader or small group of

leaders, leadership is a process rather than a person.

The process of leadership calls for shared agreement on all three dimensions.

Distinguishing Leaders from Leadership

Effective Leadership: DAC Model


D A C

D A C

D D DD A C

+ +

+ +

+ +

=

=

=

No Clear Direction or Vision

Resources Wasted on Nonessentials

Productivity is Lost

DAC (continued)

When Any One of These is Missing ...

Day One


Applying DAC to Your Organization

Applying DAC to Your Organization:

1. Take two different colored post-it notes: Place a BLUE post-it note on the DAC component that is working the best. Place a YELLOW post-it note on the DAC component that most needs attention.

2. Once all the post-it notes have been placed on the posters, visually review the three posters. What do the post-it notes tell you about the culture of your organization?

Have three flip charts posted on the walls, one with a large “D” on it, one with a large” A,” and one with a large “C.” Insure there are sufficient blue and yellow post-it notes on each table. Have each participant place a blue post-it note on the component of DAC that they think is working the best in the organization. Have each participant place a yellow post-it note on the DAC component they think needs the most attention in the organization. If all or the participants are from one of sub-organization’s of the Public Administration, they may place the post-it notes based on their perception of that sub-organization and not based on the greater organization. Then view how the post-it notes were placed. It will probably show themes and patterns regarding which of the three components are perceived as working well and which need attention. The follow on discussion can ask the question of why people think one area is strongand another needs attention.

Day One


The Situation-Behavior-Impact (SBI) Feedback Model

What is Feedback?Information that you receive in response to actions youhave taken or behaviors you have shown others.

Why do we give feedback?

1.

2.

3.

4.

What are some things we know about feedback?• Feedback is difficult• It is a skill that must be developed • It is an essential and a powerful developmental tool• Employees expect feedback from their leaders• Leaders may resist giving feedback• Feedback helps leaders become agile learners and skillful leaders

Effective feedback: • Makes information useful to others• Allows you to replicate and improve performance• Is developmental in nature• Is direct and not oblique• Is behaviorally anchored• Is non-evaluative

The SBI Feedback Model:

Situation:• The specific event or circumstance

Behavior:• Observable actions

• Verbal comments

• Nonverbal behaviors and signals

• Mannerism

Impact:• What you (or others) think, feel, or do as a result

• What I felt ... What I thought ...• It is not an interpretation or judgment on motivation or intent

Day One


The Situation-Behavior-Impact (SBI) Feedback Model

Day One

Pop Quiz: Identify the Behavior• Overconfident• Very aggressive• Needs to be less tactical and more strategic• Arrogant• Analytical; extremely logical in his/her approach• Good team player who cares about the people in his/her department• Extremely productive• Excellent all-around manager• Decisive

When Giving Feedback• Be as specific as possible• Focus on the changeable • Speak for yourself• Speak directly to the person, look at them• Provide balanced feedback• Don’t explain away• Be honest, be kind• Avoid prescriptions and “shoulds” or “musts”• Use the Situation-Behavior-Impact (SBI) Model

When Receiving Feedback• Look at the person giving you feedback.• Listen for themes and patterns.• You do not have to agree with the feedback, just understand what’s being said. Remember, people are sharing their perception and are trying to do their best.• Do not defend, justify, or explain away, listen!!• The person receiving the feedback can only ask questions of clarification when receiving the feedback. This is not a time for debate.• Feedback is a gift so after you have received it, say “Thank You”!

“Without feedback, there can be no development.” - Dr. Bob Dorn


Situation-Behavior-Impact (SBI) - continued

Day One

How to Give Feedback - SBI

In the Center’s work with business executives, we have found that giving effective feedback to others is one of the most important skills for any leader or coach to master. It is also often one of the most difficult skills to apply consistently and well. (Many executives have told us they would far rather receive feedback about themselves than give feedback to someone else.) Giving effective feedback is a core skill required of anyone engaged in the development of individuals.

To help you improve your effectiveness in giving feedback to others, we have developed a three step process that we teach and practice at CCL®: the Situation - Behaviour - Impact model (SBI for short). SBI provides a structure that helps keep your feedback focused and relevant, and increases the likelihood it will be received in a clear, non-defensive manner by the recipient.

When practicing SBI feedback, you will:

Situation: Describe the situation where the observed behaviour occurred. The more specific you can be about the where and when, the better.



Day One

Behaviour: Help the individual understand exactly the behaviour you’re talking about. Think of playing back a videotape only using words to describe what you saw and heard.

Avoid interpretations and judgments here, such as, “You weren’t listening to me.” Instead, simply describe the person’s behaviour: “When I was talking, you pushed your chair away from the table and gazed out the window.”

Impact: Share with the individual the impact of the behaviour on you and/or on others who were present. Impact is what you or others experienced; you’re now making that internal experience known to the indi-vidual. Impact statements are about the speaker, not the other person. When you give an SBI, the impact statement is about yourself.

In an organisational and work context, the impact of the behaviour can include work outcomes, client satisfaction, work team, and/or the larger organization and business. It can also include the impact on the individual who demonstrated the behaviour; in essence, the consequences or result of their behaviour on their reputation, perceived professionalism, capability, etc.

Most often, a description of the impact will start with, “I felt .. ” or, “I was” or, “It appeared to me others were ... ”. If you find yourself saying, “You were ... ”, you’re probably on the wrong track. An impact state-ment is not an interpretation of why the individual showed that behaviour, and it is especially important not to label the behaviour in a psychological way or to make a judgment about the person.

Here are some examples of SBI:Chris, at the end of the team meeting this morning [situation], you gave a summary of the key action steps we had discussed [behaviour]. “I was really glad you did that [impact on me], and it seemed to bring a good sense of closure to the meeting [impact on others].” (Instead of, “Chris, you were really effective in the team meeting today — thanks!”)

“Pat, during our conference call yesterday afternoon [situation], I noticed that you interrupted others and me on several occasions [behaviour]. I felt frustrated at times [impact on me], and I sensed that others were irritated by it as well [impact on others].” (Instead of, “Pat, you were really rude yesterday.”)

Examples of Feedback that is not “Impact”:“I noticed that you were friendly.” [Interpretation or judgment. What behaviour constitutes friendly? How did it make you feel?]

“I experienced you as intimidating.” [Interpretation or judgment. What behaviour constitutes intimida-tion? Did that make you feel intimidated, angry, disappointed, etc.?]

“I felt like you knew a lot about the subject.” [Interpretation or judgment. What behaviour suggests that someone knows a lot about a subject? How did you feel being around someone who knew a lot?]


Some Background on Feedback

The term “feedback” is borrowed from the field of cybernetics and, in that context, relates to the partial

or complete return of information to its source. The concept of “constructive feedback,” as used here,

refers to relaying to someone, in a helpful way, the impact of their behavior in a particular situation.

Much has been written on how to ensure that feedback is a positive experience for the receiver and the

giver. Yet even after being trained in these techniques, many people still view the prospect of feedback —

both giving it and receiving it — with reluctance and anxiety. The result is that many times those situations

are either avoided or dealt with ineffectively.

One way of understanding this phenomenon is by looking more closely at the very distinction that is made

between the “feedback giver” and the “feedback receiver.”

Some Hidden Assumptions Behind Traditional Approaches to Feedback

Underneath the apparent logic of one person being the “giver” of the feedback and the other person

receiving it, there are some hidden assumptions on the part of the giver that are inherently judgmental

and controlling in nature. They are stated below in purposefully extreme form to highlight their nature.

I don’t need any more information at this point because the information I have and my views are suffi-

ciently valid to communicate as they now stand. And I’m reasonably comfortable with the idea that you

need to hear what I have to say before I hear what you have to say. If you heed what I say, I’m pretty sure

that you/I/others/the task will be better off. If you don’t, it will be because you’re being stubborn, re-

sistant, or defensive.

When left unexamined, these almost-inherent assumptions within the role of giver (as typically conceived)

result in judgmental undertones, no matter how caring and considerate the giver tries to be and no mat-

ter how open and receptive the receiver tries to be. Those undertones then almost inevitably lend to the

conversation a degree of tension and anxiety that reinforces the perception of feedback being difficult,

uncomfortable, and maybe not worth the stress.

The hidden judgmentalness is most evident in how the feedback recipient role has been typically de-

scribed, with great emphasis being placed on non-defensively accepting the feedback, asking only clarify-

ing questions, and never, never rationalizing or explaining. In effect, the recipient’s views are treated as

“second class,” without the same legitimacy as the giver’s. It is not surprising that receiving feedback is

often so difficult. Yet, in actuality, the odds are high that the recipient has some information about the

situation and their behavior that is very relevant and that probably would alter the giver’s understanding

of what happened and why.


Day One


A Different Approach

When feedback is approached as a mutual exchange of infor-

mation, each person plays both roles; both have information

to give and to receive. They are equal partners — both with

valid information derived from their part in the situation and

from their understanding of the relevant facts and events.

They both enter their conversation with shared goals:

• Learning about each other’s views of the situation

• Re-examining their own initial views based upon what

they learn from each other

• Investigating options for similar circumstances in the

future


Day One


Day OneSituation-Behavior-Impact (SBI) - continued

In our busy lives, we sometimes fail to notice all the details that flash before our eyes in the form of hu-man behavior. Even having seen the behavior does not always give us a clear idea of what exactly hap-pened. More often, we remember the impression the behavior gave rather than the behavior itself.

During this program, we would like you to become a student of human behavior and practice watching for and identifying behaviors. This is an essential part of the peer feedback process. The following are hints for what to look for during the course of the program so that you practice collecting and later on giving behavioural feedback. These behavioural statements are not designed to be evaluative. They are simply statements of possible behaviors you may observe from your colleagues.

Examples for Behavioural Feedback

• Proposing a process to the group

• Acting as a recorder for the group

• Soliciting and asking for input from individuals

• Speaking when someone else is talking

• Interrupting those who are speaking

• Asking questions of the facilitator

• Leaning forward in one’s chair during a conversation

• Leaning backward in one’s chair during a dialogue

• Physically helping to open doors

• Pacing back and forth

• Finishing other people’s sentences

• Arriving late to class

• Arriving early to class

• Not speaking in a group

• Telling a joke during a serious discussion

• Joining a joke-telling session

• Avoiding conflict, i.e., by disengaging in a heated or controversial discussion

• Speaking loudly

• Speaking softly

• Frequent use of telephone

• Checking in on the well-being of others

• Saying thank you



Deciding Whether to Initiate an ExchangeThink carefully about your perception of the situation by reflecting on the following questions:

• What do my reactions to the situation tell me about myself?

• To what extent might other unrelated circumstances be

affecting my reactions?

• Have I ever been in a similar situation? How would I

respond if someone had described my behaviour in the

same way?

• Can I think of some reasons for the other person’s behaviour,

which could change my views of what happened?

• Do I honestly want to find out the other person’s perception

of the situation?

• How important is it to me to “prove” the legitimacy of my

views? How open am I to new information that might

alter my perspective?

• Do I truly want to be helpful to this person?

Things to Keep in Mind When Giving Feedback

• Explicitly state your intent — a mutual exchange of

information and viewpoints about a particular situation

for the purpose of learning and insight.

• Be specific, not global.

• Present your information as your perceptions and reactions, not as facts. Begin by giving your

description of the situation, the relevant behaviors, the impact upon you, and your perceptions of

the impact on others, the task, and the work environment.

• Be alert to and considerate about things over which the person has little or no control.

• Once you’ve shared your perspective, acknowledge that it is time to shift focus and solicit the other

person’s perceptions of the situation and about your feedback. Be clear that your role as “feedback

giver” is finished and that now your goal is to learn from the other person. Listen for new information

that will be present, sometimes explicitly, sometimes implicitly, in what the person has to say.


Cautions• If you have ideas about what could have been done differently, remember that your ideas may be only partially valid. Until you know the other person’s information about the situation, you will not have all of the available data.

• Pay attention to your words and the attitudes behind them. Be alert to the fuzzy line between being straightforward about your perspective and being hurtfully judgmental. Avoid loaded terms.

• Being judgmental, whether verbally or nonverbally, implicitly or explicitly, makes emotional or defensive reactions more likely. Your judgments may reveal as much, if not more, about you than they do about the other person’s behavior.

• If the other person seems to become defensive or emotional, try to remember how you felt the last time someone gave you feedback about the consequences of your behavior. Remember, you may learn something important from the emotions and apparent defensiveness of the other person.

• Work hard at not becoming defensive yourself. Be alert to warning signals like trying to convince, reason, or “prove” your point.

Things to Keep in Mind When Receiving Feedback• Listen intently to the feedback. If you begin to feel tension or anxiety, remind yourself that feedback can be a valuable source of information. This is easier to remember when the other person is speaking skillfully and with care. But even if the delivery is clumsy or thoughtless, the message may still be helpful to you.

• Be alert to the urge to defend yourself. If that happens, recognize that you are feeling defensive and try to refocus on what is being said.

• As questions or disagreement arise in your mind, make quick mental notes of them and then refocus on what the person is saying.

• Begin your response by paraphrasing what you think you have heard. Ask questions if you are unclear about any point. Ask for examples. Offer your initial reactions and your view of the situation as information rather than as justifications. You are now giving feedback to the other person about their feedback to you, so keep in mind some of the points noted above.

• During and after the exchange, carefully evaluate the information you have given and received. Gather additional information from others or from personal reflection on your own behavior.

• Feedback is a gift that should be acknowledged. Thank the other person for taking the risk to help you in your personal growth and development.


23© 2014 Center for Creative Leadership. All Rights Reserved. CVD: 032014 v1.1 23

How to Give Feedback

• Check out “Why do I want to give this feedback?”

• Talk about issues over which the individual has some control.

• Give both positive and critical feedback, but tip the balance in the positive direction. Use the 4:1 rule as a guide.

• Report on specific, observable behavior, rather than on conclusions you draw from the behavior.

• Give examples.

• Don’t psychoanalyze; avoid inferences and interpretations.

• Avoid loaded terms and inflammatory labels.

• Ensure the feedback is non-evaluative. Identify opinions, perceptions, and reactions as different from facts.

• Communicate acceptance of the person receiving feedback.

• Be honest, kind, sincere, and warm — make your feedback a gift.

• Allow time for clarification. Provide an opportunity for the individual to react.

• If requested, identify ways to improve performance.

How to Receive Feedback

• Ignorance is not bliss — it’s better to know than not to know.

• Do not defend yourself against the feedback. It closes your mind to the possibility of change.

• Listen carefully — practice attentive listening.

• Paraphrase what you hear to check your perceptions.

• Ask questions for clarification.

• Mentally note questions or disagreements.

• Carefully evaluate the accuracy of the information and its potential value.

• Assess the source of the feedback. Is this something you’ve heard before from other sources?

• Gather additional information from other sources and gauge the consistency.

• Ask for solutions or suggestions for change.

• Make moderate changes and evaluate outcomes.



Observations:

Person Observed:(This form is for your use only – you will not turn it in.)

Situation

Behavior

Impact

Reflection

Anchor time or place

Observable action

What I felt and/or thought

My perception of the impact on others, the task, the work environment

Why did I pay attention to this? What does it tell me about me?

#1 #2 #3

Pat

During Monday morning group discussion

Facilitated the group by getting responses from everyone and not from just the vocal members.

I felt appreciative that I was allowed to talk un-interrupted. Appreciated the structure and organization.

How frustrated I get when meetings are not planned well or run well. Chaos is very difficult for me.

CPI Presentation

Shared strongly your frustration about how as a Supporter, you are often discounted by implementors

I felt comfortable with how you disclosed your frustration.

Noticed that his comment broke the silence and the classroom discussionwas much livelier from that moment on

I’m discounted in many of my meetings due to my quiet nature.

Break after Coaching Session

I asked Pat how he liked it. He said he was disappointed and compared it to an earlier experience that he felt was better.

I felt disappointed. I had been excited but Pat’s perception of the exercise left me deflated.

Why was my personal experience suddenly transformed? Am I afraid of appearing unsophisticated?

Situation • Behavior • Impact

Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6

Gave me some negative feedback about my style

At First I felt embarrassed. Latter, I believed that it took some courage to tell me and I was very appreciative

I do not know whether I could have given someone that feedback at work

Came into the room and took control of the group without asking about the work we had been doing

Felt irritated

I have issues with strong authority figures, people trying to take charge of me

Pat was noticeably quiet and said very little and looked down at the ground a lot.

I felt disappointed and missed his strong presence

While I don’t like authority figures, I do like structure

Video Review of the Coaching Exercise

Change Exercise During Tuesday Experiential activity

Noticed the group actively disengaged in Pat’s process and finished what they where working on


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Observations:


Situation

Behavior

Impact

Reflection


Observable action




#1 #2 #3


Day One


Observations:

Situation

Behavior

Impact

Reflection

Observable action




#4 #5 #6


Day One


Case Study #1

Debrief Questions for the case study:

Objective: To discuss specific situations involving leadership choices, responses, decisions, and dilemmas. To get the participants to discuss and arrive at a solution through a case study while exposing them to a real life situation.

Description: Give the participant’s time to read the case study.

Discussion QuestionsImagine that you are Dilip, the probationer who was asked to lead the trekking expedition. What would you have done differently?

1. How could you have planned the trek differently? What directions would you have given the entire group in advance?

2. Think about the different events that occurred and the decisions that were made during the trek. At every step, how could you have brought the activities of all of the members of the group into alignment?

3. Think about what you would want to achieve if you were assigned to lead a similar trek in the future. What would your commitment be to your group, to yourself, and to the training academy that initiated the venture?

Day One


Leadership Inventory is a self-assessment designed to help individuals identify characteristics for successful leadership, recognize their strengths and identify areas for improvement. It is an instrument that helps you learn about yourself!

What does Leadership Inventory assess?The following major leadership attributes were based on more than thirty-five years of research, observation and recurring themes from leaders attending CCL programs: vision, management, empowerment, diplomacy, feedback, entrepreneurialism, personal style, personal energy, multicultural awareness, etc.

The benefits of Leadership Inventory:• Universal: applicable for leaders at every level in every type of organization

• Allows participants to compare themselves with effective and ineffective leaders

• 360 alternative — when the time and resources are not available to do a formal 360-degree assessment

• Personalized assessment that allows for reflection and taking action to improve development needs;

participants can develop an action plan based on leadership attributes that make a difference


Day One



Day One

Instructions:This inventory asks you to describe yourself along with two other individuals, one of whom you see as an effective leader and the other person as an ineffective leader.

This inventory consists of 5 sections and is to help you think about the important components of leadership.

Please follow the instructions under each section.

Section 1:For each of the following statements in this section, rate yourself as a leader using the following scale.



Day One

Instructions:This inventory asks you to describe yourself along with two other individuals, one of whom you see as an effective leader and the other person as an ineffective leader.

This inventory consists of 5 sections and is to help you think about the important components of leadership.

Please follow the instructions under each section.

Section 1:For each of the following statements in this section, rate yourself as a leader using the following scale.

6 5 4 3 2 1This statement is

Almost Always

descriptive of me

This statement is

Usually descriptive

of me.

This statement is

Often

descriptive of me

This statement is

Occasionally

descriptive of me

This statement is

Usually Not

descriptive of me

This statement is

Almost Never

descriptive of me.

Se

lfA

war

en

ess

and

Se

lf

Co

ntr

ol

Dri

veD

eci

sio

n

Mak

ing

Inte

gri

tyL

ead

ing

O

the

rsP

eo

ple

Fir

st

1. Builds warm, cooperative relationships with people

2. Is approachable

3. Exhibits a passion for serving the needy and the disadvantaged

4. Demonstrates an understanding of the needs and issues from others’ perspective

5. Responds quickly to meet others’ needs

6. Pulls people together around a common goal

7. Sets a good example by personally doing what he/she expects of others.

8. Obtains necessary support to the group of people to get things done

9. Inspires and energizes people around him/her, especially when people need a boost

10. Achieves consensus even when people disagree on the best course of action

11. Is honest in all dealings

12. Honors commitments made to others

13. Tells the truth, not just what others want to hear

14. Can be trusted to maintain confidentiality

15. Takes responsibility for his/her actions even at significant personal cost

16. Makes timely decisions without hesitation

17. Gathers information necessary to make decisions

18. Thinks through problems clearly and logically.

19. Takes unbiased decisions

20. Carefully weighs consequences of contemplated action

21. Exudes a sense of passion or urgency about his/her work

22. Acts proactively by planning ahead

23. Spots new opportunities quickly

24. Encourages others to take initiative

25. Nurtures an environment of accepting mistakes and learning from them

26. Has an honest understanding of own weaknesses and strengths

27. Aware of how one’s emotions and actions impact others

28. Acts calmly and respectfully towards others despite difficult situations

29. Diffuses stressful situations and lightens the environment

30. Is resilient; can deal well with setbacks, failures, defeat

Total:

Total:

Total:

Total:

Total:

Total:



Day One

Section 2: Identifying LeadersNow spend a few minutes identifying one effective and one ineffective leader.

When identifying a leader, identify persons whose behaviour you have had a chance to observe closelyover a period of time. Try not to pick a person just because of what you have “heard” or “learnt” about them.

Note down the names or initial of one effective and one ineffective leader below

Effective leader ________________________________________________________________________________

Ineffective leader ______________________________________________________________________________


Instructions:• While completing this rating, DO NOT turn the page over to earlier sections.• Be as honest as possible in your description of this person.•Use the highest or the lowest rating only in cases where you think it is absolutely necessary.•If you have not observed the particular behaviour in the person, then rate it ‘0’

Section 3: Effective LeaderFor each of the following statements in this section, rate ____________ (copy the name or the initials ofthe EFFECTIVE leader) using the above scale.



Day One


Section 3: Effective LeaderFor each of the following statements in this section, rate ____________ (copy the name or the initials of the EFFECTIVE leader) using the above scale

6 5 4 3 2 1 0This statement is

Almost Always

descriptive of this

person.

This statement is

Usually descriptive

of this person.

This statement is

Often

descriptive of this

person.

This statement is

Occasionally

descriptive of this

person.

This statement is

Usually Not

descriptive of this

person.

This statement is

Almost Never

descriptive of this

person.

Don’t Know/

Unsure

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and

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O

the

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ple

Fir

st


32. Is approachable





























Total:

Total:

Total:

Total:

Total:

Total:


Day One



6 5 4 3 2 1 0This statement is

Almost Always

descriptive of this

person.

This statement is

Usually descriptive

of this person.

This statement is

Often

descriptive of this

person.

This statement is

Occasionally

descriptive of this

person.

This statement is

Usually Not

descriptive of this

person.

This statement is

Almost Never

descriptive of this

person.

Don’t Know/

Unsure

Se

lfA

war

en

ess

and

Se

lf

Co

ntr

ol

Dri

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sio

n

Mak

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Inte

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O

the

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ple

Fir

st


62. Is approachable






























Day One


Section 4: Ineffective LeaderFor each of the following statements in this section, rate ____________ (copy the name or the initials of the INEFFECTIVE leader you have identified) using the above scale.

Total:

Total:

Total:

Total:

Total:

Total:


Section 4: Ineffective LeaderFor each of the following statements in this section, rate ____________ (copy the name or the initials ofthe INEFFECTIVE leader you have identified) using the above scale.


Day One


Section 5: Scoring1. For each component, add up your five ratings in the ‘Self’ column and then write the total in the ‘Total’ box. Do the same for the ‘Effective leader’ and ‘Ineffective leader’ columns2. Repeat the process for the remaining components3. Using the results from the Total boxes, plot your scores on the profile sheet, using the symbols at the start of Page 47.4. Draw connecting lines across all of the components for each of the three profiles (as discussed in the point 4) using three different colors of ink. The result is a set of three product profiles on the nine leadership components: One profile for “Self”, one for an “Effective Leader”, and one for an “Inefficient Leader”.



Day One

Section 5: Scoring1. For each component, add up your five ratings in the ‘Self’ column and then write the total in the ‘Total’ box. Do the same for the ‘Effective leader’ and ‘Ineffective leader’ columns2. Repeat the process for the remaining components3. Using the results from the Total boxes, plot your scores on the profile sheet, using the symbols at the start of Page 47.4. Draw connecting lines across all of the components for each of the three profiles (as discussed in the point 4) using three different colors of ink. The result is a set of three product profiles on the nine leadership components: One profile for “Self”, one for an “Effective Leader”, and one for an “Inefficient Leader”.

Set of Totals (p. 42)

Effective Leader (p. 44)

Ineffective Leader(p. 45)

People First

Leading Others

Integrity

Decision Making

Drive

Self Awareness


Day One



Day One

Profile Sheet



Day One

Three Keys to Development: Assessment, Challenge & Support Have you ever experienced an intense period of learning and growth in your career? Perhaps it was your first “real” job out of college. Or when you stepped up to lead a critical project with a make-or-break deadline. Maybe it was learning to manage the various needs, styles and temperaments in your department. What sets these times apart from the remainder of your work life? At the Center for Creative Leadership, our research and experience shows there are here are three key elements that make the difference between an average experience and one that drives leadership development. Experiences that combine assessment, challenge and support are more likely to be key, developmental times.

Assessment: Assessment is information that describes your current strengths and level of effectiveness, as well as areas that need improvement. Assessment and feedback from others is critical for a clear, honest evaluation. Our personal self-assessments are often out of line with how others see us, so relying on that view alone can be deceptive and even dangerous. Assessment is an evaluation of the leader’s current skill, talents and abilities. Furthermore it evaluates or assesses the leader’s performance and the results he or she is achieving. The assessment data comes from direct observation of this person’s performance by others, a formal performance appraisal, feedback from others, and the person him or herself (stories, experiences, issues). Feedback from others is extremely helpful in the assessment process because the leader may have blind spots and as a result, their perception of how they are doing and the impact of their behaviour, is not totally accurate. Optimally, assessment should be a continuous process.Assessment provides a benchmark of the effectiveness of the leader at this current moment. As in the Lombardi Gap, assessment tells you where you are now in your quest to develop your leadership further and close that gap.

Challenge: A challenging situation is one that is viewed as difficult, a hurdle to jump. Typically, to meet a challenge you are stretched out of your comfort zone and are asked to try new things. Challenge encourages your growth as a leader, helps you contribute to the organization and keeps you creatively engaged in your work. Now that the leader has this assessment data he/she realizes there are some things to do, e.g., new skills, competencies, and behaviours to develop. The leaders old reality changes and now he/she has a new reality. The challenge is to move beyond the old skills and behaviour and begin working on new ones in order to become more effective. This is the challenge. It creates stress, is a stretch, involves new learning, and generates disequilibrium. New strategies must be developed, new behaviours must be practiced, and there are risks to be taken by the leader in developing these new capacities. It can be a very uncomfortable time but it the leader sticks to it, there will be a high payoff.


Leaders Development Framework: ACS - continued

Day One

Support: Support is an often-overlooked element of professional development. Support is a means of enhancing your self-confidence, affirming your strengths, and guiding your acquisition of skills needed to meet new challenges. When faced with tough assessments or difficult challenges, support can make the difference between an overall positive experience and one that leads to frustration or failure. Support can come from spouses, significant others, bosses, peers or work colleagues, your direct reports, friends, coaches, mentors, community volunteers, religious leaders or anyone else. Research shows that great results are achieved if the element of support is involved in the process. We humans need the support, encouragement, and affirmation of other human beings. When we are working hard on our challenge it is good to get the encouragement and confirmation of others. It is very positive to be told we are doing the right things and should “keep on keeping on.” Support also implies accountability. An accountability part-ner who we have to report to let him know our progress is a great motivation to keep moving forward and not think about giving up. This accountability partner can also help us to make any necessary adjustmentsin our quest to upgrade our behaviours and skills. This partner can also provide us rewards, even small ones, which can further encourage us. There are some other support resources we can leverage. These might include books, CD’s, training, seminars, professional coaches and so on. Support is also key in setting milestones and measuring our progress. Without support, people have the tendency to extend the challenge much longer than it need be or in worse case give up.

“A man is the product of his thoughts; what he thinks he becomes.” - Mahatma Gandhi



Assessment

Results

Support Challenge

A developmental experience with lasting impact

Data concerning the individual and their context

The Process of developing and gaining knowledge, skills, and

abilities to meet the new challenge.Information affirming the

individual and their actions

• Evaluates one’s current level of competence, expertise, or behavioral impact• Provides a benchmark...• It unfreezes one’s present perceptions• Optimally it should be continuous

• From others, instruments, etc.

Assessment

• New skills and competencies are acquired and new behaviors are developed• One moves beyond their current reality to a higher plane• Disequilibrium is created and comfort zones are stretched.• New capacities to influence are developed

Challenge

• Others provide encouragement, confirmation & accountability• Resources are provided; educational, emotional, etc.• Obstacles and constraints are removed• Milestones are set; progress is monitored

Support

Day One


Day OneLeader Development Framework: The Learning Curve


Organizational Maze Experiential Learning Activity

Day One

Task Objective: To get the whole team across the maze within a 20 minute window of opportunity without

deviating from the correct path.

Process Objective: To assess communication, teamwork, problem solving, feedback, risk taking, and leader-

ship skills when under time and performance pressures (stressors).

PHYSICAL SETTING

On a level surface, use masking tape to create an 8 x 6 grid of squares (see model). Spaces on the grid

must be big enough for a person to stand in each square without touching taped boundaries.

Debrief Questions:

• What was the purpose of the activity?

• What process did you use to achieve the activity’s objective?

• What for you were the stressors involved?

• Were you successful? If yes, what caused you to be successful?

• What would you do differently?

• What did you learn?

“The most interesting element of communication between two individuals is the assumptionthat it is actually taking place.” - Ralph Waldo Emerson


Key Learnings of Day One

Day One

“Without learning there can be no application.” -- Maxine Dalton, Ph.D.



Day One

“Without learning there can be no application.” -- Maxine Dalton, Ph.D.



Day One



Day Two


Influence

Day Two

• Influence is the ability to affect the behaviour of others in a particular direction• Influence is also the use or expression of power• Influence tactics are specific types of behaviour used to exert or “spend” power• Power = the capacity or potential to exert influence and implement change• Positional Power: influencing others through your power based on your formal status, authority, and control of resources, punishments, or rewards.• Personal Power: influencing others through your power based on your relational skills, trustworthiness, expertise, special skills, credibility, personality traits, charisma, personal status and so on.

Think of a time that someone got you to do something you weren’t sure you wanted to do, yet later you were glad you did.

What did the person do or say to convince you to change?

What was the impact on you?

Influence


Definitions of Proactive Influence Tactics by Dr. Gary Yukl

Day Two

Rational Persuasion: The agent uses logical arguments and factual evidence to show that request or proposal is feasible and relevant for important task objectives.

Apprising: The agent explains how carrying out a request or supporting a proposal will benefit the target personally or will help to advance the target’s career and future.

Inspirational Appeals: The agent appeals to the target’s values and ideals or seeks to arouse the target person’s emotions to gain commitment for a request or proposal.

Consultation: The agent asks the target to suggest improvements or help plan a proposed activity or change for which the target person’s support is desired.

Collaboration: The agent offers to provide relevant resources or assistance if the target will carry out a request or approve a proposed change.

Ingratiation: The agent uses praise and flattery when attempting to influence the target person to carry out a request or support a proposal.

Personal Appeals: The agent asks the target to carry out a request or support a proposal out of friendship, or asks for a personal favour before saying what it is.


Definitions of Proactive Influence Tactics by Dr. Gary Yukl

Day Two

Exchange: The agent offers something the target person wants, or offers to reciprocate at a later time, if the target will do what the agent requests.

Coalition Tactics: The agent enlists the aid of others, or uses the support of others, as a way to influence the target to do something.

Legitimating Tactics: The agent seeks to establish the legitimacy of a request or to verify that he/ she has the authority to make it.

Pressure: The agent uses demands, threats, frequent checking, or persistent reminders to influence the target to do something.

Emotional intelligence (EQ) is the ability to identify, assess, and control the emotions of oneself, of others, and of groups. The model introduced by Daniel Goleman focuses on EQ as a wide array of competencies and skills that drive leadership performance. Goleman’s model outlines several main EQ constructs (for more details see “What Makes A Leader” by Daniel Goleman, best of Harvard Business Review 1998):

1. Self-awareness – the ability to know one’s emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.

2. Self-regulation – invo lves controlling or redirecting one’s disruptive emotions and impulses and adapting to changing circumstances.

3. Social skill – managing relationships to move people in the desired direction.

4. Empathy - considering other people’s feelings especially when making decisions.


Influence Tactics Scale

Day Two

1 I logically explain to the person the reason for the requested action.

2 I explain how my request, which may require additional work from another person, can have long-term

benefits to the person’s career.

3 I show the person how the requested action meets his or her individual goals and values.

4 I provide the necessary resources (time, staff, materials, and technical support, for example) the

person needs to accomplish the task.

5 I link my request to the organization’s strategic intent.

6 I offer factual and detailed evidence that the proposal is feasable.

7 I present my request in terms of a favor, which I promise to repay.

8 I describe the task with enthusiasm and express confidence in the person’s ability to accomplish it.

9 I reduce the difficulty carrying out the request by removing barriers to success.

10 I ask the person for ideas about how to carry out the requested action and incorporate those ideas

into the process.

11 I tell the person that without his or her help, I will have to appeal to his or her boss.

12 I provide opportunities for the person to learn new skills that will be beneficial.

13 I think my request to clear and appealing vision the person can fully support.

14 I agree to assist the person with one of his or her future projects.

15 I thoughtfully respond to the person’s concerns and suggestions.

16 I involve credible people to help me influence the person.

17 I explain that my position in the organization makes me responsible for making the request.

18 I check in often with the person to make sure he or she is carrying out my request.

19 I appeal to the person’s self-image.

20 I offer to help the person with his or her regular work.

21 I depend on my working relationships with the person to support my request.

22 I develop strategic alliances by networking with key stakeholders who will help me in developing my

influence strategy.

Directions: Using the scale below, please rate each question below.

Step 1: Respond to the statements below, which describe typical actions taken to influence another

person to take an action or perform a task. As you respond to the statements, don’t be too concerned

at this point about whether the person is a direct report, peer, boss, or other key stakeholder. Although

your choice of influence can depend on who, why, where and when you influence, in this exercise you

are only reporting how often you use certain tactics.

1 = Almost never 2 = Seldom 3 = Sometimes 4 = Often 5 = Almost always


Step 2: Add up your points for all of your responses using the formulas below. The score for each scale will

be from 2 to 10 points.

“Adapted from Yukl, G. and used with permission from On Point Consulting, LLC.”

Scale 1: Questions 1 + 6 = your RP (Rational Persuasion) score

Scale 2: Questions 10 + 15 = your C (Consultation) score

Scale 3: Questions 3 + 13 = your IA (Inspirational Appeals) score

Scale 4: Questions 4 + 9 = your C (Collaboration) score

Scale 5: Questions 2 + 12 = your A (Apprising) score

Scale 6: Questions 8 + 19 = your I (Ingratiation) score

Scale 7: Questions 14 + 20 = your E (Exchange) score

Scale 8: Questions 7 + 21 = your PA (Personal Appeals) score

Scale 9: Questions 17 + 5 = your L (Legitimating) score

Scale 10: Questions 18 + 11 = your P (Pressure) score

Scale 11: Questions 16 + 22 = your C (Coalition) score

Step 3: Now plot each of your scores on the graph and then connect the dots. This will show which influence

tactics you can develop or use more often, either alone or in combination with other tactics.

Rat

ion

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Insp

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Exc

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Pre

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4

9

3

8

10

2

7

1

6

5

Scale 1 Scale 5Scale 3 Scale 7 Scale 10Scale 2 Scale 6 Scale 9Scale 4 Scale 8 Scale 11

Day Two


Twelve Angry Men

Day Two

This movie drama depicts a jury forced to consider a homicide trial. At the beginning, they have a nearly unanimous decision of guilty, with a single dissenter of notguilty, who, throughout the play sows a seed of reasonable doubt. The story begins after closing arguments have been presented in the homicide case, as the judge is giving his instructions to the jury. As in most American criminalcases, the twelve men must unanimously decide on a verdict of “guilty” or “not guilty”. (In the justice systems of nearly all American states, failure to reach a unanimous verdict, a so-called “hung jury”, results in a mistrial.) The case at hand pertains to whether a young Hispanic man murdered his own father. The jury is further instructed that a guilty verdict will be accompanied by a mandatory death sentence. These twelve then move to the jury room,where they begin to become acquainted with the personalities of their peers. Throughout theirdeliberation, not a single juror calls another by his name because the names are unknown by the jurors. Several of the jurors have different reasons for discriminating against the witness: his race, his background, and the troubled relationship between one juror and his own son. Nominated for 3 Oscars in 1957; had sixteen other wins and six other nominations.

Questions:

1. How did Henry Fonda, juror #8 - whose name was Davis in the movie - influence the other jury members?

2. How would you assess Henry Fonda’s emotional intelligence (EQ) and listening skills?

3. How would you assess the leadership of the jury’s foreman?

4. What in this film stood out to you about influence, emotional intelligence (EQ), and communication and their relevance to effective leadership?

“Always remember that for many, the leader’s silence on an issue is considered approval.”


Understanding Stakeholder Expectations of a Public Administrators

Day Two

Objective: To understand the complexity of being an Public Administrator and the leadership expectations

of them by their stakeholders.

• Who are the stakeholders of the Public Administrator?

• What do these stakeholders expect of Public Administrator and their leadership?

• What are the biggest challenges for Public Administrator in regard to their stakeholders?

• Are there ethical expectations of Public Administrator? Please explain.

“The right thing to do and the hard thing to do are usually the same.”- Steve Maraboli, author of “Life, the Truth and Being Free


Case Study #2

Day Two

Objective: To discuss specific situation, that involves leadership choices, responses, decisions, and dilem-mas. To get the participants to discuss and arrive at a solution through a case study while exposing them to a real life situation.

Description: Give the participant’s time to read the case study.

Discussion QuestionsHow should the DM influence and handle the situation in this case where political sensitivity of practically everyone in state government was involved?

Debrief Questions for the case study:


Hollow Square Experiential Activity

Day Two

• What was the basic problem involved in this activity?

• How accurately did the planners assess the situation in terms of their own requirements in comparison

with the implementing teams requirements?

• How effective was the planner’s communication with the implementers?

• How effective was the implementer’s communication with the planners?

• Leadership involves taking initiative. How would you evaluate the initiative of the planners? The implementers?

• How successful was this exercise? Why?

Debrief Questions:

The objective is to dynamically illustrate, through the use of an experiential learning event the pitfalls of improper leadership resulting in dysfunctional planning, ineffective communication, SILO mismanagement, and poor execution, while tying to execute a cross-functional, time-sensitive plan.


Overview of Resiliency

Day Two

Being able to deal with stress and pressure is essential for today’s leader. The higher one is promoted within the organization the greater the stakes and thus, the greater the levels of stress. It has therefore become essential for today’s executive level leader to be able to deal effectively with high and continuous levels of stress. This is not only essential for performance but also for the leader’s health. Resiliency is defined as the ability of a person to recover from or adjust easily to misfortune, change, or continuous exposure to high levels of stress.

Characteristics of a resilient person:

• Handles stress, uncertainty, ambiguity, and setbacks well.• Resiliency is an organisational issue.• One can bounce back stronger when he/she learns how to ADAPT in the face of change and complexity.• Leading is categorically different when people are stretched and stressed, i.e., under pressure.

Warning Signs:

If you are under stress for a prolonged period, you may recognize some of these signals:

System Symptoms

Immune

Muscular

Cognitive

Emotional

Nervous

Digestive

Allergies, cold sores, flue-like symptoms, cold

backaches, stiff neck, tight shoulders, headaches, joint pain

memory problems, difficulty in concentrating

sadness, depression, fatigue, heavy appetite, reduced appetite, quick temper

difficulty sleeping, headaches, clammy hands, cold hands, sweaty hands, sweaty feet

gas, burping, acidy stomach, intestinal discomfort


Day TwoOverview of Resiliency

Being able to deal with stress and pressure is essential for today’s leader. The higher one is

promoted within the organization the greater the stakes and thus, the greater the levels of stress.

It has therefore become essential for today’s executive level leader to be able to deal effectively

with high and continuous levels of stress. This is not only essential for performance but also for

the leader’s health. Resiliency is defined as the ability of a person to recover from or adjust easily

to misfortune, change, or continuous exposure to high levels of stress


• Handles stress, uncertainty, ambiguity, and setbacks well.

• Resiliency is an organisational issue.

• One can bounce back stronger when he/she learns how to ADAPT in the face of change and

complexity.

• Leading is categorically different when people are stretched and stressed, i.e., under

pressure.

Warning Signs


System SymptomsImmune allergies, cold sores, flue-like symptoms, cold

Muscular backaches, stiff neck, tight shoulders, headaches, joint pain

Cognitive memory problems, difficulty in concentrating

Emotional sadness, depression, fatigue, heavy appetite, reduced appetite, quick tem-

per

Nervous difficulty sleeping, headaches, clammy hands, cold hands, sweaty hands,

sweaty feet

Digestive gas, burping, acidy stomach, intestinal discomfort

Physical Mental Emotional Social Spiritual


Day Two


Day TwoOverview of Resiliency

Being able to deal with stress and pressure is essential for today’s leader. The higher one is

promoted within the organization the greater the stakes and thus, the greater the levels of stress.

It has therefore become essential for today’s executive level leader to be able to deal effectively

with high and continuous levels of stress. This is not only essential for performance but also for

the leader’s health. Resiliency is defined as the ability of a person to recover from or adjust easily

to misfortune, change, or continuous exposure to high levels of stress


• Handles stress, uncertainty, ambiguity, and setbacks well.

• Resiliency is an organisational issue.

• One can bounce back stronger when he/she learns how to ADAPT in the face of change and

complexity.

• Leading is categorically different when people are stretched and stressed, i.e., under

pressure.

Warning Signs


System SymptomsImmune allergies, cold sores, flue-like symptoms, cold

Muscular backaches, stiff neck, tight shoulders, headaches, joint pain

Cognitive memory problems, difficulty in concentrating

Emotional sadness, depression, fatigue, heavy appetite, reduced appetite, quick tem-

per

Nervous difficulty sleeping, headaches, clammy hands, cold hands, sweaty hands,

sweaty feet

Digestive gas, burping, acidy stomach, intestinal discomfort

Physical Mental Emotional Social Spiritual

Monday WednesdayTuesday Thursday Friday

• Walking Meeting in small or large groups

• Move Every 90 - 120 minutes

• Climb stairs

• Park further away and walk the distance

• Do stretch exercises at your desk

• Deep breathing and relaxation techniques

• Good nutrition

• Rest & Sleep

Tips for Building Physical Energy


Project Leadership Resiliency

Day Two

Participants will begin work in their assigned resiliency groups and create a thirteen-minute resiliency presentation/activity for the class tomorrow. In the first three minutes of the presentation a narrator from each team will give an overview of his/her team’s resiliency topic. Then the entire team will do a ten-minute presentation on their resiliency topic. It should be as creative as possible, give tips for leaders on how to be resilient in this area of resiliency, and every member of the group has to be involved in the presentation. The four presentations will be on mental, emotional, social, and spiritual resiliency.

After the formal screen show presentation on resiliency, the four groups can start working on theirspecific resiliency topic area.


Resiliency Project Notes

Day Two


Learnings and Insights from Day 2

Day Two

“The best way to find out if you can trust someone is to trust them.” - Earnest Hemingway



Day Three


Case Study #3

Day Three

Objective: To discuss specific situation, that involves leadership choices, responses, decisions, and dilem-mas. To get the participants to discuss and arrive at a solution through a case study while exposing them to a real life situation.

Description: Give the participant’s time to read the case study. an option would be for the facilitator to read the case study to the class in order to activate the learning senses of hearing as well as seeing and touching.

Discussion Questions1. What one or two of your immediate thoughts and feelings do you have about the situation that the District Collector faced?

2. Who do you see as the main stakeholders in this scenario? How would you rank them in order of importance? Why?

3. What are the different strategies Rakesh could have tried to more effectively influence the various stakeholders?

4. What else could the District Collector have done to achieve a more successful outcome?

Debrief Questions for the case study


Notes from Peer Feedback Session and Consolidation Process

Day Three


Developmental Planning/Goal Setting

Introduction to Developmental Planning

Behavioural Change Requires

• Understanding ones effect on other people

• Endurance

» It takes place over time. Progress comes in small increments moving from minor modifications to

noticeable differences.

• Deferring gratification

» Others may not notice until new patterns are well established

» Be realistic about expectations

• Vigilance and self-discipline

• Feedback on progress

» Informal (ask for ongoing observations)

Quantifiable:

How will progress toward achievement be measured?

Realistic:

The goal should be achievable and a relevant priority

Concise:

The goal should be as specific as possible

Continuous Improvement:

Goal setting will be a continuous process. When one goal is met another should be set.

Day Three


Tips to Developmental Planning Success

Having a high level of commitment

• Having an “Accountability Partner”

• Reading

• Personal organization and time management

• Other:

» Journaling

» Imaging; mental mantras, self-talk

Personal Leadership Brand

Whether you realize it or not, you have a leadership brand, a “hallway reputation”:

1. How you are to work with, how you interact with others

2. It is how you get work done and what you deliver: the quality and timeliness of your work

3. It is perception management

4. Like it or not every day is a performance review...!

Reaching Individual Goals

• Setting a goal 6 - 8%

• Setting a goal and writing it down 25 - 30%

• Setting a goal, writing it down, and verbally sharing it with others 55 - 60%

• Setting a goal, writing it down, sharing it with others, and having an 85%

accountability partner

Developmental Planning/Goalsetting (continued)

Day Three

“Live simply so others may simply live.” -- Mahatma Gandhi


Goal Setting Worksheet

Day Three

Goal Statement:

Start Date:

Benefits that will accrue for the organization and me:

Obstacles to be overcome:

What specifically must be done to achieve this goal?

Times and dates for essential activities:

Who will be my Accountability Partner?

Available resources both inside and outside the organization:

Methods to Measure Progress:

Sacrifice Required:

End Date:


Goalsetting Worksheet

Day Three

Goal Statement:

Start Date:








Sacrifice Required:

End Date:


Goal Setting Worksheet

Day Three

Goal Statement:

Start Date:








Sacrifice Required:

End Date:


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three


Notes

Day Three

Documents

Basic Skills Workshop - ISTM Module.pdf• Feedback helps leaders become agile learners and skillful leaders Effective feedback: • Makes information useful to others • Allows you