Leadership

Leadership Development and 360° Feedback

© 2006 Life Orientations® Ltd

Munich LPC Licensee Conference 2006

"people join companies and leave managers“

Marcus Buckingham, Gallup Organisation



Leadership



WHY?

• improved climate increases revenue because increases customer satisfaction– assumptions now backed by hard data– climate drives 20-30% of business performance

• need to change the norms of the organisation - via the processes - and it be part of the strategic vision

• New skills



"We should take care not to make the intellect our god. It has, of course, powerful muscles, but no personality. It cannot lead, it can only serve" Albert Einstein



Brain

• In moments of stress thinking brain takes orders from emotional parts - fight, flight, freeze, flock, frolic

• not necessarily appropriate for modern day management - complex emotion - not fair - swept away by primordial reaction - emotions swamp the thinking brain

• nature's way of making us pay attention





Leadership development and the organisation

• needs to come from the top• needs resources etc• culture will change if you create resonant leaders

- or will stop them using their newfound behaviours for good

• organisational culture – must be aware where you are with regard to:– lifecycle– norms and values– mission and objectives

• develop a language of leadership



Making development last

• motivation and how a person feels about learning matters

• motivation to change – release passion, energy and excitement about

life– not OUGHT– must link individual's learning goals with their

dreams and aspirations for the future - otherwise hollow.



maximise learning

• tie-in to the culture• seminars around practice of individual

change• relevant learning about emotional not just

technical competencies• creative and potent learning experiences

with a purpose• relationships that support learning such as

learning teams and executive coaching



“If you want to be a leader you have to be a real human being. You must recognise the true meaning of life before you can become a great leader. You must understand yourself first”

Senge, 2004

Boyatzis Self Directed Learning



Boyatzis Self-Directed Learning



ideal vision of self

• this becomes the fuel to drive you to work at the difficult and frustrating process of change



Leadership models

• Built to Last/Good to Great– not charismatic– Level 5 leader - modest but ruthless– builds generations of leaders throughout organisation– "tell me the bad news so we can deal with it"– get the right people on the bus and trust them to know

what to do

• Situational Leadership• Lifo® Leadership Styles• Emotional Intelligence• Robert Quinn• NLP Dilts Alignment Model



Lifo® Organisational Preferences

Adaptation and Experimentation

Maximising ProductionMinimising Risk

Valuing People and Ideals

THE SUPPORTING/GIVING-IN ORGANISATION

THE ADAPTING/DEALING-AWAY ORGANISATION

THE CONSERVING/HOLDING-ON ORGANISATION

THE CONTROLLING/TAKING-OVER ORGANISATION

Internal Focus

Maintaining the Infrastructure

TTAASSKK

PPEEOOPPLLEE

External Focus

Expanding & Competing

SP/GV AD/DL

CS/HD CT/TK



Lifo® Competing Values System

LONG TIME LINES SHORT TIME LINES

SP/GV

• CONCERN• COMMITMENT• RESPONSIBILITY

• EXPERIMENTATION• PR (Internal/External)• ADAPTABILITY

• CONSOLIDATION• STABILITY• CONTINUITY

• EFFICIENCY• ACCOMPLISHMENT• PRODUCTIVITY

TOWARDS DECENTRALISATION

TOWARDS CENTRALISATION

TOWARDS MAINTENANCE

FL

EX

IBIL

ITY

PR

AG

MA

TIS

M

IDE

AL

ISM

DIR

EC

TIO

NCT/TKCS/HD

AD/DL TOWARDS EXPANSION



who am I now

• how I act, how others view me, what my deep beliefs are

• strengths and gaps• Lifo® and 360°• performance management



goals

• build on one's strengths, not on weaknesses– competencies at the tipping point - how much to be

outstanding?

• must be a person's own - not goals someone else has imposed

• plans should flexibly allow people to prepare for the future in different ways

• plans must be feasible with manageable steps - fit smoothly into a person's life

• suit the learning style• plans should play to the individual's stylistic

strengths and learning styles



learning agenda

• plan of action to provide detailed guidance on what new things to try each day -must be intrinsically satisfying

• improvement plans crafted around learning rather than performance outcomes have been found most effective

• should lead to setting meaningful standards of performance

• Carl Rogers - learner centred processes mental rehearsal - concentrate on the process as well as the outcome - activates prefrontal cortex which performs executive actions. Great the prior activation better a person does at a task because focus on what's about to happen not old habit



Learning plan

• plans should play to the individual's stylistic strengths and learning styles



Transition Curve

1

2

Denial of ChangeTemporary retreatFalse competence

ImmobilisationShock. Mismatch

between high expectations and

reality

IncompetenceAwareness change

is necessary.Frustration

Acceptance of reality“Letting go” of comfortable

attitudes and behaviours

TestingNew behaviours:approaches

Tendency to stereotype.Dealing with new reality.

Anger and frustration

Search for meaningSelf-analysis. Seeking

understanding of the new.

TIME

2

3

5

4

6

CO

MP

ETEN

CE

7

IntegrationIncorporating meanings into

new behaviours



Development models



Learning models



practising

• all areas of life• feedback loop• where else do I do this/have I done it?• Implicit learning - every time you do it, it strengthens the

habit• self-control to overcome emotional responses - engage

rational - can be exhausting but is needed before giving full attention to new habits

• visualisation - the brain remembers and motivates us by carrying an image of where we’re going and how we'll feel when we get there. Fires the same brain cells involved in the activity. Strengthens the circuitry– NLP Circle of Excellence and Resourceful State



Feedback

• occurs at all points in the process



Development areas - the powerof 360° feedback

• CEO disease - not getting the information including personal feedback

• overestimating competence - the CEOs in lower performing companies rated themselves more highly than their subordinates, the opposite true for high performing companies. And the higher placed the more inflated the rating

• need to overcome ego defense mechanism that shields us from information that might undermine our self-perception– I'll see it when I believe it



Development areas - the powerof 360° feedback (2)• must be evaluative - but individual needs to create the

Personal Balance Sheet– effective leaders seek out negative feedback to get to know

how they can improve– feedback on strengths also confirms intersection between ideal

and actual– however emphasis on gaps arouses right prefrontal cortex -

anxiety etc• seeking out many different views

– filter– situation– person to person– best leaders use their competencies selectively, displaying

some to one group others to another– views of subordinates and peers appear to have most

predictive validity of a leader's actual effectiveness

Leadership Styles

Resonant

VisionaryCoachingAffiliative

Democratic



"(inspirational leaders) know that what people value most deeply will move them most powerfully in their work“

Daniel Goleman



visionary

• articulate where a group is going – builds resonance by moving people toward

shared dreams– most strongly positive impact on climate– needed when changes require a new vision or

when a clear direction is needed

• retain most valued employees - vision and mission offers a unique brand

• performance feedback revolves around vision as people see how their work fits into the big picture



coaching

• focuses on personal development and establishes rapport and trust– builds resonance by connecting what a person

wants with the organisation's goals– highly positive impact on climate– needed to help employees improve

performance by building long-term capabilities

• creates an ongoing conversation that allows employees to listen to performance feedback more openly, seeing it as serving their own aspirations, not just the boss's



coaching (2)

• helps people identify their unique strengths and weaknesses - tied to long-term goals of org and personal, keeps people motivated



affiliative

• open sharing of emotions, valuing of people and their feelings - emphasise emotional needs of employees– builds resonance by creating harmony by connecting

people to each other– positive impact on climate– needed to heal rifts in a team, motivate during stressful

times, or strengthen connections

• limited as direct driver of performance, but has positive impact on climate - builds loyalty and strengthens connectedness

• build emotional capital



democratic

• surfaces ideas about how to implement vision or to generate fresh ideas for executing it– builds resonance by valuing people's input and gets

commitment through participation– positive impact on climate– needed to build buy-in or consensus, or to get valuable

input from employees

• open, listening style encourages sharing of bad news quickly, so leaders are better informed and employees heard not shot

• collaborative style - quells conflict

Dissonant

PacesetterCommanding



pacesetting

• leader holds and exemplifies high standards for performance; obsessive about doing things better and faster and asks the same of everyone– builds resonance by meeting challenging and exciting

goals– impact on climate often highly negative because poorly

executed– needed to get high-quality results from a motivated and

competent team

• may be poor at setting guidelines• complete focus on goals and standards can leave

employees feeling pushed too hard



commanding

• demands immediate compliance with orders; performance feedback if given at all focuses on what people did wrong– builds resonance by soothing fears by giving clear

direction in an emergency– because so often misused, highly negative impact– needed in a crisis, to kick-start a turnaround or with

problem employees

• unfreezes useless business habits and shocks people into new ways of doing things

EI Competencies

Personal competencies



Techniques for working ondevelopment paths to EI using theLifo® model

• Understanding the underlying emotional intelligence competencies

• therefore how each style affects climate• identify threshold and distinguishing –

McClelland• EI competencies are always in the

distinguishing group for high performers• specific clusters of competencies to

specific areas of brain function



self-awareness

• emotional self-awareness– reading one's own emotions and recognising

their impact, using "gut sense" to guide decisions

• accurate self-assessment– knowing one's strengths and limits

• self-confidence– a sound sense of one's self-worth and

capabilities



self-management

• emotional self-control– keeping disruptive emotions and impulses under control

• transparency– displaying honesty and integrity; trustworthiness

• adaptability– flexibility in adapting to changing situations or overcoming

obstacles• achievement

– the drive to improve performance to meet inner standards of excellence

• initiative– readiness to act and seize opportunities

• optimism– seeing the upside in events

EI Competencies

Personal competenciesSocial competencies



social awareness

• empathy– sensing others' emotions, understanding their

perspective and taking active interest in their concerns

• organisational awareness– reading the currents, decision networks and

politics at the organisational level

• service– recognising and meeting follower, client or

customer needs



relationships management

• inspirational leadership– guiding and motivating with a compelling vision

• influence– wielding a range of tactics for persuasion

• developing others– bolstering others' abilities through feedback and

guidance

• change catalyst– initiating, managing and leading in a new direction

• conflict management– resolving disagreements



relationships management (2)

• building bonds– cultivating and maintaining a web of

relationships

• teamwork and collaboration– cooperation and team building



Strong leadership development processes

• focus on emotional and intellectual learning• build on active, participatory work• action learning and coaching - use what they are

learning to diagnose and solve real problems• experiential learning and team-based simulations

- can examine own and others' behaviour• over a period of time• emotionally engage with others and self to create

passion

Summary of Lifo® use

Documents

Leadership