Ethics and Boundaries 2019-2021: The Role of Power in Effective … · 2020. 9. 11. · Ethics and Boundaries: The Role of Power in Effective Leadership Presenter: Dana Johnson, MSW

Ethics and Boundaries 2019-2021:

The Role of Power in Effective Leadership

WORKBOOK

Ethics and Boundaries 2019-2021: The Role of Power in Effective Leadership Wisconsin Child Welfare Professional Development System

Ethics and Boundaries: The Role of Power in Effective Leadership

Presenter: Dana Johnson, MSW

Agenda and Content Outline

I. Introduction, Learning Objectives & NASW Code of Ethics

II. Defining Great Leadership & Power Activities: (1) Core Values (2) Self-Reflection - Workbook Video: Great Leadership Starts with Self-Leadership - https://www.youtube.com/watch?v=vlpKyLklDDY

III. Examining Role Power and Use in Organizations Activities: (1) Bases of Power - Workbook (2) Role Power - Workbook

IV. Effective and Transformational Leadership: Leveraging Power Activity: (1) 360-degree Leadership Assessment (2) Ethical Leadership Scale Video: How to Build Trust - https://www.youtube.com/watch?v=pVeq-0dIqpk

V. Transferring Wisdom: From Reflection to Action

Evaluation

https://www.youtube.com/watch?v=vlpKyLklDDYhttps://www.youtube.com/watch?v=pVeq-0dIqpk


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GREAT LEADERSHIP STARTS WITH SELF-LEADERSHIP

NOTES FROM THE VIDEO:

BREAKOUT ROOM – DISCUSSION QUESTIONS

Self-Leadership: How do you lead yourself? What does it mean to lead?

Self-Awareness: Do you like to receive feedback from others? What forms of feedback are most appreciated? What forms of feedback is least appreciated?

Self-Reflection: Do you engage in self-reflection? How often? Do you discuss your leadership reflections with others? What forms of self-reflection have you found most helpful?

Self-Regulation: How do you react when things are going well? How do you react when you are upset by others in the workplace? What ways do you center yourself and your mood/attitude? Does your self-regulation ever affect your ethical decision making?

Content developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.


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CORE VALUES ASSESSMENT Adapted from the Center of Ethical Leadership (2000) Self-Guided Core Values Assessment. www.ethicalleadership.org

An ethical leader is a person who acts with integrity. Ethical leadership is knowing your core values and having the courage to act on them on behalf of the common good. This exercise will help identify and clarify your core values.

Review the values below. If there is a value not listed, please use the blank section to add a core value you believe to be important. Put a check next to all the value words that are important to you, including any you added. This will become your personal set of values.

Then, narrow the list to your top eight values, by crossing off/striking through/unchecking the less important ones.

Then, narrow the list to five using the same process. Now, narrow the list to three. Lastly, choose the top two core values.

PEACE INTEGRITY WEALTH

JOY HAPPINESS LOVE

SUCCESS FAME FRIENDSHIP

TRUTH RECOGNITION WISDOM

AUTHENTICITY STATUS POWER

INFLUENCE JUSTICE FAMILY

______________ ______________ ______________

______________ ______________ ______________


http://www.ethicalleadership.org/


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Why are core values important in leadership?

You have just discovered, or re-discovered, your core values. Ethical leadership is knowing your core values and having the courage to integrate them with your actions, being mindful of the common good.

Your value words are packed with meaning. You likely went through a process of “bundling:” embedding one value in another and counting two or more values as one. This is not cheating - it is natural. Therefore, you have not really thrown values away you have clarified what you mean by these words.

Why two? We ask you to choose two because we believe you can remember two! Imagine putting them in your pockets when you leave each day. Your core values represent your larger set of values.

How can you use them? Your core values can help you make difficult decisions, choose particular lifestyle, select employment, raise a child - the possibilities are endless. They can even help you find common ground with someone you disagree with. The most important thing is that you integrate them into your life as much as you can.

Conducting this exercise at your agency.

If you do this exercise with your leadership team or organization, try the following task: ask each person to stand and say their core values. Having the courage to stand up for what you believe in is a trait of an ethical leader. Appreciate the diversity and acknowledge that the results shed light on the values of the group.

Discuss how you chose your values, what they mean to you, and how you express them. Then reflect on what more you can do to make your core values a part of your daily life. Striving to integrate your values with your actions is another trait of ethical leadership. It is about persistence, not perfection.

It can be as simple as thinking about your values more often. Write your values on a sticky note and post it in prominent places – the refrigerator, your computer, the dashboard, a mirror. Seeing these reminders will encourage you to draw on your core values more often.

Values and Virtues

The list of core values is a deliberate mixture of popular values and virtues. Words like influence, success, status, recognition, and wealth are valued by popular culture. Their portrayal in the media is prevalent and tempting. Words like peace, love, integrity, and justice are not often reflected in popular culture, yet are understood to be virtues that sustain a healthy and kind community.

A virtue is a value that is elemental, a noble habit that directs us toward the good. It is created through the practice of the virtue itself. In other words, to achieve justice, you must act in a just manner. In order to become a person of integrity, you have to act with integrity on a daily basis. There are no short cuts!



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The mixed list was created to give participants an opportunity to reflect on the choices available to them. We are bombarded with messages that encourage us to value possessions and status. Yet, when asked to make conscious choices about which values, they cherish most, people choose values of a deeper, more meaningful nature. They may wish for comfort and good fortune. These are not bad things, but their “best stuff” usually reflects spirituality, courage, family, love, etc.

This is important for participants to reflect upon. Identifying their core values gives them the personal power to resist passive conformity to society’s more superficial goals. They can use their own core values to build a life of integrity and to create a vision and a lifestyle more embedded with virtuous behavior.

In some situations, words that reflect popular culture have been chosen as core values by participants in this exercise. It is a matter of personal interpretation, and the facilitator needs to encourage the participants to inquire into the person’s motivation, rather than to assume this is a shallow, materialistic choice.



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POWER QUOTES

Robert Green

“Never assume that the person you are dealing with is weaker or less important than you are.”

“If, for example, you are miserly by nature, you will never go beyond a certain limit; only generous souls attain greatness.”

“The key to power, then, is the ability to judge who is best able to further your interests in all situations. Keep friends for friendship, but work with the skilled and competent.”

Nicolo Machiavelli

“It is much safer to be feared than loved.”

“He who wishes to be obeyed must know how to command.”

“Since love and fear can hardly exist together, if we must choose between them, it is far safer to be feared than loved”

“Everyone sees what you appear to be, few really know what you are.”

Maria Shi – Director of PayPal

“I measure success as a leader by how well the people who work with me succeed.”

Rakhi Voria – Manager of Microsoft

“While we may be individually strong, we are collectively powerful.”

Melanie Dancer – Principal Australia Institute

“It’s important to know that you have the power to persist or retreat.”

Jo Miller

“Leadership presence requires warmth and authority. Lead with warm-thority.”

“Leaders don’t set out to climb the ladder...they rise by lifting others up.”

“Leadership is an action, not a position.”

“Connect before you collaborate. Listen before you lead. Partner before you persuade.


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BREAKOUT ROOM – POWER QUOTES - DISCUSSION QUESTIONS

Which of the quotes 'ring' true with you? Why?

Which of the quotes does not 'sit well' with you? Why?

What do the quotes say about the role of power in leadership?

What do the quotes say about the role of leadership when securing power?



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AN ANALYSIS OF POWER – FIRST STEPS

Are you as powerful as you could be at work? Why or why not?

What sources of power are you good at leveraging now, and which do you need to improve?

What, within your organization gets in the way of being as powerful as you could be?

What could you do for the people in your organization to help them be more powerful?


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BASES OF POWER

Write about a time when you have used each base of power listed below:

Legitimate - legitimate, or positional, power is based on the position, office, or title held by the leader. Example:

Expertise - expert power is based on the knowledge, talent, and/or skills of the leader. Example:

Relationship – aka connection power, is based on the leader’s ability to build networks and coalitions that are helpful to the goals of the group – in other words, the leader’s “connections” with influential or important persons inside or outside the organization. Example:

Informational - informational power is based on the leader’s ability to get and give the information that is necessary to the organization or individual followers or is perceived as valuable by others. Example:



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Referent - referent power is based on the leader’s personal traits and the need others have to be referred to or associated with people of influence. Example:

Coercive - coercive power is based on fear. Fear of being hurt, poorly treated, or dismissed allows people with coercive power to rule over the fearful. Example:

Reward - reward power is based on the leader’s ability to provide rewards for other people. People who follow a leader with reward power believe that going along with the leader’s suggestion will lead to positive incentives, such as pay, promotion, or recognition. Example:

When you need to act or need to lead, recall one of the above examples where you have used power. What positives did you gain from the experience? What were negative or side effects experienced?



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ROLE POWER

Think about how you use your role power. Do you include your title on the signature block of letters, memos, and/or email signatures? What is important about your title? Does your title matter?

Why?

BR1: Do you ever use your authority of your position to ensure compliance with an order or request? How?

BR2: Which style of leadership would others describe you as: authoritarian, laissez-faire, democratic (collaborative)? Provide examples of how this is demonstrated.

BR3: What would those who follow you say your leadership style and use of role power is best exhibited as: people oriented (people first), driven, mission focused, resource power hoarder, power, and influence seeker?

BR4: Think about the leaders and ‘bosses’ you have had in your career. How did they use their role power?


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BR 5: Do you consider the leaders and ‘bosses’ you have had as a model for how you use your role power? Why or why not?

BR 6: Have you worked for or seen leaders who abused their role power? If so, how did they abuse it and what was the effect on you and others? What was the effect on the organization?

BR 7: What are steps you could take to increase/decrease your role or resource power to enhance your team and organizational work culture?


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13 | P a geContent developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.


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INFORMATION POWER

Information can be an extraordinary source of power. Think about how you have seen others gain power through their access to and control of information. What can you learn from them?

Reviewing your skills in RADIO (retrieving, access, dissemination, interpretation, organization), how would you rate your information in power in each of these five areas? ((S)trong or (W)eak)

Retrieving: ______ Access: ______ Dissemination: ______ Interpretation: ______

Organization: ______

What actions can you take to improve your skills in weak areas?

What impact does a strong or weak skill have on your role as a leader on your team?

What impact does a weak skill have on your teams’ effectiveness and workplace culture?

Information power can become a power drain if someone provides inaccurate information or offers a misleading or inaccurate interpretation. Have you ever known anyone who fit this description? What effect did it have on that person’s ability to lead or influence others? What was the harm caused? What ethical dilemmas required attention due to this effect?


Ethics & Boundaries: The Role of Power in Effective Leadership Wisconsin Child Welfare Professional Development System

360 LEADERSHIP DEVELOPMENT ASSESSMENT INSTRUMENT

Name of Individual being assessed:

Name of Individual conducting assessment:

Date of Assessment:

Following are 20 competencies that represent knowledge, skills, abilities, and attitudes of successful leaders. Please read the description of each competency and then rate the individual identified above, using the following key:

5 = Exceptional 4 = Very Good 3 = Good 2 = Needs Improvement 1 = Very Weak

_____ 1. Creating a Vision and Setting Goals. Without clear goals, team members perceive their work to have less purpose and impact and are less inclined to participate. A good leader has a clear vision about what needs to be accomplished and can set realistic goals to achieve that vision.

_____ 2. Explaining and Communicating Expectations. Team members want to know and understand expectations for individual and group performance. Without these expectations, feedback is not as meaningful as it could be, making it difficult for individuals or a group to achieve goals and successes. Good leaders are clear about reporting relationships, and they establish evaluation criteria. that are fair and appropriate.

_____ 3. Written Communication. The successful leader writes clearly and concisely at the level needed by the person(s) receiving the information. In other words, the leader writes to express, not impress.

_____ 4. Oral Communication. Good leaders inform others about what is going on and why. The leader engages in frank discussion about issues and how those issues affect individuals, and structures meetings to provide for needed dialogue.

_____ 5. Personal Integrity. Personal integrity is becoming more and more an issue in the workplace. Good leaders demonstrate and model integrity in day-to-day interactions by:

• establishing a relationship of trust;• being honest (even if it means making a different decision than the one recommended); treating

everyone fairly;• delivering on promises and meeting commitments;• placing personal needs (ego) in second place to needs of the overall group; and• admitting mistakes and accepting constructive criticism.

_____ 6. Creativity and Experimentation. Great leaders value and establish an organizational climate built on trust and openness to ensure that creativity and new ideas flourish. Leaders encourage others to experiment and learn from mistakes, without fear of retribution. They are known for their out-of-the-box thinking.

Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell Co. Corporate Leadership Solutions

15 | P a geContent developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.


_____ 7. Nurturing. Good leaders demonstrate that they care about and are interested in others' individual growth by:

• noticing the work and accomplishments of the individual as a person;• exhibiting understanding and empathy for a variety of personality types;• saying "thank you" for a job well done;• caring about individuals' personal and professional growth; and• seeking input on decisions that others will be affected by.

_____ 8. Decisiveness. Leaders make decisions in a timely and effective manner and explain the basis for their decisions. Ideal leaders base decisions on facts and priorities, rather than trying to please everyone. They know when to seek consensus as part of the decision-making process.

_____ 9. Making Appropriate Interventions. Leaders must trust subordinates. Good leaders know when to leave a subordinate or team member alone to get the job done and when to make an intervention to resolve issues that are beyond the subordinate's or team member's span of control.

_____ 10. Active Listening. Good leaders are available, attentive, unbiased, and responsive. They recognize the need to allow input as well as to follow up on the input given. Good leaders are open-minded and encourage other points of view. They frequently paraphrase what is being said to ensure that they understand the speaker's point.

_____ 11. Assertiveness. Most people will acknowledge that the leader's role is not an easy one especially in dealing with conflict. Conflict is a daily occurrence in the workplace. Good leaders understand that personality and other work conflicts do not go away, that they typically get worse if not addressed. Thus, leaders deal with conflict in a timely, straightforward manner. They are assertive and honest with all parties in dealing with any type of conflict.

_____ 12. Delegating. The ability to delegate effectively and focus on performance and results is a key element of leadership. Leaders demonstrate trust by delegating authority along with responsibility. However, the leader must know subordinates and their capabilities in order to delegate effectively. Good leaders understand that effective delegation enhances team members' and subordinates' skills and ultimately leads to a higher success rate.

_____ 13. Fostering Team Building. The best leaders are known for promoting team efforts. They recognize and reward individuals for outstanding performance. However, they work to minimize and eliminate harmful competitiveness that may undermine the team. Leaders continuously discourage we-they attitudes.

_____ 14. Acting as an Advocate. Leaders are expected to be the "point persons" and to be responsible to the needs of the team. They have a dual loyalty, to team members as well as to others, particularly upper management. Leaders are advocates not only for an individual, but also for the team, the department, and the organization.

Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell Co. Corporate Leadership Solutions 16 | P a geContent developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.


_____ 15. Appraisal and Feedback. Good leaders are knowledgeable about what is required to get the job done and who is doing it. They engage in "management by walking around" to learn about work status. They also solicit input from internal as well as external customers concerning satisfaction. They use this data to provide appropriate and timely feedback to everyone concerned. Good leaders also distinguish between good and poor work and take the appropriate action (e.g., reward or recognition for good performance; coaching or corrective action for poor performance).

_____ 16. Coaching. An ideal leader spends considerable time in devising professional development guidance for staff. The leader engages in the following types of activities, as appropriate:

• Tell the purpose and importance of the activity.• Explain the process to be used (or allow freedom to design one).• Show how it is done, completely and accurately (if it must be done a specific way).• Ask whether the person has any questions and clarify if necessary.• Observe while the person engages in the process.• Provide immediate and specific feedback (coach again or reinforce success).• Express confidence in the person's ability to be successful.• Agree on follow-up action(s) as necessary.

_____ 17. Learning. The ideal leader is a lifelong learner who: • is open to change;• engages others in problem solving;• views ideas from different perspectives;• experiments and learns from mistakes; and• continues to build his or her own skills as well as the skills of staff members.

_____ 18. Mediating. Leaders must be able to mediate problems between people fairly. Ideal leaders are assertive in using mediation skills when warranted, However, the leader does not take sides, but keeps an open mind, gathers all the information in a thorough manner, and makes decisions based on facts.

_____ 19. Dealing with Critics. Every leader gains some critics. Successful leaders, however, do not tear others down in public. They remain objective. They learn to distinguish between those who are attempting to provide constructive advice and those who have more selfish agendas. They then take the appropriate steps to deal with the situation.

_____ 20. Technical Competence. Leaders are expected to have technical competence. This does not mean that they can do the actual work better than their team members. Rather, it means that they have a basic understanding of what is required and can make informed decisions.



SCORING INTERPRETATION

1. Use the attached Individual Feedback Analysis Worksheet. Collect the assessments, recordthe results, and compare the ratings (i.e., self vs. others). Is there congruence? How variedare the results? Try to understand these differences. Congratulate yourself on any 4’s or 5’s!Make a note to continue engaging in these successful activities.

2. Next, concentrate on any 1’s and 2’s. For example, who rated you as a 1 or 2? Prioritize the1’s and 2’s in terms of relevance to what you currently do or aspire to do.

3. Seek out the individual(s) who rated you as a 1 or 2 and discuss the rating. Ask for specificfeedback (i.e., why they think you are a 1 or 2). Next ask for specific strategies or actionsthat you might take to improve. If you gave yourself a 1 or a 2, discuss with others how youmight improve.

4. Focus on one to three of the relevant competencies that are in most need of improvement.Develop an action plan that includes the competency, an improvement goal, strategy oraction for improvement, resources needed, time frame, and method of evaluation. (See theIndividual Action Plan Worksheet for suggestions.)

5. Share your strategies and action plan with those who rated you and ask for their continuingsupport. Set up a tickler system to periodically elicit feedback (e.g., about once every sixmonths). Reward yourself each time you reach an important milestone!

Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell Co. Corporate Leadership Solutions 18| P a geContent developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.


COMPETENCY RATER SCORES 1 2 3 4

1. Creating a Vision and Setting Goals ______ ______ ______ ______

2. Explaining and Communicating Expectations ______ ______ ______ ______

3. Written Communication ______ ______ ______ ______

4. Oral Communication ______ ______ ______ ______

5. Personal Integrity ______ ______ ______ ______

6. Creativity and Experimentation ______ ______ ______ ______

7. Nurturing ______ ______ ______ ______

8. Decisiveness ______ ______ ______ ______

9. Making Appropriate Interventions ______ ______ ______ ______

10. Active Listening ______ ______ ______ ______

11. Assertiveness ______ ______ ______ ______

12. Delegating ______ ______ ______ ______

13. Fostering Team Building ______ ______ ______ ______

14. Acting as an Advocate ______ ______ ______ ______

15. Appraisal and Feedback ______ ______ ______ ______

16. Coaching ______ ______ ______ ______

17. Learning ______ ______ ______ ______

18. Mediating ______ ______ ______ ______

19. Dealing with Critics ______ ______ ______ ______

20. Technical Competence ______ ______ ______ ______



INDIVIDUAL ACTION PLAN WORKSHEET

It is important that you use a systematic process to ensure that you reach your improvement goal(s). After you have completed your Individual Feedback Analysis Worksheet, select one, two, or three competencies to work on. Use one sheet for each competency. Share your plans with others and encourage them to help you reach your desired goals.

Competency:

(Identify the competency that you need to work on.)

Goal for Improvement:

(Be as specific as possible about what you want to improve.)

Strategies or Actions to Take for Improvement: (Identify several strategies or actions you will take. To the extent possible, answer: Who, What, When, Where, How, and Why. This will help you to focus on resources that might be needed. Note: It is perfectly acceptable to delegate certain competencies that a subordinate may perform better than you. However, you need to be clear about what you are doing and why.)

Resources Needed:

Begin By: ____________ Target Completion Date: __________

Evaluation: (What data will you collect? From whom? When? How? What are significant milestones?)

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Corporate Leadership SolutionsContent developed by Dana Johnson, Us 2 Behavioral Health Care. All Rights Reserved.

Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell Co.




Competency:





Resources Needed:



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Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell CoCorporate Leadership Solutions.





Competency:





Resources Needed:



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Adapted from the 360 degree Leadership Development Assessment Instrument. John Maxwell Co.Corporate Leadership Solutions


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LEVEL 5 LEADERSHIP ORGANIZATION ASSESSMENT Adapted from the Where Are You on Your Journey from Good to Great: Good to Great Diagnostic Tool. Collins, Jim. Release Version 1.00

Level 5 Leadership has two primary components: 1) Put Level 5 leaders in the most powerful seats.2) Create a Level 5 leadership culture

Grade Range: A = We exemplify this trait exceptionally well – there is limited room for improvement. B = We often exemplify this trait, but we also have room for improvement. C = We show some evidence of this trait, but our record shows times we have not displayed this trait. D = There is little evidence that we exemplify this trait, and we have obvious contradictions. F = We operate almost entirely contrary to this trait.

Put Level 5 leaders in the most powerful seats Grade: A, B, C, D, F The leaders who sit in the most powerful seats in our organization are ambitious first and foremost for the cause, the organization, the work -- not themselves – and they have an iron will to do whatever it takes to make good on that ambition. The leaders who sit in the most powerful seats in our organization display an ever-improving track record of making Level 5 decision – decision that prove best for the long-term greatness of the company its work. The leaders who sit in the most powerful seats in our organization practice the window and the mirror. They put out the window to people and factors other than themselves to give credit for success. When confronted with failures, they look in the mirror and say, “I am responsible.” While some members of the leadership team might be charismatic, this is not the primary source of their effectiveness. They inspire others primarily via inspired standards – excellence, hard work, sacrifice, and integrity – not with an inspiring public persona.

Create a Level 5 leadership culture Grade: A, B, C, D, F Our culture values substance over style, integrity over personality, and results over intentions. Members of our leadership team dialogue and debate in search of the best answer (not for the sake of looking smart or winning a point) up until the point of decision. Once a decision is made, members of the team unify behind the decision to ensure success—even those who disagreed with the decision. We cultivate leaders who have all five levels in the Level 5 hierarchy, as laid out in Good to Great: highly capable individuals, strong contributing team members, competent managers, effective leaders, and Level 5 executives



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First Who has four primary components: 1) Get the right people on the bus.2) Get the right people in the right seats.3) Get the wrong people off the bus.4) Put who before what.


Get the right people on the bus. Grade: A, B, C, D, F We are rigorous in our selection process for getting new people on the bus. We invest substantial time in evaluating each candidate, making systematic use of at least three evaluation devices, e.g., interviews, references, examination of background, meeting members of the family, testing. When in doubt, we do not bring the person on the bus; we have the discipline to let a seat go unfilled— taking on extra work as needed—until we have found the right person. If we are in a “tenure” system, we do not grant tenure unless we are 100% certain the individual is an exceptional permanent member We do an exceptional job of retaining the right people on the bus; we perpetuate our good decisions for a very long time.

Get the right people in the right seats. Grade: A, B, C, D, F We have 100% of the key seats on the bus filled with the right people. This does not mean 100% of ALL seats have the right people, but 100% of the key seats. (Note: this will likely provoke discussion as to what are the key seats.) When we think we have a potential “wrong who,” we first give the person the benefit of the doubt that perhaps we have just put him or her in the wrong seat. Whenever possible, we give a person the chance to prove himself or herself in a different seat before we draw the conclusion that he or she is a wrong person on the bus.

Get the wrong people off the bus. Grade: A, B, C, D, F When we know we need to make a people change—after we have given the individual full opportunity to demonstrate that he or she might be the right person—we deal with the issue. When we correct a people selection mistake, we are rigorous in the decision, but not ruthless in the implementation. We help people exit with dignity and grace so that, later, the vast majority of people who have left our bus have positive feelings about our organization. We autopsy our hiring mistakes, applying the lessons systematically to future hiring decisions.

Put who before what. Grade: A, B, C, D, F When confronted with any problem or opportunity, our natural habit is to translate the decision from a “what” question (“what should we do?”) into a “who” decision (“who would be the right person to take responsibility for this?”). A significant portion of our time is spent in one form or another with people decisions: getting the right people on the bus, getting the right people in the right seats, getting the wrong people off the bus, developing people into bigger seats, planning for succession, etc. We have a disciplined, systematic process for improving our success at getting the right people on the bus.



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With each passing year, the percentage of people decisions that turn out good versus bad continues to rise.

Confront the Brutal Facts has three primary components: 1) Create a climate where the truth is heard.2) Get the data.3) Embrace the Stockdale Paradox.


Create a climate where the truth is heard. Grade: A, B, C, D, F When things go wrong, we conduct “autopsies without blame”—we seek to understand underlying root causes, rather than pin the blame on an individual. Our leaders ask a lot of questions, rather than just making statements, thereby creating a climate of vibrant dialogue and debate about the brutal facts. Our leaders do not allow their charisma or force of personality to inhibit people from bringing forth the brutal facts—even if those brutal facts run contrary to the views held by those leaders. People in our culture are never penalized for bringing forth the brutal facts.

Get the data. Grade: A, B, C, D, F We make excellent use of data, metrics, and hard tangible evidence to assess external threats and internal weakness. We make particularly good use of trend lines (to see where we are declining) and comparative statistics (to see where we are falling behind others) to discover and highlight brutal facts. When people advance a point of view or make an argument, we expect them to marshal evidence, facts, and rigorous thinking to back up their argument. “It is my opinion” does not qualify as an acceptable argument. When someone has a gut instinct that ‘something is just wrong,’ we pay attention; instincts can be good early warning systems. But we do not just stop there: we then conduct a disciplined, fact-based assessment of the situation.

Embrace the Stockdale Paradox. Grade: A, B, C, D, F When facing difficult times, we never hold out false hopes soon to be swept away by events. We are not unrealistic optimists who die of a broken heart when our belief that “it will be better tomorrow” gets continually shattered on the rocks of reality. Despite whatever brutal facts we face, we have an unwavering faith that we can and will prevail in the end. We believe that greatness is not primarily a function of circumstance; it is a first and foremost a function of conscious choice—and discipline. It is up to us.



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The Hedgehog Concept has three primary components: 1) Keep it simple – be a hedgehog, not a fox.2) Get your three circles right.3) Act with understanding, not bravado.


Keep it simple – be a hedgehog, not a fox. Grade: A, B, C, D, F If forced to choose between describing us as foxes (crafty creatures that know many things) or hedgehogs (simpler creatures that know one big thing), we would weigh in with the hedgehogs. We keep it simple. We have a simple, coherent strategic concept that we pursue with relentless consistency. If we have multiple options for how to accomplish an objective, we almost always pick the simplest option that will work. In other words, at each fork of the road, we tend toward the path of simplicity, rather than complexity.

Get your three circles right. Grade: A, B, C, D, F Our Hedgehog Concept reflects deep understanding of the three circles: 1) what we can be passionate about, 2) what we can be the best in world at, and 3) what best drives our economic or resource engine. We understand that nothing great can be accomplished without passion, and we limit our primary arenas of activity to those for which we have great passion. We know what we can be the best in the world at. While “best in the world” might be local or highly-focused, e.g., “best in the world at breaking the cycle of homelessness in Indiana” or “best in the world at providing financial services to people in Des Moines,” it nonetheless captures what we can do better than any other institution on the planet. We understand what best drives our economic or resource engine. If we are a for-profit business, we have identified our one economic denominator—profit per X—that has the most significant impact on our economics. If we are a social sector organization, we know how best to improve our total resource engine, so that we can spend less time worrying about money and more time fulfilling our mission.

Act with understanding, not bravado. Grade: A, B, C, D, F We believe that great results come about by a series of good decisions—actions taken with understanding, not bravado—accumulated one on top of another, in line with our Hedgehog Concept. We believe that a great organization that sticks to its Hedgehog will, in the words of David Packard, “have indigestion of too much opportunity,” rather than starvation for too little. We confront the brutal facts of what we can—and equally cannot—become the best in the world at, and we do not allow bravado to obscure the truth.



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A Culture of Discipline has four primary components: 1) Focus on your Hedgehog2) Build a system of freedom and responsibility within a framework.3) Manage the system, not the people.4) Practice extreme commitment.


Focus on your Hedgehog Grade: A, B, C, D, F We have the discipline to say “No thank you” to big opportunities that do not fit within our Hedgehog Concept. A “once-in-a-lifetime opportunity” is irrelevant if it is the wrong opportunity. We never lurch after growth for growth’s sake; we grow consistently within our Hedgehog, period. We are willing to jettison our core competencies and largest lines of business if we cannot be the best in the world at them. We make excellent use of “Stop Doing” lists.

Build a system of freedom and responsibility within a framework. Grade: A, B, C, D, F A cornerstone of our culture is the idea of freedom and responsibility within a framework: so long as people stay within the wide bounds of the framework, they have an immense amount of freedom to innovate, achieve and contribute. People in our system understand that they do not have “jobs”— they have responsibilities—and they grasp the distinction between just doing assigned tasks and taking full responsibility for the results of their efforts. We can answer the question for each significant activity, “Who is the one person responsible?” Our culture is a productive blend of dualities, such as: freedom and responsibility, discipline and entrepreneurship, rigor and creativity, financial control and innovative spirit, focused Hedgehog and adaptable. We see no contradictions in cultural duality; we exemplify the “Genius of the And.”

Manage the system, not the people Grade: A, B, C, D, F We do not spend a lot of time motivating our people; we recruit self-motivated people and provide an environment that does not de-motivate them. We do not spend a lot of time disciplining our people; we recruit self-disciplined people, and then manage the system, not the people. We avoid bureaucracy that imposes unnecessary rules on self-motivated and self-disciplined people; if we have the right people, they do not need a lot of rules.

Practice extreme commitment. Grade: A, B, C, D, F In our culture, people go to extremes to fulfill their commitments and deliver results, bordering at times on fanaticism. Words like “disciplined,” “rigorous,” “dogged,” “determined,” “diligent,” “precise,” “systematic,” ”methodical,” “workmanlike,” “demanding,” “consistent,” “focused,” “accountable,” and “responsible” describe us well. We are equally disciplined in good times as in bad times. We never allow prosperity to make us complacent.



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The Flywheel has four primary components: 1) Build cumulative momentum.2) Be relentlessly consistent over time.3) Create alignment by results, not hoopla.4) Avoid the Dom loop.


Build cumulative momentum. Grade: A, B, C, D, F We understand that building greatness never happens in one fell swoop—that there is no single defining action, no one killer innovation, no seminal acquisition, no breakthrough technology, no savior on a white horse, no wrenching revolution that can by itself bring about sustained greatness. We build greatness by a cumulative process—step by step, action by action, day by day, week by week, year by year—turn by turn of the flywheel. While some pushes on the flywheel are bigger than others, no single push by itself accounts for the majority of our momentum; we understand that it requires hundreds of additional pushes to turn any big decision into a successful decision.

Be relentlessly consistent over time. Grade: A, B, C, D, F When examining our behavior, one word that comes to mind is consistency—consistency of purpose, consistency of values, consistency of Hedgehog, consistency of high standards, consistency of people, and so forth. Our success derives from a whole bunch of interlocking pieces that reinforce one another, consistently applied over a long period of time. We have immense flexibility and we adapt well to change—but always within the context of a coherent Hedgehog Concept.

Create alignment by results, not hoopla. Grade: A, B, C, D, F We tend to undersell ourselves, and then delightfully surprise by blowing people away with our actual results. We never pump up our reputation with a sales job (“buy into our future”) to compensate for lack of results. We do not “sell visions” to fire people up or take a programmatic or hoopla-laden approach to alignment. We understand that when people begin to feel the magic of momentum—when they feel the flywheel increase speed—is when most people line up to throw their shoulders against the wheel and push.

Avoid the Doom Loop Grade: A, B, C, D, F We do not succumb to the lazy, undisciplined search for a single silver bullet solution—be it a new program, a motivational event, a sexy technology, a big acquisition, or a savior CEO. We do not build from 0 to 100 rotations in the flywheel, then stop, lurch in a new direction, lose our momentum and start anew. We have the discipline to turn the flywheel from 0 to 100, 100 to a thousand, a thousand to a million, a million to a billion turns—and to not go 0 to 100, 0 to 100, 0 to 100, lurching from new program to new program.



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If a new technology advances our Hedgehog, we become a pioneer in its application; if a new technology does not fit, we don’t worry too much about it—and we certainly don’t lurch about in fearful frantic reaction. When we look at the Flywheel versus the Doom Loop side-by-side table on pages 183-184 in chapter 8 of Good to Great, we are characterized much more by the flywheel side of the ledger than the doom loop side.

Preserve the Core/Stimulate Progress has four primary components: 1) Articulate a core guiding philosophy – core values and a reason that goes beyond just making

money (staying within budget or cutting financial resources), following the rules of State andFederal mandates (being complacent in just providing requirements).

2) Change and improve everything except your core values.3) Create a passionate culture that preserves the core and stimulates progress.4) Achieve BHAGs – big hairy audacious goals.


Articulate a core guiding philosophy – core values and a reason that goes beyond just making money (staying within budget or cutting financial resources), following the rules of State and

Federal mandates (being complacent in just providing requirements).

Grade: A, B, C, D, F

We have a passionately held set of core values that we adhere to, no matter how much the world changes around us. We are honest about what our core values actually are. We do not worry about what outsiders think of our values; they are for internal guidance, not marketing. If these core values were to become a competitive disadvantage at some point in the future, we would still hold them. We have an enduring purpose or mission—a reason for being—that that goes beyond just making money, following the rules of State and Federal mandates.

Change and improve everything except your core values. Grade: A, B, C, D, F We practice the “Genius of the And”—continuity and change, values and results, cohesion and autonomy, endurance, and urgency, and so forth We are clear on the difference between our core values (which should never change) as distinct from our operating practices, cultural norms, goals, strategies, and tactics (which should remain open for change). While we hold our core values constant, we stimulate progress—change, improvement, innovation, and renewal—in the operating practices, cultural norms, goals, strategies, and tactics that surround the core values. We understand that if our list of core values is too long, we are very likely confusing core values with practices and aspirations; we have no more than six values that we consider to be truly core.

Create a passionate culture that preserves the core and stimulates progress. Grade: A, B, C, D, F We have built a culture that so consistently reinforces our core values that those who do not share the values are ejected like a virus, or they become so uncomfortable that they self-eject.



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We promote leaders who live the core values; those who repeatedly breach our values never make it far or last long in our culture. We are so consistent with our values that if every conversation, every decision, every action was videotaped, people watching the tape would be astounded by our consistency and passion for living to our values. No matter how much we achieve, we never feel comfortable or feel that we have arrived. We are obsessively focused on our shortcomings—on what we could do better; the term “productively neurotic” describes our culture well.

Achieve BHAGs—big hairy audacious goals. Grade: A, B, C, D, F We have a remarkable success rate at achieving our BHAGs (big hairy audacious goals); we rarely fall short of the extreme standards of achievement we set for ourselves. We understand the difference between a 10-to-25-year BHAG—which is like a huge mountain to climb— and 5-year intermediate objectives, which are like base camps on the way to the top of the mountain.We have a 10-to-25-year BHAG in place, which we have broken down into base-camp objectives. Our BHAGs are set with understanding, not bravado—in direct alignment with the three circles of the Hedgehog Concept.

Clock-building has three primary components: 1) Build a system that can be great beyond any single leaders or great idea.2) Create catalytic mechanisms.3) Manage for the quarter century.


Build a system that can be great beyond any single leader or great idea. Grade: A, B, C, D, F Our chief leader is a clock-builder, not just a time teller—he or she is building a system that can prosper

beyond his or her presence. Our chief leader is building a great team of strong individuals, rather than acting as a “genius with 1000

helpers” on whom everything depends. If any individual leader were to disappear tomorrow, our discipline would remain as strong as ever; we have

built a culture of discipline, as distinct from having a larger-than-life disciplinarian at the helm. We hold our leaders accountable for the success of their successors.

Create catalytic mechanisms. Grade: A, B, C, D, F We have red flag mechanisms that bring brutal facts to our attention, and force us to confront those facts,

no matter how uncomfortable. We set in place powerful mechanisms that stimulate progress—mechanisms designed to force us to

continually improve. Our mechanisms are designed so that people who hold power—and who might want to ignore the brutal

facts—cannot easily subvert the mechanisms. We have a mechanism analogous to “the council” as described in chapter 5 of Good to Great, which plays a

key role in guiding our decisions.



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Manage for the quarter century. Grade: A, B, C, D, F No matter what short term pressures we face—Wall Street, financial distress, No Child Left Behind, pressure for a winning season—we build for long-term greatness; we manage not for the quarter, but for the quarter

century. Our leaders measure their own success as much by how their organization performs in the hands of a

successor as by how it fares during their own personal reign.


Delivers Superior Performance Grade: A, B, C, D, F In business, performance is defined by financial returns and achievement of corporate purpose. In the social

sectors, performance is defined by results and efficiency in delivering on the social mission. Makes a Distinctive Impact

The organization makes such a unique contribution to the communities it touches and does its work with such unadulterated excellence that if it were to disappear, it would leave a hole that could not easily be filled

by any other institution on the planet. Achieves Lasting Endurance

The organization can deliver exceptional results over a long period of time, beyond any single leader, great idea, market cycle, or well-funded program. When hit with setbacks, it bounces back even stronger than before.

TREND ANALYSIS Now, assess the trajectory of your organization on each component, using the following scoring scheme:

-2: We have declined dramatically on this component in the last three years.-1: We have declined gradually on this component in the last three years.0: We have held steady on this component in the last three years.+1: We have improved gradually on this component in the last three years.+2: We have improved dramatically on this component in the last three years.

INPUT PRINCIPLES Level 5 Leadership Trend Score: _____ First Who, Then What Trend Score: _____

Confront the Brutal Facts Trend Score: _____ Hedgehog Concept Trend Score: _____

Culture of Discipline Trend Score: _____ Flywheel, Not Doom Loop Trend Score: _____

Preserve the Core / Stimulate Progress Trend Score: _____

Clock-Building, Not Time Telling Trend Score: _____

OUTPUT RESULTS Delivers Exceptional Performance Trend Score: _____ Makes a Distinctive Impact Trend Score: _____

Achieves Lasting Endurance Trend Score: _____



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BUILDING TRUST AS A LEADER

NOTES FROM THE VIDEO:

BREAKOUT ROOM – DISCUSSION QUESTIONS

Would you wear your agency’s logo on a T-shirt for 250 days? Why or why not?

Would your employees wear your agency’s logo on a T-Shirt for 250 days? Why or why not?

Would your employees wear a T-shirt with your face on it for 250 days? Why or why not?

How do you express empathy to your staff?

How do you express authenticity to your staff?

What does it mean to be ‘your authentic self?’ How do you show your authentic self at work?

What role does power have in your ability to express empathy, authenticity, or be your authentic self in the workplace?



Adapted from the Institute for Ethical Leadership Ethical Leadership Scales.

THE ETHICAL LEADERSHIP SCALES

The Ethical Leadership Scales are three scales designed to promote quiet and comprehensive reflection about qualities that together constitute ethical behavior and ethical leadership. By using a measuring scale, they also enable a respondent to determine their level of ethical competence.

These Scales address this issue by selecting values that are representative of ethical behavior across cultures. Each characteristic is considered as a competence. The Scales can be used as an instrument to measure the human mind state from which choices are made. This gives a measure of ethical competence in much the same way as a sample in an oil field can provide information about the quantity and quality of the oil in the field below the ground.

This instrument is presented as three separate Scales to measure the ethical leadership mind state of individuals and organizations. Further background on the Scales can be found in the essay entitled "The Ethical Competence Framework." In each scale separate measures of specific competencies are presented and these individual items are added to provide a single collective numerical value for that scale.

The model of the Intelligence Quotient (IQ) is used to derive a score where 100 would be the highest or most ideal. The Scales are:

1. The Ethical Competence Scale leading to the Ethical Quotient (EthQ)

2. The Ethical Leadership Scale leading to the Ethical Leadership Quotient (EthLQ)

3. The Ethical Organization Scale leading to the Ethical Organization Quotient (EthOQ)

Respondents are asked to assign values according to whether they consider the quality is:

Always in Place (10-9) Usually in Place (8-7) Sometimes in Place (6-5) Rarely in Place (4-3) Never in Place (2-1)

The bullets in each item provide additional clarification.

TOTAL SCORE

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http://www.ethicalleadership.com/EthicalCompetenceFramework.htmhttp://www.ethicalleadership.com/EthicalCompetenceFramework.htm



Ethical Competence Scale

Personal Ethical Competence How we maintain our personal commitment to an ethical life

Foundational Characteristics

How we are grounded in thought and action

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value

Characteristic Explanation 10-9 8-7 6-5 4-3 2-1

Trustworthiness Being reliable and dependable

Being willing to admit mistakes

Being true to your word

Being worthy of confidence

Keeping promises

______

______

______

______

______

Social Ethical Competence How we handle relationships

Empathy How we strive to understand and appreciate the worth of others

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Understanding Others

Being sensitive to others' feelings and perspectives

Taking an active interest in others' concerns

Being attentive to emotional cues

Listening deeply

Being willing to change our mind or direction to accommodate others as long as the ethical foundation remains secure

______

______

______

______

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Being able to walk in someone else's shoes

______

Social Skills How we act to induce desirable, ethically grounded responses in others

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Communication Sending clear, transparent messages, avoiding mixed messages

Seeking to be clearly understood

Participating effectively in give-and-take

Dealing with difficult issues straightforwardly

Welcoming full sharing of information

Staying receptive to bad news as well as good

Making it a point to keep others informed

______

______

______

______

______

______

______

Global Ethical Competence How we see the earth and all life on it as a web of delicate connections requiring stewardship

for sustainability

Connections How we act as part of a complex interconnected whole

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Interdependence Understanding our connections to each other and the Earth

______

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Searching continuously for connections

Seeking always to see the big picture, taking the impact of your actions throughout the system into consideration

Seeking to practice systems thinking

______

______

Future Orientation How we act as responsible participants in creating a mutually beneficial future

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Future Orientation Seeing that actions today create the future tomorrow

Being guided by a vision of what is worth doing

Working with others to create a shared vision

Caring about the legacies you leave for future generations

Looking forward in a positive way to the future

______

______

______

______

______

Ethical Leadership Scale

Relationship to Self

Personal Qualities of the Ethical Leader

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Acts with integrity Keeps promises and commitments and expects others to keep theirs ______

______

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Maintains loyalty to those not present

Apologizes sincerely

Acts with honesty

Takes responsibility and cleans up after mistakes

______

______

______

______

Relationship to Others

Qualities that allow the ethical leader to connect with and empower others

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Compassionate Caring and empathetic

Is sympathetic to the needs of others

Does not turn away from helping others

Acts from a good heart as well as a firm resolve

Treats people with genuine affection

______ ______

______

______

______

______

Relationship to the Whole

Qualities that reveal the ethical leader's sense of connection with a grand design and a higher purpose

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value


Tolerates contradiction and anxiety

Is able to live with contradiction

Is prepared to wait for closure

Is able to tolerate large amounts of anxiety

Understands that contradiction and anxiety can be the

______

______

______

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accompaniments of creative growth _____

Ethical Organization Scale

Always in Place

Usually in Place

Sometimes in Place

Rarely in Place

Never in Place

Chosen Value

Factor Explanation 10-9 8-7 6-5 4-3 2-1

Economic considerations

Is financially successful

Its products and services make a positive contribution to the economy

Pays the appropriate taxes

Provides appropriate remuneration to members of its workforce

Allows its workforce to benefit from strong profits with shares, bonuses and/or salary adjustments

Provides products and / or services of value and of high quality

______

______

______

______

______

______

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Relationships with the workforce

Creates a safe, healthy, attractive work environment for its workforce

Treats members of the workforce with dignity and respect

Provides fair and equal opportunity for advancement without regard for ethnicity, gender, age or other distinctions

Provides physical and mental health support for members of the workforce

Provides meaningful work

Encourages self-development for members of its workforce

______

______

______

______

______

______

Relationships with contractors and suppliers

Pays contractors and suppliers fairly and on time

Provides a fair transparent bidding system for new contracts

Responds courteously and promptly to questions from contractors and suppliers

Provides all necessary information and feedback to contractors and suppliers

______

______

______

______

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Ethical Leadership Scales.pdfTHE ETHICAL LEADERSHIP SCALESEthical Competence ScaleEthical Leadership ScaleEthical Organization Scale

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INFLUENCE: JUSTICE: FAMILY: undefined_3: Grade A B C D FThe leaders who sit in the most powerful seats in our organization are ambitious first and foremost for the cause the organization the work not themselves and they have an iron will to do whatever it takes to make good on that ambition: Grade A B C D FThe leaders who sit in the most powerful seats in our organization display an everimproving track record of making Level 5 decision decision that prove best for the longterm greatness of the company its work: Grade A B C D FThe leaders who sit in the most powerful seats in our organization practice the window and the mirror They put out the window to people and factors other than themselves to give credit for success When confronted with failures they look in the mirror and say I am responsible: Grade A B C D FWhile some members of the leadership team might be charismatic this is not the primary source of their effectiveness They inspire others primarily via inspired standards excellence hard work sacrifice and integrity not with an inspiring public persona: Grade A B C D FOur culture values substance over style integrity over personality and results over intentions: Grade A B C D FMembers of our leadership team dialogue and debate in search of the best answer not for the sake of looking smart or winning a point up until the point of decision: Grade A B C D FOnce a decision is made members of the team unify behind the decision to ensure successeven those who disagreed with the decision: Grade A B C D FWe cultivate leaders who have all five levels in the Level 5 hierarchy as laid out in Good to Great highly capable individuals strong contributing team members competent managers effective leaders and Level 5 executives: Grade A B C D FWe are rigorous in our selection process for getting new people on the bus: Grade A B C D FWe invest substantial time in evaluating each candidate making systematic use of at least three evaluation devices eg interviews references examination of background meeting members of the family testing: Grade A B C D FWhen in doubt we do not bring the person on the bus we have the discipline to let a seat go unfilled taking on extra work as neededuntil we have found the right person If we are in a tenure system we do not grant tenure unless we are 100 certain the individual is an exceptional permanent member: Grade A B C D FWe do an exceptional job of retaining the right people on the bus we perpetuate our good decisions for a very long time: Grade A B C D FWe have 100 of the key seats on the bus filled with the right people This does not mean 100 of ALL seats have the right people but 100 of the key seats Note this will likely provoke discussion as to what are the key seats: Grade A B C D FWhen we think we have a potential wrong who we first give the person the benefit of the doubt that perhaps we have just put him or her in the wrong seat: Grade A B C D FWhenever possible we give a person the chance to prove himself or herself in a different seat before we draw the conclusion that he or she is a wrong person on the bus: Grade A B C D FWhen we know we need to make a people changeafter we have given the individual full opportunity to demonstrate that he or she might be the right personwe deal with the issue: Grade A B C D FWhen we correct a people selection mistake we are rigorous in the decision but not ruthless in the implementation We help people exit with dignity and grace so that later the vast majority of people who have left our bus have positive feelings about our organization: Grade A B C D FWe autopsy our hiring mistakes applying the lessons systematically to future hiring decisions: Grade A B C D FWhen confronted with any problem or opportunity our natural habit is to translate the decision from a what question what should we do into a who decision who would be the right person to take responsibility for this: Grade A B C D FA significant portion of our time is spent in one form or another with people decisions getting the right people on the bus getting the right people in the right seats getting the wrong people off the bus developing people into bigger seats planning for succession etc: Grade A B C D FWe have a disciplined systematic process for improving our success at getting the right people on the bus: With each passing year the percentage of people decisions that turn out good versus bad continues to rise: Grade A B C D FWhen things go wrong we conduct autopsies without blamewe seek to understand underlying root causes rather than pin the blame on an individual: Grade A B C D FOur leaders ask a lot of questions rather than just making statements thereby creating a climate of vibrant dialogue and debate about the brutal facts: Grade A B C D FOur leaders do not allow their charisma or force of personality to inhibit people from bringing forth the brutal factseven if those brutal facts run contrary to the views held by those leaders: Grade A B C D FPeople in our culture are never penalized for bringing forth the brutal facts: Grade A B C D FWe make excellent use of data metrics and hard tangible evidence to assess external threats and internal weakness: Grade A B C D FWe make particularly good use of trend lines to see where we are declining and comparative statistics to see where we are falling behind others to discover and highlight brutal facts: Grade A B C D FWhen people advance a point of view or make an argument we expect them to marshal evidence facts and rigorous thinking to back up their argument It is my opinion does not qualify as an acceptable argument: Grade A B C D FWhen someone has a gut instinct that something is just wrong we pay attention instincts can be good early warning systems But we do not just stop there we then conduct a disciplined factbased assessment of the situation: Grade A B C D FWhen facing difficult times we never hold out false hopes soon to be swept away by events: Grade A B C D FWe are not unrealistic optimists who die of a broken heart when our belief that it will be better tomorrow gets continually shattered on the rocks of reality: Grade A B C D FDespite whatever brutal facts we face we have an unwavering faith that we can and will prevail in the end: Grade A B C D FWe believe that greatness is not primarily a function of circumstance it is a first and foremost a function of conscious choiceand discipline It is up to us: Grade A B C D FIf forced to choose between describing us as foxes crafty creatures that know many things or hedgehogs simpler creatures that know one big thing we would weigh in with the hedgehogs We keep it simple: Grade A B C D FWe have a simple coherent strategic concept that we pursue with relentless consistency: Grade A B C D FIf we have multiple options for how to accomplish an objective we almost always pick the simplest option that will work In other words at each fork of the road we tend toward the path of simplicity rather than complexity: Grade A B C D FOur Hedgehog Concept reflects deep understanding of the three circles 1 what we can be passionate about 2 what we can be the best in world at and 3 what best drives our economic or resource engine: Grade A B C D FWe understand that nothing great can be accomplished without passion and we limit our primary arenas of activity to those for which we have great passion: Grade A B C D FWe know what we can be the best in the world at While best in the world might be local or highly focused eg best in the world at breaking the cycle of homelessness in Indiana or best in the world at providing financial services to people in Des Moines it nonetheless captures what we can do better than any other institution on the planet: Grade A B C D FWe understand what best drives our economic or resource engine If we are a forprofit business we have identified our one economic denominatorprofit per Xthat has the most significant impact on our economics If we are a social sector organization we know how best to improve our total resource engine so that we can spend less time worrying about money and more time fulfilling our mission: Grade A B C D FWe believe that great results come about by a series of good decisionsactions taken with understanding not bravadoaccumulated one on top of another in line with our Hedgehog Concept: Grade A B C D FWe believe that a great organization that sticks to its Hedgehog will in the words of David Packard have indigestion of too much opportun

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Ethics and Boundaries 2019-2021: The Role of Power in Effective … · 2020. 9. 11. · Ethics and Boundaries: The Role of Power in Effective Leadership Presenter: Dana Johnson, MSW