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Conference 2010
Leadership CoachingLeadership CoachingLeadership CoachingLeadership CoachingThe Integrated Leadership ModelThe Integrated Leadership Model
M ki t f hM ki t f hMaking sense out of chaosMaking sense out of chaos
Workshop led byWorkshop led byWorkshop led byWorkshop led byDr. Nollaig Heffernan & Doug Strycharczyk
Nollaig has been working with AQR Ltd to develop and introduce the unique occupational psychometric Leadership Measureoccupational psychometric Leadership Measure.
Doug Strycharczyk, CEO for AQR Ltd, possesses more than 30 years experience in a variety of Line, HR & Consultancy roles
Leadership - About this presentation
• No need to take notes
• Presentation slides will be available on the Coaching Pool web• Presentation slides will be available on the Coaching Pool web pages following the conference
• An information pack is being developed.An information pack is being developed.
• Please hand the ‘Further Information’ Form in at the end of the presentation and the information pack will be forwarded in electronic format to all who request it.
Happy to take questions as we go along
What is
L d hi ?Leadership?
What is Leadership?What is Leadership?
• In August 2007, after typing leadership and definition into GoogleGoog e
• produced 14.1 million sites. • The first page produced 20 different definitionsp g p• Leadership tends to be defined by two crucial concepts:
Performance
The Follower
What is Leadership?What is Leadership?
“Leadership is …… influencing, inspiring and directing the performance of people towards the achievement of keyperformance of people towards the achievement of key
goals – and creating the sense of success in the short and the long term.”
Note emphasis on performance & achievement - this is the primary purpose ... doing it through people is the enabler!purpose ... doing it through people is the enabler!
Leadership is about enabling people to give up their discretionary performance … and not see it as a chore.
An interesting difference betweenAn interesting difference between managers and leaders?
Organisations can appoint a manager and staff will generally understand what that means and behave accordingly.
Organisations cannot appoint leaders and tell staff to follow theOrganisations cannot appoint leaders and tell staff to follow the leader. The follower decides whether they will follow the leader
…. the follower appoints the leader!!
Organisations generally want their managers to be leaders… … its how they get high performance… its how they get high performance
I L d hi I t t?Is Leadership Important?
A good manager will take a set of resources and manage them to deliver a budgeted and acceptable set of outputs.
A good leader will achieve more than this. The expectations will be greater the belief of the team that they can achieve will begreater, the belief of the team that they can achieve will be
greater and commitment to deliver will be greater – the resulting performance should be special.
This is why it is important
OriginsOriginsThe Stimulus – why we did itThe Stimulus why we did it.• ILM – Hilary Hall – a chance conversation • Programme at Hull Universityg y
The Challenge – what did we seek to do• A model or concept which maps to all current models – A&O• To create a reliable (psychometric) measure
The Response – what did we do• A team - Dr Peter Clough, Head of Psychology at Hull University D St h k MD f AQR Ltd D N ll i H ffDoug Strycharczyk, MD for AQR Ltd. - Dr. Nollaig Heffernan
OriginsOrigins
• Leadership Models exist in the world of work and in pacademia – the first surprise – little crossover
• So the research covered models in both worlds
OriginsOrigins
Popular Models in the World of Work seem to fall into broadgroupings:
• “Great Person” models• Trait theory• Behavioural Models• Situational Models• Transformational Models• Transformational Models
They all explain something in a common area but the linksy p gbetween them are not always clear.
OriginsOrigins
Great Person Models
• Something in the person which enables them to become leaders – Churchill, Ghandi, Mandela, Thatcher, Napoleon, Kennedy, Hitler?, etc
• CharismaCharisma
Something in this concept but it doesn’t explain much
OriginsOrigins
Trait Theory• Suggests there are core traits which together describe a
l d P l b b ith th t it b t thleader. People may be born with those traits but they can be developed
Approaches include:• IntelligenceIntelligence• Personality• Other Qualities - drive, motivation, ambition, honesty, y
integrity, self assurance - don’t need big intellects
OriginsOrigins
Behavioural Models• Pull TheoryPull Theory• Transactional • Transformational• Transformational • Action Centred Leadership• Covey• Personal & Positional power
OriginsPull Theory - Warren Bennis & Burt Nanus
OriginsPull Theory Warren Bennis & Burt Nanus
Leaders role is to “pull” followers with/behind themLeaders role is to pull followers with/behind them
• Vision – pointing the way forward• Vision – pointing the way forward• Communication – sharing the vision and strategy• Positioning Building Trust & Commitment• Positioning – Building Trust & Commitment• Role modelling – Demonstrating self worth & prepared to
improve own performanceimprove own performance
OriginsOrigins
Transactional• MacGregor theory X & theory YMacGregor theory X & theory Y• Transactional Analysis – P-A-C
Transformational I i i i l d lli d li• Inspiring, encouraging, role modelling, dealing with change, treating people as individuals, etc
Origins
A ti C t d L d hi
Origins
Action Centred LeadershipJohn Adair – military basisA function of attending to the needs of the• Task• Team• Individual INDIVIDUAL
See later!See later! TASK TEAM
OriginsOrigins
Covey’s 7 Habits
H th d i Mi d• Have the end in Mind• Believe you can achieve
D fi t thi fi t• Do first things first• Communicate – but first you listen• Think Win-Win• Use the strengths of others• Sharpen the Saw
OriginsOrigins
Style Based Models – Situational
• Tell – Sell – Participate – Delegate
• Adapt style according to complexity of task, speed of action and maturity of the follower.
Origins Academic ModelsOrigins – Academic Models
Contingency Theories – Situational Fiedler's LPC Model – least preferred co-worker
L d hi t l f i dl ti t• Leadership style – friendly, co-operative, open, etc• Situational control• No ideal leader situational fixed style• No ideal leader – situational – fixed styleHouse's Path-Goal Theory• Achievement orientatedAchievement orientated• Leaders clear the path for others – style is flexible• 4 leadership styles – task, directive, participative, supportivep y , , p p , pp
Origins Academic ModelsOrigins – Academic Models
Dyadic Theories – “power balance”Leader-Member Exchange (LMX) Theory• Developing the leader-follower relationship is a process1, Role taking2, Role making3, Routinisation
Psychodynamic Approaches• How a leader influences others• Process – transactional model
Origins Academic ModelsOrigins – Academic Models
BassTransformational leadership• Increase awareness of the task and its value• Focus on common goals• Activate higher order needs
• Charisma is important but not essentialCharisma is important but not essential
Once again – a lot of good research but usually very specific.Sometimes (!) related to the occupational models.
First StepsFirst Steps
• Analysed every model to identify common elements –links?• Found that all models had roots in 6 core /specific scales • These represented aspects of leadership style
C d i i i h 12 i• Created a questionnaire with >125 items• Put it to the test
Gathered information abo t stat s age gender ethnic• Gathered information about status, age, gender, ethnic origin, culture, performance, etc and carried out analyses
Analysis and Results1500 ti i t f >50 i ti
Analysis and Resultsc.1500 participants from >50 organisations60% Male/40% Female50%Public Sector/50% Private sector50%Public Sector/50% Private sector
• Found that the 6 specific scales stood up – reliability scores were high (0.66 – 0.80)
• Then found 3 additional global relationships! -Then found 3 additional global relationships! reliability scores were very high (0.82 – 0.90)
Linked to all pop lar models• Linked to all popular models
6 Specific Scales6 Specific Scales
Specific Scales – Style/Orientation
Task Peoplep
Flexible Dogmatic
De-Centralised Centralised
Reward PunishmentReward Punishment
The Means The End
Structured Organic
The Specific ScalesThe Specific ScalesTask v. Person
This reflects and measures the extent which the individual isThis reflects and measures the extent which the individual is orientated towards meeting the needs of the task or is
concerned with the needs of individuals.
1 2 3 4 5 6 7 8 9 10
Task
Person Success breeds success People satisfaction is important
Delivery is a prime motivator The task is not the driver
The job is important Wellbeing is critical
The Specific ScalesThe Specific ScalesFlexible v DogmaticFlexible v. Dogmatic
This scale measures the extent to which the leader prefers to involve others in analysis and decision making in the organisation.
1 2 3 4 5 6 7 8 9 10
Flexible
Dogmatic K i d Th ’ itKeep an open mind There’s one way - its my way Like to gather ideas Once mind made up– won’t
change
Will take time Being decisive is a virtue
The Specific ScalesThe Specific ScalesDe-Centralised v. Centralised
This scale measures the extent to which the leader feels they are central to the operation and to what extent they will empower others to exercise authority.
1 2 3 4 5 6 7 8 9 10
y
De-Centralised CentralisedDelegation Need for control
Empowerment Decisions come through me
The organisation can function Without me – the organisationThe organisation can function without me
Without me the organisation will not function as well
The Specific ScalesThe Specific ScalesReward v. Punishment
This scale measures the extent to which the leader believes.
This scale measures the extent to which the leader believes that people are motivated by reward or by punishment.
1 2 3 4 5 6 7 8 9 10
Reward PunishmentRecognition is a motivator High expectations – failure is
punishablepunishableEncouragement Strict, Severe
People are intrinsically interested People need a firm hand p yin doing a good job
p - if they are to perform
The Specific ScalesThe Specific ScalesThe Means v. The End
This scale measures how important hitting goals and targets are to the person – and what they are prepared to sacrifice to get
there.
1 2 3 4 5 6 7 8 9 10 The Means
The End
Standards, Values, Ethics Outright focus on result
Consider implications Will accept casualties & bruisingp p g
The end doesn’t justify the means The end justifies the means
The Specific ScalesStructured v. Organic
Thi l h hi h l i d l
The Specific ScalesThis scale measures the extent to which structure, planning and personal
organisation are important to the person and to what extent they will rely upon their presence, intuition and instinct to achieve.
1 2 3 4 5 6 7 8 9 10
Structured
Organic
U f d l I b li f l t lUse of models Inner belief – very personal style
Vision, values & plans More likely to use intuitionMore likely to use intuition
Leadership can be taught
The Specific ScalesThe Specific ScalesBi-polar – there is no right or wrong position
There doesn’t appear to be a style profile which is always the bestpp y p y
Helps to bring a lot of clarity to looking at leadership from the individuals perspective but ......p p
Leadership is situational
ILM72 measures adopted style –not necessarily preferred style. It seems that we conform to the organisation’s culture ... with big implications for development activitybig implications for development activity.
Specific Scales DefiningSpecific Scales – Defining Culture
Specific Scales – Style/Orientation
Task PeopleTask People
Flexible Dogmatic
De‐Centralised Centralised
Reward PunishmentReward Punishment
The Means The End
Structured Organic
Th Gl b l S lThe Global ScalesThe six specific scales each contribute in their own way to
3 global scales.
Second order characteristics which can be described as what you get when you put together a set of preferred y g y p g p
styles.
And this time there is a high and a low end!
Highly significant – points to the core of leadership effectiveness
3 Gl b l S l3 Global Scales- these provide perspectivethese provide perspective
A. DETERMINATION TO DELIVER Task
B ENGAGING WITH INDIVIDUALS I di id lB. ENGAGING WITH INDIVIDUALS Individual
C ENGAGING WITH TEAMS TeamC. ENGAGING WITH TEAMS Team
Th Gl b l S lThe Global ScalesDETERMINATION TO DELIVERDETERMINATION TO DELIVER
The extent to which there is a single minded determination to achieve –in the short and long term. Delivering what is promised is an over-riding requirement which leads to success and the feeling of successrequirement which leads to success and the feeling of success.
1 2 3 4 5 6 7 8 9 10 Satisfaction derived from other things
Achievement is everythingthings Don’t like to push others Happy to push others to get
things doneIdealists – see the world how it The world has winners and should be losers
The Global ScalesThe Global ScalesENGAGING WITH THE INDIVIDUAL
The extent to which there is focus on enhancing the capability, confidence and commitment of individuals to enable them to
contribute to the organisation and to fulfil themselves The emphasiscontribute to the organisation and to fulfil themselves. The emphasis here is on ensuring people carry out their roles in the organisation.
1 2 3 4 5 6 7 8 9 10 People can fend for themselves Employee capability is importantPeople can fend for themselves Employee capability is important
Only provide “need to know” Create spirit, harmony and atmosphere
People are simply factors of production – they can do as they are told
Concerned with how employee’s feel – their wellbeing
The Global ScalesThe Global ScalesENGAGING WITH TEAM WORKING
The extent to which there is focus on and attention given to harnessing all the potential in an organisation so that problem solving and decision making can occur more efficiently and more effectively.and decision making can occur more efficiently and more effectively.
With a major emphasis on x-functional team working.
1 2 3 4 5 6 7 8 9 10 Things won’t function without you Don’t have to be at the centre of
everythingeverythingDecisions made by others wont be consistent with yours
Belief in the capability of others
You don’t have to like each otherWant to dig into the detail .. you do have to work together
Th li k t ti ti thThe link to motivation theory
If engaging with people is fundamental to l d hi i d b h ileadership practice and behaviour,
understanding what motivates people is crucially important.
ILM72 integrates really well with leading motivation theorymotivation theory.
The Global Scales HertzbergThe Global Scales – Hertzberg
Intrinsic motivation is a function of key motivators:
Achievement (42%) DtD Recognition (33%) IC/TWRecognition (33%) IC/TW The work itself (26%) IC/TW Responsibility (23%) IC/TWp y ( ) Growth/advancement (20%) DtD/IC/TW
The Global Scales – MaslowHierarchy of needs 5 levels:
The Global Scales – MaslowHierarchy of needs – 5 levels:
1. Self Actualisation/Fulfilment DtD1. Self Actualisation/Fulfilment DtD2. Esteem IC/DtD3. Belonging (to a team) IC/TWg g ( )---------------------------------------------------------------------4. Safety – need for security5. Physiological – need to eat/keep warm/etc
Leadership focuses on the higher order needs
The Global Scales a summaryThe Global Scales - a summary
Determination to deliver
Individual cohesion Team working
Working at people to direct them in what
Working with people to develop their
Working throughpeople/organisation todirect them in what
they need to do to deliver key goals.
Thi i ti l b t
to develop their capability to perform and be productive
people/organisation to harness energy and capability to solve problems & makeThis is entirely about
focus
problems & make decisions at the right level.
L d hi Eff tiLeadership Effectiveness
GOOD
Effective Leadership
BETTER
More effective Leadership
BEST
Highly effective Leadership
DtD DtD + IC or TW DtD + IC and TWDtD + IC and TWTW
Th M d lThe Model
Any Questions?Any Questions?
Relationship with Action Centred LeadershipRelationship with Action Centred Leadership
Very similar to the 3 circles model – John Adair got it mostly right
The 3 global factors overlap – but they are independent and separate.p
The 3 factors are not necessarily equal in weight
The 3 factors are tightly focused
How can you measure yLeadership?
ILM72 Questionnaire• On-line questionnaire (& paper & pencil)
5 types of reports 4 about the individual & 1• 5 types of reports – 4 about the individual & 1 organisational
A li ti• Applications• Coaching• Organisational Development• Management Development• Employee development/appraisal
ILM72 ReportsFor the individual:For the individual:
Development report provides clear feedback plus suggestions for development to improve performance on each scale – 10 ‐1 2 pagesdevelopment to improve performance on each scale 10 1 2 pages
Distance travelled report showing changes where these occur
h h/For the coach/manager:
Assessment report gives clear feedback on each scales & at least 10 questions to help probe each area – 8 ‐10 pages
Coaching report gives clear feedback on scales plus suggested coaching & development actions designed to complement the development report – 10 ‐12 pages
Developing Leadership Style andDeveloping Leadership Style and effectiveness
The ILM72 measure provides remarkable capability for
Diagnosis – identifying what are the issues and what might be suitable interventions
E l ti id tif i t h t t t d l t Evaluation – identifying to what extent development progress has been made
Research identifying which interventions are most effective Research – identifying which interventions are most effective and potential for improvement
This provides valuable capability for coaches and trainers toThis provides valuable capability for coaches and trainers to guide them in their work.
Developing Leadership Style andDeveloping Leadership Style and effectiveness
The Integrated Leadership Model provides a unique framework within which coaches trainers etc can work and use what they alreadywhich coaches , trainers, etc can work and use what they already know:
The GLOBAL factors – which provide a MACRO picture of what is e G O acto s c p o de a C O p ctu e o at sessential for performance – and which applies to all leadership models. On what must a leader focus to generate followership.
The SPECIFIC scales – which provide the MICRO picture of how a person can demonstrate leadership in a range of situations – this relates to all models too. How should a leader act to engage with people.
ILM72 Organisational Case Study• Major Local Authority – 3 star• Employed 7000 staff – 97 “senior” managers
f• Decided to go for excellence – 4 star• Reorganised – merged with local PCT
Y 1 f i i i t ll• Year 1 – year of visioning – went very well• Year 2 - year of planning – went very well• Year 3 start of years of delivery little happened• Year 3 – start of years of delivery – little happened• Organisation had previously been centrally led• Objective was to empower and engage the whole workforce andObjective was to empower and engage the whole workforce and Introduce a performance management culture.
ILM72 Organisational Case StudyWhat happened next• 2006 – participated in the validation study• Organisational analysis extremely interesting – particularly in terms of the global factorsResultResult• Understood why the organisation had not succeeded with its goals and• Where attention had to be directed • Has now developed a co-ordinated OD programme with a greater chance of success
I di id l f db k t ll k ll• Individual feedback to all managers – works well
ILM72 Determination to Deliver•Across the 97 senior managers determination to deliver was not significantly greater than average
25 0%
30.0%
35.0%
10 0%
15.0%
20.0%
25.0%
Freq
uenc
y
0.0%
5.0%
10.0%
1 2 3 4 5 6 7 8 9 101 2 3 4 5 6 7 8 9 10
Stens
ILM72 Individual Cohesion•Across the 97 senior managers focus on the individual was not gsignificant
30 0%35.0%40.0%
15.0%20.0%25.0%30.0%
Freq
uenc
y
0.0%5.0%
10.0%
1 2 3 4 5 6 7 8 9 10
F
1 2 3 4 5 6 7 8 9 10
Stens
ILM72 Focus on Team Working•The most significant result – indicating little focus on team working
25.0%
30.0%
10.0%
15.0%
20.0%
Freq
uenc
y
0.0%
5.0%
1 2 3 4 5 6 7 8 9 10
Stens
LeadershipLeadership
• We haven't got a complete answer– we have made “sense out of the muddle” that is leadership theory
• We have provided a stable framework which provides context
• We can measure key aspects of leadership if you cant measure• We can measure key aspects of leadership – if you cant measure what you are doing how do you know you are doing it?
W i ti ti• We are very conscious we are generating more questions
• We are aware we are on a journey – not at its end.
Any Questions?y
Leadership DevelopmentLeadership Development
• The tool and the model provides a framework within which Leadership style and global behaviour can be developed.
• Leadership is situational – style and behaviour responds to the demand made at the time. A practical approach.
• The tool enables us to measure prevailing or preferred style and to compare it against what the organisation needs to d t t hi it ladopt to achieve its goals.
• Provides an opportunity to make sense of competency frameworks to set prioritiesframeworks – to set priorities.
Leadership DevelopmentLeadership Development
• The model links to all popular models and provides an hi f k it h l t i t t thover arching framework – it helps to integrate them.
• It can be used at any level.
• Aligned with the ILM qualification framework.
• Easy to incorporate into a training, development or y p g pcoaching programme.
