Washington University in St. Louis 2017 MOR Leaders Program€¦ · 16-11-2017 · Reflection: What Are You Internalizing From This Experience? Leadership Journeys: II The Leaders

S E S S I O N 5

Developing People

Strategies for Building Capability

Having Difficult Conversations

The Leader’s Role as Communicator

Your Leadership Mantra

Leadership and Ethics

The Leader’s Need to Be Resilient

Taking Care of Yourself

Continuing Your Leadership Journey

November 16-17, 2017

Washington University in St. Louis 2017 MOR Leaders Program

IntroductionMOR Leaders

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Session 5: Continuing Your Leadership Journey

Day One

Thursday, November 16, 2017

Meeting Location: West Campus, Library A/B

Continental Breakfast 8:00 am

I Opening Comments 8:30 amOverview on the AgendaReflection: What Are You Internalizing From This Experience? Leadership Journeys:

II The Leaders Role in Developing People Importance of Developing People Starts With Selection, Getting the Best, Interviewing, and Validating Providing Feedback, Earlier is Better, Coaching Helps Create Stretch Assignments Creating an Environment that Fosters Leaderful Behavior

Lunch 12:30 pm

Leadership Journeys:

III Having Difficult Conversations What Difficult Conversations Do You Need to Have?

Preparing and Engaging in Needed Conversations

IV The Leader’s Role as Communicator Listening, Perception, FeedbackDebate Versus DialogueCreating a Communication Strategy

V Continuing Your Leadership JourneyOverview of Key Program Concepts

Leaders Help Shape the Future, So How Will You Shape Yours?

Working on Your Personal Leadership

Outlining the Next Chapter in Your Leadership Timeline

What Goals Will You Continue Working On?

What is Your Leadership Mantra?

VI Wrap Up 5:00 pm


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Day One

Friday, November 17, 2017



I Opening Comments 8:30 amReflections on Yesterday’s Session

Overview on the Agenda


II Leadership and Ethics What are the Principles You Will Use to Guide Your Leadership?

Values Based Leadership

III Leaders Need to Be ResilientThe Unconscious Conspiracy Continues

Take Care of Yourself

• Leading a Balanced Life

Practices that Support Staying Resilient

IV Reflections on Leading as You Continue Your Leadership Journey

GRADUATION/ LUNCH 12:00 pm

Welcome

Introductions

What We Have Learned

How We Have Applied What We Have Learned

How You Can Leverage This Investment – What We Want You To Know

Presentation of Certificates

Closing Remarks Adjourn 2:00 pm


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Reflections...Practices Worksheet

What did you do based on your participation in this program since the previous session?

What have you internalized as a result of this leadership development experience?

What would you like to work on during this session?

Session Four Topics

Emotional Intelligence

Strategies for Developing Your EQ

Building Relationships: Mapping Your Network

Communicating for Impact

Coaching for a Breakthru

Delivering Results

Developing Measures and Metrics

Leadership as Performance Art

Learning is defined as a change in behavior. You haven’t learned a thing until you take action and use it.

Don Shula and Ken Blanchard

Developing TalentMOR Leaders

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Building Engagement

Retaining Talent: Exit Interview vs. Stay Interview

In an exit interview, we learn of a person’s reasons for leaving and are often surprised by the departure. According to a SHRM report on retaining talent, “Most people who leave spend time initially evaluating their current job against possible alternatives, developing intentions about what to do and engaging in various types of job search...” In other words, a resignation can be a lengthy, covert process.

Curtis L. Odom, author of Stuck In The Middle, A Generation X View of Talent Management, suggests a regular series of “stay interviews”, as a means to gauge employee engagement and to demonstrate commitment and interest in the employee.

Factor Examples My Organization...

Leadership • Clarity regarding vision and mission • Available but doesn’t micromanage • Creates accountabilities and possibilities

Co-Workers/Work Team

• Supportive of work of others • Multi-skilled • “Bad apples” are dealt with • Understanding of generational diversity

Job/Career Satisfaction

• Opportunities for personal mastery • Sense of self-direction and independence • Work-life balance • Clear future possibilities

Culture of High Performance

• Team based practices • Work that supports organization’s mission • Success is celebrated • Recognition from outside of the group

Engaged employees willingly go the extra mile because of their strong emotional connection to the organization. Getting to this point goes beyond just liking the work experience. It’s a psychological commitment.”

Human Capital Institute


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Developing People

What have you learned about developing people that is helpful?

What is important at the recruitment, interviewing, and hiring phase?

What do you need to do to on-board a new employee successfully?

What helps motivate staff?

How do you support top performers and how do you work with low performers?


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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation

• Coaching and Mentoring

The 5 R’s of Talent Management

- Right Person

- Right Role

- Right Skills

- Right Time

- Right Cost


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“George Marshall under-stood that leaders must spend the time to recruit the right people for the job and then support them completely, so that they can do the job. The excep-tional leader sees his or her job as enabling peopleto do their jobs.”

Peter Drucker

“When you are looking for talent, you have a license and an obligation to go hunting for the best person possible, don’t settle for good enough.”

Jim BruceCIO Emeritus, MIT

Developing Talent

Selection

•ExpandthePool

•EstablishingCompetenciesandCriteria

On-Boarding

•EstablishExpectations

•ProvideaWaytoLearntheLandscape

•HavetheCultureExplained

•ShareKeyThemes

•ProvideaStretchAssignment

Situational Leadership

•AssessthePerson’sLevelofCompetence

•AssesstheLevelofCommitment

•AdaptYourLeadershipStyle

Professional Development

•SetGoalsandStrategies

•IdentifyOpportunities

•AgreeonPractices

Process Timeline


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Hire the Best, Develop Your People

“Recruitwell—developyourpeople.

Exploitstrengthsofpeople.

Erronthesideofdelegation—everybodywins.

Matchprojectphaseandtalent.”

DaveBriggs FormerDirectorLincolnLab,MIT

Give yourself an unfair advantage: develop your people.

•Establishclearexpectations,measurablegoals,andsimplefeedbacksystems.

•Provideopportunitiesforcontinueddevelopment.

•Createstretchassignments.

•Usecoachingormentoringwithinyourunit.

•Changeassignmentsfromtimetotime.

•Offertimelyfeedback.

•Askforfeedbackfrequently.

•Acknowledgeprogressinvisibleways.

Delegation Tips

What is Delegation?

Delegation is the work a manager does to entrust responsibil-ity and authority to others and create new ˆaccountability for results. Delegation is a process that ensures people are empow-ered.

Selecting The Best


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Hiring the Best

Competency Based Interviewing

Whenyouareinvolvedinhiringsomeone,whatdoyoubaseyourdecisionon?

Prepare to conduct a competency-based interview of a high priority candidate that will be a peer on theDirector’sstaff.YoucanconsultwithyourHRresourceifyouneedtoknowmore.Thepositioninvolvespro-vidingconsultingandsupportservicestoclients.Startbyidentifyingthekeycompetencies.ThecompetencieslistedbelowaretheonesselectedasthebasisfortheITLeadercurriculum.Othercompetenciesarelistedonthenextpage.

Strategic thinking from a systems perspective.

Theleadercontributestotheorganization’sdevelopmentofavisionandpriorities,anticipatesthefuture,andbuildsscenariosbasedonexplicitassumptions.

Shared leadership.

Theleaderbuildsworkingrelationshipswithco-workersandexternalparties,negotiatesandhandlesproblemswithoutalienatingpeople,obtainscooperationthroughinfluence,anddelegatesbothresponsibilityandauthor-ityappropriately.

Communication and persuasion.

Theleaderdistillsideasintofocusedmessagesthatinspiresupportoractionfromothersandeffectivelycom-municates through presentations, recommendations, or writing. The leader uses appropriate interpersonalstylestoguideandpersuadeindividualsandgroups.

Change management.

Theleaderactsasacatalystfortheneededchanges,developsplans,andfollowsthroughonchangeinitiatives.

Decision making.

The leadergathersandusesdataandanalysis tomakedecisions, includingevaluating the long-termconse-quences,andmakesdecisionsjudgedtoberightfortheuniversity.

Financial and business acumen.

Theleaderpossessesfinancialsavvyanddemonstratestheabilitytoleadcost-efficientinitiativeswithoutsac-rificingquality.Heorshesuccessfullyleadsprojectsandprogramsthatproducefavorableresults(businessandfinancialoutcomes)anddemonstratesunderstandingofthechangingfinancialconstructssupportingIT.


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Working across the organization, developing strategic partnerships.

Theleaderdevelopsnetworksandalliances,collaboratesacrossboundaries,andfindscommongroundwithawiderangeofstakeholders.Heorshecanmaneuverthroughpoliticalsituationseffectivelytogetthingsdone.

Theleadermapsandmanagescomplexinitiatives,continuallyadjustsplansandstrategiesbasedonnewinfor-mation,andidentifiesandcoordinatesappropriateresourcestosupportobjectives.

Building agreement.

Theleaderrecognizesdifferentpointsofview,bringsthemoutintotheopen,andbuildsonareasofagreement,exercising influence inways that enhance the supportneeded toadvance initiativesandbuildingconsensuswhenappropriate.

Self-knowledge.

Theleaderknowshisorherownpersonalstrengths,weaknesses,opportunities,andlimits;seeksfeedback;andgainsinsightfrommistakes.

• Action Oriented• Dealing with Ambiguity• Approachability• Business Acumen• Compassion• Composure• Conflict Management• Confronting Direct Reports• Creativity• Customer Focus• Timely Decision Making• Delegation • Developing Direct Reports• Directing Others• Managing Diversity• Ethics and Values• Functional/Technical Skills• Hiring & Staffing• Integrity & Trust

• Intellectual Horsepower• Interpersonal Savvy• Listening• Managing & Measuring Work• Motivating Others• Negotiating• Organization• Planning• Political Savvy• Presentation Skills• Priority Setting• Problem Solving• Process Management• Drive for Results• Strategic Agility• Managing Through Systems• Building Effective Teams• Work/Life balance• Written Communications

Possible Criteria for Hiring


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Interview Preparation

Identify the top two competencies a director in charge of providing consulting and support needs to be effective.

1.

2.

Outline how you will begin your conversation with the candidate.

What questions will you ask during the interview? How will you get at the competencies?


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Debrief Competency Based Interviewing

How did the interviewer do?

What did he or she do well?

What could he or she have done more effectively to draw out the applicant’s experience?

How could you formulate questions when you are interested in learning about the individual’s level of experi-ence, judgement, eq or other key areas?

What other ways could you use to learn more about this person’s capabilities?

“One of primary reasons that we spend so much time and energy on the hiring process for a faculty member is the importance of the caliber of people that we attract. I point out to people on the hiring committee that this is a multi-million dollar decision.”


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On-Boarding Suggestions

1. Orientation

•Provideanopportunityforthenewpersontolearnabouttheorganization

•Thisindividualshouldmeetidentity-keypeople

2. Develop a Start Up Plan

•Setandcommunicatepriorities

•Agreeontimelinesforcompletingthem

3. Organize and Provide the Resources for Success

•Spendtimedirecting,trainingorcoaching

•Buildaneffectiverelationship

4. Create Meaningful Goals

•Setgoalsforperformance

•Setgoalsfordevelopment

•Ensuretherearewaystomeasureprogress

5. Help the Individual Understand the Landscape

•Encouragethepersontoobserveanddescribetheculture

•Havetheindividualstudythepoliticallandscape

6. Conduct Periodic Feedback Sessions

•What’sworking?

•What’scouldbeimproved?


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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation



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Performance and Potential Worksheet

Originally developed in 1991, the nine-block (box) decision matrix was popularized by General Electric in a 1999 case study by Harvard Business School. Since then, many best-practice organizations have adopted the matrix. It’s primary benefit is that it enables decision-makers to uniformly review organizational talent, consider its talent pipeline and conduct succession planning activities.

Notes:


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Measuring Performance

What is performance?

- The current level of functioning; competence, skill, behavior

How do we measure performance?

- Contributions, results, outcomes - Performance ratings; (e.g. needs development, meets expectations, exceeds

expectations) - Performance against key leadership attributes

Measuring Potential

What is potential?

- Existing in or expressing the possibility - Capable of development into actuality

How do we measure or assess potential?

- Determine ‘potential’ criteria • Open-mindedness • Bias towards personal accountability • Willingness to take risk • Ability to learn from past successes and failure - Potential ratings; (e.g. limited, growth, high)


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Positioning Those Who Report to You

Notes:

High Performance/Low Potential

• Gets all important things done • Is a pro in his/her position

• Is seen as a leader in his/her area

• Has reached potential

Action Required: Continue developing in current

position; is in the right job

High Performance/Med Potential

• Gets all important things done • Acts as leader and role model

• Exhibits many strengths or

competencies beyond current role

• Some leadership development

issues

Action Required:

Look for opportunity to display

leadership in current job

High Performance/High Potential

• Gets all important things done • Acknowledged as leader and role

model

• Exhibits many strengths or

competencies beyond current role

• Has influence beyond current role

Action Required:

Stretch assignments to prepare for

larger role

Medium Performance/Low

Potential

• Gets most important things done

• Is very proficient in his/her current

position

• Is not seen as a leader in his/her

area

Action Required:

Work on improving performance in

current job; may be candidate for

lateral move

Medium Performance/Med

Potential


• Shows signs of leader and role

model

• Exhibits many sr. level

competencies • May be new in position

Action Required:

Leave in current job; continue

developing skills and improving performance

Medium Performance/High

Potential


• Acknowledged as leader and role

model

• Exemplifies sr. level competencies

• Acts at level of capability of next level in the organization

Action Required:

Focus on performance short term and

development opportunities long term

Low Performance/Low Potential

• Isn’t getting most important things done

• Difficulty performing to standards in

his/her current position

Action Required: Consider exit option or reassignment

to lower level on your team

Low Performance/Medium

Potential

• Isn’t getting most important things

done

• Capable of making higher

contribution

• May be in wrong job or occupied with non-work distraction

Action Required:

Focus on improving performance

Low Performance/High Potential

• Isn’t getting most important things done

• Has been acknowledged as team

player and role model

• Has exemplified sr. level

competencies • May be in wrong job

Action Required:

Address root cause performance

issue; worthy of investment in development

Potential

Perf

orm

an

ce


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Sustain Leverage Advance

Improve Develop Propel

Transition Transform Grow


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Notes

Development FrameworkMOR Leaders

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3E Development Framework

Education• Instructor-Led Courses

• E-Learning Programs

• Selected Readings

Exposure• Feedback

• Visibility Opportunities


• Role Models

Experience• On-the-Job Tasks & Special

Projects

• Job Changes & Rotations

• Special Stretch Assignments


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The “3 E’s” Development Model

“For the generation of workers entering the work-force today, learning by doing and experimenting is the norm. They will be better engaged and committed in an environment that allows all three E’s, rather than standardized career ladders and formal training programs. The willingness to try something they’ve never seen done, the need to see their work in a connected way, and their ability to find what they need to know right now and begin applying it is hard-wired in. The constant state of learning is what keeps them engaged. This phenomenon is evident on campuses today as interdisciplinary courses, programs, and majors - which include an opportunity to apply the learning as you go - have begun to flourish.”

Kate D’Camp, Talent Development Magazine

Using the 3 E’sNo one type of development does the job alone. Development activities work best when orchestrated together. Over the course of a career, most development (70%) occurs through on the job experiences. About 20% comes from feedback or relationships, and the final 10% is learned through courses and reading.

Education 10%

Exposure 20%

Experience 70%

Is it training or is it development?

While training is an event, development is a process.

Training focuses on short term goals of the organization, while development focuses on the employee as a person and member of the work community. Training tends to be of shorter duration with a focus on the acquisition of particular skill sets having specific job related value.

Development is a process designed to extend the capability of the individual beyond the simple acquisition of skill sets. Increasingly, development embraces the principles of adult learning. It is built upon the employees sense of self and future, has dimensions of self-direction, and encourages experiential learning and reflection.


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Motivating Staff Worksheet

Allocate 100 points according to what motivates you

What Are Your Top Motivators?

1.

2.

3.

4.

5.

Recognition Meaningful Work (Mission matters!) Autonomy/Ownership

___________/100 ___________/100 ___________/100

Opportunity to Participate Valued Development, Challenge Pay/Benefits

___________/100 ___________/100 ___________/100

Having a Good Manager Positive Environment Being Informed/Included

___________/100 ___________/100 ___________/100


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Developing Others

Selection Displays poor understanding of the skills and characteristics needed to succeed; makes selection mistakes

Demonstrates understanding of the talent needed to accomplish team goals; selects/promotes capable people

Establishes plans that ensure the team has, and keeps, the right top talent

Stretching Leaves reports in roles which only use their current skill set; rarely assigns growth opportunities to team members

Provides stretch assignments top reports to accelerate their development

Pushes reports beyond their comfort zone and encourages them to take advantage of targeted developmental assignments

Coaching and Feedback

Fails to provide feedback or provides feedback which is not helpful, overly critical, inaccurate, lacking in candor, untimely, or non-specific

Provides effective coaching and feedback to reports to enhance their personal and leadership effectiveness

Commits to, and follows through on regular coaching sessions for staff members

Learning From Mistakes

Is overly critical of reports when mistakes are made

Treats mistakes as learning experiences

Consistently helps staff make sense of and learn from their experiences

Purposeful Development

Leaves development up to the individual team member; waits for team members to ask for more responsibility accordingly

Assigns people great responsibility as they develop

Accurately identifies potential in each staff member and creates individualized development plans

Fostering Collaboration

Allows reports to do too much work themselves vs. accomplish results through others

Holds reports accountable for gaining success through others

Actively coaches reports on how they lead, motivate, and manage their own

Needs Improvement Does OK Excellent Rating 1-10

Average Score (Total/6)

My Developmental Opportunities

Having Difficult ConversationsMOR Leaders

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Worksheet

1. What are some of the difficult conversations you have or need to have?

2. What are some issues that come up for you as you contemplate having a difficult conversation?

3. How can you draw on your emotional intelligence to help you handle a difficult conversation?

4. What have you found works when you engage in a difficult conversation?


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Having Difficult Conversations

Choices:

A. AVOID

B. DIVERT

C. DO POORLY

D. HANDLE THEM

Asyouknowfromyourownlifeexperiences,conflictanddisagreementarenormal.Conflictsactuallycanbehealthy.Conflictscanexposeyoutoadifferentperspectiveorbringoutanunderlyingdifferencethatisunder-miningprogress.

Inordertohaveasuccessfuloutcomeyouneedtoensurethetimingisright.Timingafterall iseverything!Sometimesindividualsneedtocooloffbeforehavingaconversation,sometimesthesettingisn’tconducivetohavingamoreopenconversation.

1. Prepareaheadoftime,

2. Knowwhatyouwanttosay,

3. Whatoutcomeyouwouldlike?Rememberthepointofhavingaconversationistoresolvetheconflict.

4. Makesureyoupresentthefactsandareopentohearingtheindividual’sperspective.

5. Listentowhats/hesayinganddonotinterrupt.

6. Stayfocusedoncomingtoasolution

7. Determineifthereareanycommonareasthatyoubothcanagreeon.

8. Ifyouareabletocometoaresolution,makesureyoubothagreeonwhatactionwillbetakenandwhentherewillbeadditionalfollow-up.

Conflictsbringoutemotions;thustheotherpartymayventandexpresstheirfeelings.However,ifeitherpartybegins to losecontrolor thediscussionbegins tobecomeunproductive,donotbeafraid tostophavingtheconversation.Youcanalwaysmeetagainatalatertime.


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Interest Based Issue Resolution

1.

2.

3.

4.

5.

4 Steps to a Successful Outcome

The majority of the work in any conflict conversation is workyoudoonyourself.Nomatterhowwelltheconversationbegins,you’llneedtostay inchargeofyourself,yourpurposeandyouremotionalenergy.

Step #1: Ask

Cultivate an attitude of discovery and curiosity. Use inquiry tolearnasmuchaspossibleabouttheotherperson’spointofview.What do they reallywant?What are theynot saying?Let themtalkuntilthey’refinished.Don’tinterruptexcepttoacknowledge.

Step #2: Acknowledgment

Acknowledgemeans toshowthatyou’veheardandunderstood.Explain back to them what you think they’re really going for.Acknowledgewhatever you can, including your own defensive-nessifitcomesup.

Step #3: Articulate

When you sense that they’ve expressed all their energy on thetopic,it’syourturn.Whatcanyouseefromyourperspectivethatthey’ve missed? Help clarify your position without minimizingtheirs.

Step #4: Address Options

Nowyou’rereadytobeginexploringsolutionsolutions.Outliningpossible options is useful, along with continued inquiry. Findsomethingthatcouldworkandbuildonit.

Practice, practice, practice!

Theartofconversationis likeanyart–withcontinuedpracticeyouacquireskillsandease.


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Make Deposits into EBA thru

Courtesy

Kindness

Honesty

Bykeepingcommitments

By seeking to really understandsomeone

Bytakingthetimetostateandclarifyexpectations

What Undermines a Relationship

Unclearorunstatedexpectations

Notkeepingacommitment

Notexhibitingintegrity

…

Integrity --- Honesty

Honestyistellingthetruthconform-ingourwordstoreality

Integrityisconformingrealitytoourwords

Show Integrity By

Beingloyaltothosenotpresent

Byavoidingcommunicationsthataredeceptive

Resolving Interpersonal Conflict

Recognize when it exists and deal with it.

Conflictwillnotgoawayifignored.Itmaygetworseandshowupinotherways.

Find a neutral area to discuss the situation.

Lookforaplaceandatimewherepeoplecanberelaxedanddealmoreobjectively.

Givepeoplethespaceand/ortimetocalmdownemotionally.

Haveathirdpersonjoininthediscussiontohelpfacilitatetheconversation,ifneeded.

Discuss the situation using the guidelines for constructive feedback.

Bedescriptiveandspecific;avoidjudgmentalcomments.

Keepemotionsundercontrolletcoolerheadsprevail.

Look for the underlying cause(s).

Gobeyondtheobvious.

Explore ways to resolve the conflict.

Whataresomepotentialsolutions?

Identify common ground and build agreements.

Highlightthegoals/objectivesthatmaybesimilar.

Follow up on agreements; establish a practice if this is helpful.


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Opening the Conversation - The Words We Use Matter

How do I begin the conversation? Here are a few conversation openers:

“IhavesomethingI’dliketodiscusswithyouthatImayhelpusworktogethermoreeffectively.”

“I’dliketotalkabout___________withyou,butfirstI’dliketogetyourpointofview.”

“Ineedyourhelpwithwhatjusthappened.Doyouhaveafewminutestotalk?”

“Ineedyourhelpwithsomething.Canwetalkaboutit(soon)?”Iftheysay,“Sure,letmegetback

toyou,”followupwiththem.

“Ithinkwehavedifferentperceptionsabout____________.I’dliketohearyourthinkingonthis.”

“I’dliketotalkabout_______________.Ithinkwemayhavedifferentideasonhowto

_______________.“

“I’dliketoseeifwemightreachabetterunderstandingabout___________.Ireallywanttohear

yourviewsaboutthisandsharemyperspectiveaswell.”

Writeapossibleopeningforyourconversationhere:


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NOTES

Leader's Role as CommunicatorMOR Leaders

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The Leader As Communicator

There is no other leadership competency that is as critical to successful leadership as the ability to communicate!

Throughout this leadership program you will be given the opportunity to build this multi-dimensional core skill, including work on presence and presentation, coaching and its attendant listening skills, and communicating a message.

Presence

A leader needs to have presence.

A leader needs to be able to get people’s attention.

Presentation

A leader needs to be able to communicate a message in a compelling manner.

It is helpful for a leader to have a repertoire of innovative ways to reach an audience.

A leader needs to use multiple channels to influence people.

Listening

A cornerstone in communicating effectively is the ability to listen. The more senior the leader the more important it can be for the leader to have an astute ability to tune in and hear what people are sharing.

Inquiry

Leaders who know how to ask the right questions and when to elicit what people think will draw out more information and make better decisions.

com•mu•ni•ca•tionthe exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior

Webster’s Dictionary

Leadership involves setting a strategic direction; engaging and enrolling people in helping achieve the direction.

Catalyzing change requires... communication.


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Listening

Our ability to listen, understand and relate to other people’s thinking can be limited by the dominance of our own mental process. If you are fortunate, your mind is a very active place. You have your own reac-tions, thoughts, feelings, day dreams, conversations with yourself, creative moments along with a variety of other activities going on in your mind.

Too often a person who raises an idea with us or wants to discuss a problem only has a limited amount of our at-tention. As we listen we filter what’s being said through our own life experiences or evaluative framework. We interpret, we judge, we formulate our response and we wait for the other person to take a breath so we can jump in with our thoughts. In coaching it is important to learn how to discipline our mental process so we focus on drawing out the other person’s thinking rather than generating our own.

This shift to a development style versus a directive style is at the heart of the coaching approach. The supervisor is invested in fixing the problem. The coach is invested in developing the people and their thinking so they can fix the problem.

Listening and drawing out other people’s ideas requires the coach to:

• Concentrate on the other person’s thinking.

• Discipline their mental process to tune down their own thought process.

• Ask open-ended questions to draw out the other per-son’s thinking.

• Track the conversation and paraphrase or summarize from time to time.

• Understand the underlying issue or other person’s frame of reference before moving to the next phase of the conversation.

Listening with C.A.R.E.Listening requires you to manage your mental processes.

Concentrate

• Eliminate noise and distractions

• Decide to listen

• Stay tuned in

Ask questions

• Inquire

• Draw out

Recap

• Paraphrase

• Gather information

Express interest

• Non-verbal body language and gestures


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Mood

Personal History

Culture

Current Issues

Concerns

There they go again telling us things will get better and

nothing ever changes.

Young people today don’t know the value of a dol-

lar.

In my culture eye contact is a sign of disrespect.

When will this meeting end? I need to pick up my child.

Maybe this new team approach could

work for me.

You’ll have it by noon tomorrow.

Will this help or hurt revenue?

How will the changes impact me?

When I was new in the role we had to spend time learning every step.

Listening Is A Structure Of Interpretation


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Filters People Listen Through

Mood

• Whatever mood prevails for each of us will have a profound effect on the interpretation of a message.

• A person in a positive mood will listen to a message hearing the benefits.

• A person in a negative mood hears only the drawbacks.

• In talking, the positive person hears opportunity, involvement, a chance to have a say in issues that affect them. The negative person hears things won’t change, it won’t work here.

Personal History, Culture

• Each person listens through his or her life experience. For example, if someone says that job is easy and your attempt at it was frustrating, you have a very different view.

• Everyone listens through their cultural background — your personal history influences how you think about things.

• If someone said in the 1920’s women should be on an equal playing field with men, or the man of the family should stay home with the children people would have had trouble accepting these notions given the cultural norms of the time.

Current Issues and Concerns

• People listen through whatever issues or concerns are important to them at that time. For example, if someone is being held over at work because of a person addressing the group, an individual who is wor-ried about picking up his or her child on time may not listen to anything that is being said.

Commitments

• Everyone is committed to something all the time.

• Even if you are committed to doing nothing, that is a big commitment because chances are people around you will want you to do something.

• If you are committed to making this team work you are listening with the intent to apply suggestions — on the other hand — if you are committed to waiting and seeing if the team is going to work, then you will sit back and watch.

Current and Future Possibilities

• Most people listen through current and future possibilities.

• If you remember dating, chances are you were listening for clues as to your current and future possibilities.

• In work, people listen for how this is going to affect me.


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Conversations for Results

We know people who are articulate - or who always say the right thing or find the right word for the moment. A coach needs to become more adept at the use of lan-guage as well as more purposeful.

Communication is the medium through which the coach interacts with the team or the individual. The way he or she talks with the team, questions the team’s ideas, and solidifies the team’s commitments is a powerful force which influences the group’s dynamics, the level of think-ing, and the ownership within the team.

Simply asking a team up front for milestones and a time-table is a significant action. This builds responsibility and accountability in a process-improvement team or similar group. Asking the follow-up question about how the team will monitor its performance against its plan begins to shift the responsibility and accountability for perfor-mance to the team.

Knowing how to conduct a conversation for possibilities and when to lead a conversation for results is important. Conversations for possibilities are designed to open up opportunities, create options, and free people up to think in innovative ways. Conversations for results are de-signed to produce commitments and actions to fulfill the promises made.

The coach’s timing, tone and skill in speaking become important ingredients that add to his or her effectiveness.

Type of Conversations.

Results: Conversations for results involve requests and promises. People need to clarify the conditions of satis-faction. Such as what will be done, by when with what resources.

Possibilities: Conversations for possibilities are responsible

for most innovations. They involve declarations and options.

B.S.: Conversations for B.S. are appropriate for cocktail par-

ties, but can cause breakdowns at work.

Prediction

Non-binding, this provides legitimate grounds for an explanation if a request or

promise isn’t fulfilled.

Promise

Binding, this gives the person to whom it’s made the right to expect

performance.


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Having Constructive Conversations

Debate Versus Dialogue, How you Engage in Conversation can Influence the Tone and Outcome

Debate vs DialogueAdvocating your point of view Exploring points of view

Finding weaknesses in other’s positions Building on others’ ideas

Challenge others’ views “Let me offer another perspective...”

“I disagree.” Inquire: “Tell me more.”

Combative Collaborative

Tough Stuff to Communicate

• Constructive criticism

• Disappointment, not getting the role

• Disappointment, not doing the job

• Inappropriate or unacceptable behavior

• Bad news

• Difficult budget requires cutbacks

Tips on How to Communicate the Tough Stuff

• Give feedback in real time

• Earlier versus later

• Get past the discomfort

• Be direct versus indirect

• Language does matter


236

Communications Planning - Think of this as a campaign to get your message out.

Who What (Info-Messages)

How (Channels) Events

Staff

Boss/Leaders Above

Clients

Peers

Vendors


237

NOTES


238

Communications Campaign Current Phase Worksheet

What is the message at this phase?

What is the best means to deliver the message?

What do you want people on the receiving end to take away from this communication?

How do you keep the message fresh and above the noise?

Phases in Change Process

Awareness Interest Engagement Adoption


239

NOTES

Continuing Your Leadership JourneyMOR Leaders

240

Taking Stock

What skills and habits have you added to your repertoire this year?

What skills or habits do you want to internalize in the coming months?

What didn’t you get to that was important for your development this year?

What are ways you could continue your development in the year ahead?


241

360˚ Competencies

Competencies Covered in the MOR Leaders Program

1. Strategic ThinkingCreates strategies and plans by anticipating future trends and linking them to the mission

2. Differentiating Leadership from ManagementRecognizes the leader’s focus is on the future, being more strategic while the manager’s focus is on the tactical and execu-tion. Most roles involve both responsibilities. Developing practices to support leading versus doing is a theme.

3. Change ManagementA change agent; champions and promotes change; engages the efforts of others to bring about improvements

4. CommunicationCreates an understanding of the leader’s role as communicator, focuses on presence, presentation and the ability to convey a message.

5. Shared LeadershipBroadly shares & delegates both responsibility and accountability

6. Working Across the Organization; Developing PartnershipsKnows how to get things done through formal and informal networks; a team player; shares resources to benefit the greater good, collaborates

7. Exercising InfluenceConsistently assesses what influence styles would be beneficial to use in different situations to achieve the support needed to move an change initiative or project forward.

8. Results OrientationPursues goals and works hard to achieve them, consistently provides business results while maintaining the appropriate con-cern for people

9. Develops People Motivates & provides challenging tasks and assignments to individuals & teams to build appropriate skills and competencies

10. Giving and Receiving FeedbackAble to provide specific, descriptive and well timed feedback in a constructive manner,. Invites and accepts feedback from others.

11. Emotional IntelligenceTakes responsibility for being self managing to be professional and purposeful. Recognizes the importance of relationship building and empathy.

12. CourageTakes initiative, speaks up, steps up, faces up to tough situations effectively.


242

13. CoachingEquips their direct reports with the tools necessary to answer their own questions and take more ownership, forges trusting relationships

14. Self-Awareness (Knowledge)Seeks feedback; knows personal strengths, weaknesses, opportunities and limitations.

15. Ethical BehaviorRecognizes the importance of character, building trust and a clear ethical compass

16. Courage Encouraged to take initiative, speak up, step up, face up to tough situations and people problems in a timely fashion, learns how to ask for, receive and give constructive feedback.

17. Political SavvyManeuvers through complex political & organizational situations effectively, recognizes political stakeholders and their interests

18. Emotional IntelligenceTakes greater responsibility for being more intentional, self managing behavior to be professional and purposeful. Recognizing the importance of empathy and relationship building.


243

The Leader’s Toolkit

Who You Are Matters

LEADERSHIP FRAMEWORK

PresenceCharacterAbility to ConnectBuild RelationshipsEmotional IntelligenceLeadership PhilosophyEthical Compass

CommunicateSet Strategic DirectionExercise InfluenceEngage People in ChangeTalent ManagementDeliver Results

Lead, Manage, Do, ConstructPrioritizing and DelegatingScan - Vision - SWOTLeading Change Strategies3 Lenses: Strategic, Political, CulturalCoaching for ResultsDeveloping People, 9-Box Model4 Iʼs: Building Relationships4 Eʼs: Presence4Sʼs: Improvisation

What Leaders Do

LEADERSmorassociates.com

MOR MaximsMOR Leaders

244

MOR Maxims

Feedback is a Gift.


245

Examples of Mantras and their intent:

Be Where You Are Stay present in the moment.

Leaders Are Always on Stage People are always watching.

Leadership Matters Most organizations are over managed and under led.

Leaders Do the Right Thing Both strategically and ethically - leaders make the right choices.

Developing Your Leadership Mantra

mantra | man·tra | noun

A mantra is a commonly repeated word or phrase. The word is de-

rived from ancient Sanskrit and contains two words – “man” mean-

ing “mind or thought”, and “tra” meaning “tool or to shape”. Hence

the literal translation is ”a tool to shape the mind”.

The only true definition is the experience you receive when you ef-

fectively use a mantra. Mantras are used to maintain focus, set in-

tentions, or to strengthen your resolve. Pay attention to what you

say to yourself and how that might impact your experience. Effective

leaders have mantras to help guide them through rough times.

“There is nothing like returning to a place that remains unchanged to find the ways in which you yourself have altered.”

Nelson Mandela


246

What were the leadership lessons that hit home?

What were some of the aha’s you had during the leadership program?

What comes back to you as a key takeaway from the program?

Write down these thoughts under “What Matters Most?”

What Matters Most? What Do You Want to Internalize?

Developing Your Leadership Mantra


247

WhatIsYourMantra…

Wh

at

Ma

tte

rs

Mo

st?

W

ha

t D

o Y

ou

Wa

nt

to I

nte

rn

ali

ze

?

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tent

iona

l: Le

vera

ge m

y ta

lent

and

my

time

to m

axim

ize

the

valu

e I a

dd.

Know

my

stre

ngth

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its; p

lay

to m

y st

reng

ths.

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ence

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ters

: “W

hat y

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ay y

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ours

elf.”

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ing

posit

ive

ener

gy in

to th

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om.

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tent

iona

l in

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Tim

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port

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Fo

cus

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proa

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rite

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very

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day

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egat

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elop

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ple

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und

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ovid

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tep

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ake

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and

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Be M

indf

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elf m

anag

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be

purp

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nd m

ake

the

mos

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per

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genu

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aren

ess

- Rec

ogni

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our e

mot

ions

and

thei

r im

pact

on

you

and

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rs.

Reco

gniz

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your

hot

but

tons

so

that

you

can

cha

nge

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beh

avio

r rea

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stre

ngth

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layi

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you

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Rel

atio

ns; R

elat

ions

hips

are

the

“C

oin

of t

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”:

Take

adv

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opp

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mak

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. Loo

k fo

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s to

ext

end

my

netw

ork

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nd

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imm

edia

te d

omai

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Bein

g O

ptim

isti

c:

Peop

le a

re m

ore

will

ing

to fo

llow

you

and

giv

e an

ext

ra e

ffort

for a

win

ner.

Lead

ers

Focu

s on

the

Fut

ure:

Ke

ep a

list

of s

trate

gic

issue

s, w

ork

on o

utlin

ing

the

futu

re, a

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hers

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cisi

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flue

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nd m

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perto

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enc

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add

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fluen

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trate

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mon

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mpo

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Emph

asiz

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sult

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Set g

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ach

year

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ch q

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a d

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ntify

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ilest

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and

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ow

ns th

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ajor

goa

ls. R

evie

w p

ast q

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at.

Take

Init

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ve:

Step

up

whe

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eded

, fin

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or in

itiat

ive

to le

ad o

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labo

rate

on.

… th

at y

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rate

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se p

eopl

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atch

ing,

all

the

time

Day TwoMOR Leaders

248


Day One

Friday, November 17, 2017



I Opening Comments 8:30 amReflections on Yesterday’s Session

Overview on the Agenda


II Leadership and Ethics What are the Principles You Will Use to Guide Your Leadership?

Values Based Leadership

III Leaders Need to Be ResilientThe Unconscious Conspiracy Continues

Take Care of Yourself

• Leading a Balanced Life

Practices that Support Staying Resilient

IV Reflections on Leading as You Continue Your Leadership Journey

GRADUATION/ LUNCH 12:00 pm

Welcome

Introductions

What We Have Learned

How We Have Applied What We Have Learned

How You Can Leverage This Investment – What We Want You To Know

Presentation of Certificates

Closing Remarks Adjourn 2:00 pm

Day TwoMOR Leaders

249

Reflections Worksheet

What are the take-aways you have from yesterday?

What insight or “aha moment(s)” would you share?

Describe one possible on-the-job-application of what you learned.

Leadership and EthicsMOR Leaders

250

Leadership and Ethics

Define “ethical leadership” and note an example of ethical behavior?

What are a couple important principles you hold dear?


251

Ethics DefinitionsThe word ethics comes from the Greek ethos:

• The distinctive character, spirit, and attitudes of a people, culture, era, etc. (Collins English Dictionary - Complete & Unabridged 10th Edition 2009) ©

Ethics is also defined as:

• 1: A discipline dealing with good and evil and with moral duty 2: moral principles or prac-tice (Merriam Webster Dictionary, 1998)

• A system of accepted beliefs which control behavior, especially such a system based on morals (Cambridge Dictionaries Online, 2010)


252

State of Illinois Admissions Review CommissionAssignment:Read pages 1-7 and pages 13-32 | IV. University Admissions Process | University of Illinois-Urbana Champaign

Context

In 2009 the University of Illinois at Urbana Champaign, a campus with 32,000 undergraduate students, 10,500 graduate students and 3,000 faculty, was alleged to have created a “shadow admissions” track for applicants who had influential sponsors. The individuals applying to the University through what would become known as the “Category I” channel would not have been admitted through the competitive process all other prospective students needed to follow.

The principals in this case study were:

University President Joseph White

UIUC Chancellor Richard Herman

Associate Provost for Enrollment Keith Marshall

University Government Relations Terry McLennard

Dean of the Law School, Heidi Hurd

Board of Trustees

The underlying issue in this case is NOT whether these University leaders did something improper. Rather, the focus is on what influences leaders to behave in ways that any observer would quickly concede crosses the line. What induces intelligent people in positions of authority to engage in unethical behavior? You have been assigned one of the parties in this case. Your group will be asked to look at the part this person played and what might have influenced the individual’s behavior at our session.


253

Part I

What were the pressures this person was experiencing?

What interests did this individual have?

What rationalization do you think this person used to explain his/her behavior?


254

Part II

What allows good leaders to engage in or enable unethical behavior or decisions?

What standards can we use to make decisions?

To whom are we responsible?


255

Mind Games that Get in the Way

Charles D. Kerns, “Why Good Leaders Do Bad Things: Mental Gymnastics Behind Unethical Behavior,” Graziadio Business Report, 2003, Volume 06, Issue 4When faced with challenging decisions, leaders who have not internalized a value system that includes universally accepted values will probably respond with more variability than others who have. When a leader does not have an internalized value system, common mind games may cause an otherwise good person to make unethical decisions.

#1: Quickly Simplify – “Satisficing”

When we are confronted with a complicated problem, most of us react by reducing the problem to understandable terms. We simplify and search for a solution that is both satis-factory and sufficient. Leaders consider the essential elements of a problem without taking into account all of its complexities. This process, called “satisficing,” can lead to solutions that are less than optimal or even ethically deficient.

#2: The Need to be Liked

When the desire to be liked overpowers business objectivity, ethical lapses can occur. Such a situation is particularly acute for those recently promoted within the same organiza-tion. Such an overriding desire to be liked can adversely affect the ethics of people in an organization.

#3: Dilute and Disguise

In trying to strike a diplomatic chord, leaders can disguise the offensiveness of unethical acts by using euphemisms or softened characterizations. Regardless of whether people want to be seen as kinder and gentler, or just politically correct, this process merely helps wrongdoers and those associated with them get away with unethical behavior. Such soft-ened characterizations serve to reduce the anxiety of the leader, but these euphemisms are dishonest. They serve to dilute and disguise unethical behavior. The antidote is for leaders to talk straight and to avoid euphemistic labeling or re-characterizing of unethical behavior.


256

#4: Making Positive

Unethical behavior appears more ethical by comparing it to worse behavior. Such justifica-tions for unethical behavior are not valid. The tendency to diminish misdeeds by making a dishonest comparison also contributes to sustaining unethical conduct. While behavior may often legitimately be compared to that of others, when ethical transgressions are involved, relativity does not excuse ethical lapses.

#5: Overconfidence

By indulging in overconfidence, leaders can discount others’ perceptions and thus eas-ily overlook the insights and talents of other people. Without benefit of input from those around them, overconfident managerial leaders may be blind to the most appropriate ethical choices in given circumstances and may consider only their own ideas regarding the best course of action. Accepting input from other people will improve the manager’s decision-making ability generally, including those issues that involve ethical consideration. Applied broadly, this practice will positively impact the ethical problem-solving climate with-in the entire organization.

(Adapted from Charles D. Kerns, “Why Good Leaders Do Bad Things: Mental Gymnastics Behind Unethical Behavior,” Graziadio Business Report, 2003, Volume 06, Issue 4)


257

Quality

Breadth

Honesty

• Consider the full spectrum of consequences

• Accurately assess the risks

• Be attuned to the pitfalls of egocentric biases.

• Consider the consequences for all stakeholders, not only in the present but also in the future.

• If an idea wouldn’t stand the scrutiny of public opinion, then it is probably a bad idea

• Be as aware as possible of what leads you to your decisions.

How to Make Better Ethical Decisions?

(From “Ethical Leadership and the Psychology of Decision Making,” David M. Messick, Max H. Bazerman, Sloan Management Review/Winter 1996)

Taking Care of YourselfMOR Leaders

258

Resiliency ScorecardRate your current state regarding resiliency

Defi

nite

Cha

llen

ge

Nee

ds Im

prov

emen

t

Do

Oka

y

Do

Effe

ctiv

ely

Defi

ne S

tren

gth

Not

App

licab

le

1 2 3 4 5 NA

Can handle changes well. c c c c c c

Am effective at not getting pulled into negative or cyni-cal mindsets.

c c c c c c

Bounce back from disappointments quickly. c c c c c c

When weighed down by something, have ways to work the issue.

c c c c c c

Have a circle of people who are helpful. c c c c c c

Have specific ways to jettison baggage. c c c c c c

Have a regular routine for physical exercise. c c c c c c

Have interests outside work that engage me. c c c c c c

Am able to maintain a positive outlook. c c c c c c

Have spiritual or religious practices that nourish me. c c c c c c

Feel centered much of the time. c c c c c c

Find my energy level to be a plus. c c c c c c

Becoming More Resilient

What are some things you do currently that help you be more resilient?


259

Finding Balance

You

Pursuits

Centered

Physical

Environmental

Connected

Growing

Sharing

In Touch

Loving

Caring

Support

Enjoy

Interest

Mental

Spiritual

Worthwhile

Focus

Family and Friends


260

Supports MeIs there for me

You

Close FriendsPeople to be with

People to Play/Have Fun withCreative, Enjoy, Laugh

Mentoring / Professional or Personal

Helps me look to the future

Coaches/ChallengesHelps me think about an

issue, keeps me honest

SpiritualHelps nourish the soul

People Who NurtureThose who nurture me/

People I nurture

LearningHelps me grow

Your Personal Support Network


261

Building Resilience

What are actions you can take to practice resilience every day?

What strategic commitments will you make to take care of/nourish yourself?

GraduationMOR Leaders

262

Graduation

GRADUATION/ LUNCH Noon

Welcome Introductions

What We Have Learned?

How We Have Applied What We Have Learned?

Suggestions on How Can Your University Leverage This Investment?

Presentation of the Certificates

Remarks from the Sponsors

Adjourn 2:00 pm

GraduationMOR Leaders

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Artist: Lee Ann WomackSong: I Hope You Dance Lyrics

I hope you never lose your sense of wonder You get your fill to eat But always keep that hunger May you never take one single breath for granted God forbid love ever leave you empty handed I hope you still feel small When you stand by the ocean Whenever one door closes, I hope one more opens Promise me you’ll give faith a fighting chance

And when you get the choice to sit it out or dance I hope you dance I hope you dance

I hope you never fear those mountains in the distance Never settle for the path of least resistance Living might mean taking chances But they’re worth taking Lovin’ might be a mistake But it’s worth making Don’t let some hell bent heart Leave you bitter When you come close to selling out Reconsider Give the heavens above More than just a passing glance

And when you get the choice to sit it out or dance I hope you dance (Time is a real and constant motion always) I hope you dance (Rolling us along) I hope you dance (Tell me who) I hope you dance (Wants to look back on their youth and wonder) (Where those years have gone)

I hope you still feel small When you stand by the ocean Whenever one door closes, I hope one more opens Promise me you’ll give faith a fighting chance

And when you get the choice to sit it out or dance Dance I hope you dance I hope you dance (Time is a real and constant motion always) I hope you dance (Rolling us along) I hope you dance (Tell me who) (Wants to look back on their youth and wonder) I hope you dance (Where those years have gone)

(Tell me who) I hope you dance (Wants to look back on their youth and wonder) (Where those years have gone)

NotesMOR Leaders

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Notes: KEEP A RUNNING LIST OF YOUR “AHA’S”

NotesMOR Leaders

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Notes:

NotesMOR Leaders

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Notes:

NotesMOR Leaders

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Notes:

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Notes:

Documents

Washington University in St. Louis 2017 MOR Leaders Program€¦ · 16-11-2017 · Reflection: What Are You Internalizing From This Experience? Leadership Journeys: II The Leaders