Download ppt - Www.LeadershipSuccess.netPaul L. Gerhardt Leadership and Seven Habits of Highly Effective People Based on literature by Stephen R. Covey South Seattle

www.LeadershipSuccess.net Paul L. Gerhardt

Leadershipand

Seven Habits of Highly Effective PeopleBased on literature by Stephen R. Covey

Leadershipand

Seven Habits of Highly Effective PeopleBased on literature by Stephen R. Covey

South Seattle Community CollegeSouth Seattle Community College

WithWithPaul L. GerhardtPaul L. Gerhardt

www.LeadershipSuccess.net

“… the success of leadership can be measured bywhat kind of talent and structure one leaves behind.”

Vartan Gregorian,former president New York Public Library

“… the success of leadership can be measured bywhat kind of talent and structure one leaves behind.”

Vartan Gregorian,former president New York Public Library


IntroductionSome Basics:IntroductionSome Basics:

Some people are consistently successful because Some people are consistently successful because of qualities and abilities they have developed in of qualities and abilities they have developed in addition to their education and experience. addition to their education and experience.

Value, as perceived by the customer, will Value, as perceived by the customer, will determine your worth. determine your worth.

Genuine career happiness comes from achieving Genuine career happiness comes from achieving personal goals in harmony with organizational personal goals in harmony with organizational goals. goals.

The objective of this presentation is to present The objective of this presentation is to present some strategies that a professional can use to some strategies that a professional can use to improve their chances of a productive career.improve their chances of a productive career.


What are the qualities of a great leader?What are the qualities of a great leader?

Long-term success requires good leadership. Long-term success requires good leadership. Understands the Big Picture. Understands the Big Picture. Has vision and is a systems thinkerHas vision and is a systems thinker The ability to effectively empower, develop, and The ability to effectively empower, develop, and

lead people/teams.lead people/teams. A great leader is able to see the context of the A great leader is able to see the context of the

situation they are in -- whatever that is -- and react situation they are in -- whatever that is -- and react accordingly. They ADAPT to the situation and accordingly. They ADAPT to the situation and those they lead.those they lead.


Personal LeadershipPersonal Leadership

Personal Strategic Planning combines strategic Personal Strategic Planning combines strategic planning and time management together.planning and time management together.

Know where YOU fit in the organization and Know where YOU fit in the organization and on your team. on your team.

Continuous improvement in all areas of life Continuous improvement in all areas of life Become a student of leadership and Become a student of leadership and

management styles management styles Find a one or two mentorsFind a one or two mentors Read and take notesRead and take notes


Team Orientation / Learning CommunitiesTeam Orientation / Learning Communities

Leadership - Leadership - Long-term success requires good leadership. Long-term success requires good leadership.

Teamwork -Teamwork - Effective and empowered teams responsible for Effective and empowered teams responsible for

problem solving and product development. problem solving and product development. Culture -Culture -

Core values and operating norms. Sense of Core values and operating norms. Sense of community.community.

It is important for you to know the status of each It is important for you to know the status of each so you can assess your future.so you can assess your future.


Four Levels of LeadershipFour Levels of Leadership

Personal—TrustworthinessPersonal—Trustworthiness Interpersonal—TrustInterpersonal—Trust Managerial—EmpowermentManagerial—Empowerment Organizational--AlignmentOrganizational--Alignment


Seven Habits of Highly Effective PeopleSeven Habits of Highly Effective People

A. Inside Out

1. Be proactive

2. Begin with the end in mind

3. Put first things first

4. Think win-win

5. Seek first to understand, then to be understood

6. Synergize

7. Sharpen the saw: physical, mental, emotional/social, spiritualB. Inside Out Again


Examples of Defective Habits:Examples of Defective Habits:

ReactReact-Blame all your problems on your friends, -Blame all your problems on your friends, teachers, parents; take no responsibility for things that teachers, parents; take no responsibility for things that happen to you.happen to you.

Begin with No End in MindBegin with No End in Mind-Have no goal or plan and -Have no goal or plan and never think about tomorrow.never think about tomorrow.

Put First Things LastPut First Things Last-Always put off doing what’s -Always put off doing what’s important by talking on your mobile and surfing the important by talking on your mobile and surfing the net. Always put off your homework until tomorrow.net. Always put off your homework until tomorrow.


Examples of Defective Habits: (Continued)Examples of Defective Habits: (Continued)

Think Win-LoseThink Win-Lose-Don’t let anyone else succeed at -Don’t let anyone else succeed at anything because if they win, you lose.anything because if they win, you lose.

Seek First to Talk, Then Pretend to ListenSeek First to Talk, Then Pretend to Listen-If you want -If you want their opinion, give it to them.their opinion, give it to them.

Don’t CooperateDon’t Cooperate-Teamwork is for losers; be your own -Teamwork is for losers; be your own island.island.

Wear Yourself OutWear Yourself Out-Make being busy the only thing -Make being busy the only thing that matters; never exercise or improve yourself.that matters; never exercise or improve yourself.


The 7 Successful Habits ... an overview.

7Sharpen saw

Independence

Interdependence

PUBLICVICTORY

Think win-win4

Understand5

Synergize6

habit = knowledge + skill + desire

Dependence

1Be Proactive

PRIVATEVICTORY 2

End in mind

31st things 1st


Developing Personal PotentialDeveloping Personal Potential

Covey’s first three habits deal with self-reliance and self-Covey’s first three habits deal with self-reliance and self-mastery. These are private victories; they only involve the mastery. These are private victories; they only involve the followerfollower

Habit 1: Be Proactive®Habit 1: Be Proactive® Be responsible, don’t blame othersBe responsible, don’t blame others

Habit 2: Begin With The End In Mind®Habit 2: Begin With The End In Mind® Start with a clear mental image of your destinationStart with a clear mental image of your destination

Habit 3: Put First Things First®Habit 3: Put First Things First® Focus on preserving and enhancing relationships and Focus on preserving and enhancing relationships and

on accomplishing resultson accomplishing results


Effective InterdependenceEffective Interdependence

The first three habits build a foundation on The first three habits build a foundation on independence, from which one can move to independence, from which one can move to interdependence—caring, productive interdependence—caring, productive relationships with others which Covey calls relationships with others which Covey calls public victoriespublic victories

When a person moves to interdependence, When a person moves to interdependence, he steps into a leadership rolehe steps into a leadership role



Habit 4: Think Win-Win®Habit 4: Think Win-Win® Implies understanding that without cooperation, Implies understanding that without cooperation,

the organization cannot succeedthe organization cannot succeed Habit 5: Seek First To Understand, Then To Be Habit 5: Seek First To Understand, Then To Be

Understood®Understood® Requires a nonjudgmental attitude. Emphatic Requires a nonjudgmental attitude. Emphatic

listening gets inside another person’s frame of listening gets inside another person’s frame of referencereference



Habit 6: Synergize®Habit 6: Synergize® Synergy is the combined action that occurs Synergy is the combined action that occurs

when people work together to create new when people work together to create new alternatives and solutions. The essence of alternatives and solutions. The essence of synergy is to value and respect differencessynergy is to value and respect differences

Habit 7: Sharpen The Saw®Habit 7: Sharpen The Saw® Process of using and continuously renewing the Process of using and continuously renewing the

physical, mental, spiritual, and social aspects of physical, mental, spiritual, and social aspects of lifelife


Trust: Emotional Bank AccountTrust: Emotional Bank Account

Seeking first to understandSeeking first to understand Keeping promisesKeeping promises Honest, OpennessHonest, Openness Kindnesses, courtesiesKindnesses, courtesies Win-Win or no deal thinkingWin-Win or no deal thinking Clarifying ExpectationsClarifying Expectations Loyalty to the AbsentLoyalty to the Absent ApologiesApologies Receiving feedback and giving Receiving feedback and giving

“I” messages“I” messages

Seeking first to be understoodSeeking first to be understood Breaking promisesBreaking promises Smooth ManipulationSmooth Manipulation Unkindnesses, DiscourtesiesUnkindnesses, Discourtesies Win-Lose or Lose-Win Win-Lose or Lose-Win

ThinkingThinking Violating ExpectationsViolating Expectations Disloyalty, DuplicityDisloyalty, Duplicity Pride, conceit, ArrogancePride, conceit, Arrogance Not receiving feedback and Not receiving feedback and

giving “you” messagesgiving “you” messages


7 Habits

Stimulus Response

Stimulus Response

ProactiveFreedom to

Choose

Reactive

Self-awarenessImaginationConscienceIndependent Will


Habit One - Be ProactiveHabit One - Be Proactive

Proactivity vs. ReactivityProactivity vs. Reactivity I am responsible for my lifeI am responsible for my life My choices control my behaviorMy choices control my behavior I stand for somethingI stand for something Factors beyond my control create my lifeFactors beyond my control create my life My conditions, conditioning, and feelings My conditions, conditioning, and feelings

control my behaviorcontrol my behavior


Habit 1: Be proactive.

Not until you can sayI am what I am today because of the choices I made yesterday.

... can you sayI choose otherwise.

Examples of your reactive statements ... and your “proactive” counterparts. What to do when frustrated? Discouraged? Imposter? What is your “fix routine”? Why not be proactive? What is the risk? Are you willing to risk failure?

stimulus response

the gap = our choice

Victor Frankl, Man’s Search for Meaning

reactive(reverse acting, problem-bound, vague)I am not as smart as others in this company.People think I’m too heavy.I wish our Monday evenings were better.

circleof

influence

circle of

concern

no concern

proactive(forward acting, opportunity-focused, clear)I will read one book per month in my field.I will exercise and attend Weight Watchers weekly.I will cook dinners for my wife every Monday.


Risking failure ... a shining example!

Less than one year of formal education.Ran for state legislature ... lost.Bought a store to make a living ... ended up with a huge debt.Interested in a girl ... she died.Interested in another girl ... she dumped him.Served four successive terms in the state general assembly.Became a lawyer.Engaged to be married ... engagement broke ... eventually got married.Had a son ... then another who died ... then another who died ... then another.Ran for Congress ... and lost ... and again, and lost ... and again, and lost ... ... then elected ...but was too unpopular to be re-elected.Became one of the leading lawyers in his state.Ran for Senate .. and lost.Ran for President ... and won.Presided successfully over a war.Re-elected President.

Write your “failure resume”. Did you risk time, energy, money, or reputation? Why did you fail (see reasons above)?

Innovate or Die, Jack Matson

1 outside of your circle of influence2 failure of planning3 failure of action

more failures

but moresuccesses!


Disowning vs. Owning Disowning vs. Owning

““There’s not enough time in the day”There’s not enough time in the day” ““I was never very good at public speaking”I was never very good at public speaking” ““I lost my temper”I lost my temper” ““Find out what the prof wants and do it”Find out what the prof wants and do it” ““I’ve overscheduled myself”I’ve overscheduled myself” ““I’ve avoided public speaking because I’m I’ve avoided public speaking because I’m

uncomfortable with it”uncomfortable with it” ““I gave way to my feelings”I gave way to my feelings” ““I decide what’s needed & get the system working on I decide what’s needed & get the system working on

it”it”


Identify one issue in your circle of concern, Identify one issue in your circle of concern, but not in your circle of influencebut not in your circle of influence

Break this issue into areas of direct, Break this issue into areas of direct, indirect, and no controlindirect, and no control

Outline how you might recast your concern Outline how you might recast your concern so that you release the “no control” area, so that you release the “no control” area, and do something about the areas of and do something about the areas of “direct” and “indirect” control.“direct” and “indirect” control.


Seven Habits - Number TwoSeven Habits - Number Two

Habit Two: Begin with the end in mind Meaning of this habit All things are created twice The two creations Rescripting Personal mission statements Values at the center


Value of Habit TwoValue of Habit Two

Stating why we exist & what we are about is difficult

Expression - putting into words - changes us

What lies behind us and what lies before us are tiny matters

compared to what lies within us.

Henry David Thoreau


Habit 2: Begin with the end in mind.

Specifically … write what you want to reap. What do you HOPE for? A prestigious job? A girlfriend or boyfriend? Money? Write what you are willing to sow. Time? Personal energy? Money? Your friends? Any books or movies or models that guide you?

The law of the farm: You reap what you sow.

translated “sacrifice”

vision = what you want to seemission = immediate next step(s)Both tend to focus priorities.


Begin With The End In MindBegin With The End In Mind

Identify the Identify the Target!Target!

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now, so that the steps you take are always in the right direction.”

Stephen Covey, Seven Habits of Highly Effective People


Stages in the Backward Design Process

Identifydesiredresults.

Determineacceptable evidence.

Plan learningexperiencesand instruction.

What should studentsknow and

be able to do?

How will we know that they know?

What activities,skills, informationand resources will

be best?


Why “backward”?Why “backward”?

The stages are logical but they go against habitsThe stages are logical but they go against habits

We’re used to jumping to lesson and activity ideas We’re used to jumping to lesson and activity ideas before clarifying our performance goals for studentsbefore clarifying our performance goals for students

The change in lesson design does not necessarily The change in lesson design does not necessarily mean that we throw out everything that we’ve done mean that we throw out everything that we’ve done but it is a matter of being more selective, but it is a matter of being more selective,

It helps us modify and also helps us to decide what It helps us modify and also helps us to decide what notnot to teach. to teach.

By thinking through the assessments upfront, we By thinking through the assessments upfront, we ensure greater alignment of our goals and means ensure greater alignment of our goals and means that teaching is focused on desired resultsthat teaching is focused on desired results


Identify desiredresults


Stage 1

What should studentsknow and be able to do?

What should othersknow and

be able to do?


Worth being familiar with

Important to know and to do

“Enduring Understanding”

Grant Wiggins & Jay McTighe Understanding by Design ASCD, 1998.

Curricular Priorities

There is usually more content than can be reasonably addressed.


1. On Your Own…Name a curricular topic that you

will addresswith students this year.

What enduring understandings about big ideas do you want students to leave with?

2. With a partner…Share your topic and enduring understandings.Partners ask questions and help clarify big ideas.

Group Project


Stage 1 – Identify desired resultsStage 1 – Identify desired results

Key: Focus on Big ideasKey: Focus on Big ideas Enduring UnderstandingsEnduring Understandings:: What specific What specific

insights about big ideas do we want clients to insights about big ideas do we want clients to leave with?leave with?

What What essential questionsessential questions will frame the process will frame the process of learning, pointing toward key issues and of learning, pointing toward key issues and ideas, and suggest meaningful and provocative ideas, and suggest meaningful and provocative inquiry into content?inquiry into content?


Short AssignmentShort Assignment

With your partner, brainstorm somepossible essential questions that will help you clarify a possible final goal in your life or work life.

Stop


Key: Focus on Big ideas Key: Focus on Big ideas

Enduring Understandings: What specific insights about big ideas do we want others to leave with?



Identifydesiredresults.

Determineacceptable evidence.

What should othersknow?

How will we know that they know?


Someone who understands…________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


The Six Facets of Understanding The Six Facets of Understanding

Facet #1 – Explanation: Sophisticated and apt explanations and theories, which provide knowledgeable and justified

accounts of events, action, and ideas.

Facet #2 – Interpretation: Narratives, translations, metaphors, images and artistry that provide meaning.

Facet #3 – Application: Ability to use knowledge effectively in new situations and diverse contexts.

Facet #4 – Perspective: Critical and insightful points of view.

Facet #5 – Empathy: The ability to get “inside” another person’s feelings and world view

Facet #6 – Self-Knowledge: The wisdom to know one’s ignorance and how one’s pattern of thought and action inform as well as prejudice understanding.

Grant Wiggins and Jay McTighe, 1998


Assessment of Understanding via the 6 facets

i.e. You i.e. You reallyreally understand when you can: understand when you can: explain, connect, systematize, predict itexplain, connect, systematize, predict it show its meaning, importanceshow its meaning, importance apply or adapt it to novel situationsapply or adapt it to novel situations see it as one plausible perspective among others, see it as one plausible perspective among others,

question its assumptionsquestion its assumptions see it as its author/speaker saw itsee it as its author/speaker saw it avoid and point out common misconceptions, avoid and point out common misconceptions,

biases, or simplistic viewsbiases, or simplistic views


What this habit meansWhat this habit means

Consider the end of your life image, picture, or paradigm criterion by which everything else is examined

Start with a clear destination know where you are going understand where you are now take steps in the right direction


Habit 3: Put First Things FirstHabit 3: Put First Things First


Habit 3: Put first things first.urgent not urgent

important

not important

I: necessitycrisesdeadlines“maintaining”(25 - 25)

II: opportunityPC activitiesplanning & preventioncommitment(65-15)

IIIinterruptionssome meetingssome reports(5-55)

IVtriviabusy worktime wasters(5-5)

• We want Quadrant II > Quadrant I.• Quadrant II comes from Quadrants III and IV.

Estimate how much time you spend in Quadrant II (and what IS Quad IV?) ... How do you plan your day? Datebook? Palm Pilot? How much is your time worth to you, in dollars/hour?


Habit 3 ... a demonstration.

What is the lesson?

1 Identify big rocks (q2).2 Schedule these FIRST!3 Surround with other.


Time Management SystemsTime Management Systems

Describe the system you use to keep up Describe the system you use to keep up with appointments, notes, tasks that need to with appointments, notes, tasks that need to be done, phone numbers and addressesbe done, phone numbers and addresses


What is the best system for me?What is the best system for me?

Depends upon:Depends upon:Type of work you do (work with people Type of work you do (work with people

vs. work with things)vs. work with things)Amount of discretionary time you use Amount of discretionary time you use

(how much time is under your control)(how much time is under your control)


Nature of Work

100%

0%

0%

100%Work with People

Work with Things

Your work falls someplace on the diagonal line. The higher up the line you go, the more sophisticated your time management system needs to be.


Discretionary TimeDiscretionary Time

0%

100%Amount of control you have over your time

The higher up the line you go, the more sophisticated your time management system needs to be.


Time Management SystemTime Management System

Below the mid-point on both graphs?Below the mid-point on both graphs?Use simple time management toolsUse simple time management tools

Above the mid-point on either graph?Above the mid-point on either graph?Use a more sophisticated system Use a more sophisticated system


Time Management SystemsTime Management Systems

PrimitivePrimitive SimpleSimple Paper-based OrganizersPaper-based Organizers Hand HeldsHand Helds PIM (Personal Information Managers) - PIM (Personal Information Managers) -

SoftwareSoftware


PrimitivePrimitive

Crisis ManagementCrisis Management Running around Running around

putting out firesputting out fires

CRTN_A-H


PrimitivePrimitive

Priority MeanderingPriority MeanderingStart on task aStart on task aget distractedget distracted resume on task bresume on task bget distractedget distracted jump to task cjump to task c


PrimitivePrimitive

Jump to OthersJump to Others Wait for othersWait for others

to tell me what to tell me what to doto do


PrimitivePrimitive

First Come - First First Come - First ServedServed Handle tasks in the Handle tasks in the

order in which they order in which they arrivearrive


PrimitivePrimitive

GroupingGrouping Do all the same Do all the same

types of tasks at the types of tasks at the same time (phone same time (phone calls, writing calls, writing letters, etc.)letters, etc.)


PrimitivePrimitive

WhimsicalWhimsical Do whatever you Do whatever you

feel like doingfeel like doing


SimpleSimple

Floating Pieces of Floating Pieces of Paper (including post-Paper (including post-its, business cards, its, business cards, napkins)napkins) Write notes on Write notes on

assorted pieces of assorted pieces of paperpaper

Sooner or later the Sooner or later the paper floatspaper floats


SimpleSimple

““To Do” ListTo Do” List A “to do list is A “to do list is

written on a written on a notepad, notepad, business card, business card, envelope, etc.envelope, etc.


SimpleSimple

Pocket CalendarPocket Calendar A variety of small A variety of small

calendars are used calendars are used to recordto recordappointmentsappointments


SimpleSimple

Desk CalendarDesk Calendar Calendar stays on Calendar stays on

desk, typically four desk, typically four days behinddays behind


SimpleSimple

Address bookAddress book A variety of devices A variety of devices

are used to record are used to record addresses and addresses and phone numbersphone numbers


SimpleSimple

Combination - Combination - typically a typically a combination of simple combination of simple devices are useddevices are used


Paper Based PlannersPaper Based Planners

Day RunnerDay-TimerFranklin Day PlannerDay at a GlanceSeven Habits PlannerPriority ManagerRolodex



Habit Four – Think Win/WinHabit Four – Think Win/Win

WinWin DefinitionWinWin Definition The win-win approach The win-win approach

is a set of principles, is a set of principles, practices, and tools, practices, and tools, which enable a set of which enable a set of interdependent interdependent stakeholdersstakeholders to work to work out a out a mutually mutually satisfactorysatisfactory (win-win) (win-win) set of set of shared shared commitmentscommitments..


Habit 4: Think win-win.

Are there times when paradigms others than “win-win” are appropriate? How do you develop “courage”? “Consideration”? Emotional bank account? What causes conflict? Tools for conflict resolution? Your “boundaries”?

lose-win

(you get hard feelings)

win-win or no deal

(abundance mentality;get P and PC)

lose-lose

(never pays)

win-lose

(other person gets hardfeeling)

courage

cons

ider

atio

n


Win-lose Generally Becomes Lose-loseWin-lose Generally Becomes Lose-lose

Proposed Solution “Winner” Loser

Quick, Cheap,Sloppy Product

Lots of“bells and whistles”

Driving too hard abargain

Developer &Customer

Developer & User

Customer & User

User

Customer

Developer

Actually, nobody wins in these situations


Key ConceptsKey Concepts

Win Condition: objective which makes a Win Condition: objective which makes a stakeholder feel like a winnerstakeholder feel like a winner

Issue: conflict or constraint on a win Issue: conflict or constraint on a win conditioncondition

Option: A way of overcoming an issueOption: A way of overcoming an issue Agreement: mutual commitment to an Agreement: mutual commitment to an

option or win conditionoption or win condition


Win ConditionWin Condition

AgreementAgreement OptionOption

IssueIssueinvolves

addresses

adopts

covers

Win/Win Negotiation Model

WinWin Equilibrium State- All Win Conditions covered by Agreements- No outstanding Issues


Why Use Win/Win ?Why Use Win/Win ?

The alternatives don’t workThe alternatives don’t work Win-lose often leads to lose-loseWin-lose often leads to lose-lose

Avoids costly rework Avoids costly rework 100X cost to fix requirements after delivery100X cost to fix requirements after delivery

Builds trust and manages expectationsBuilds trust and manages expectations Looking out for other’s needs builds trustLooking out for other’s needs builds trust Balancing needs leads to realistic expectationsBalancing needs leads to realistic expectations

Helps stakeholders adapt to change Helps stakeholders adapt to change Shared vision and the flexibility of Shared vision and the flexibility of

quick re-negotiationquick re-negotiation


Win/Win Critical Success FactorsWin/Win Critical Success Factors

Appropriate staffing of stakeholder Appropriate staffing of stakeholder representatives, facilitator functionrepresentatives, facilitator function Stakeholder representatives: empowered, Stakeholder representatives: empowered,

committed, representative, collaborative, committed, representative, collaborative, knowledgeableknowledgeable

Facilitators: some understanding of stakeholder Facilitators: some understanding of stakeholder domains, collaboration management abilitydomains, collaboration management ability

Good facilitators can be participants alsoGood facilitators can be participants also Beginning of shared visionBeginning of shared vision


Habit 5: First understand ... then be understood.

4 tips for dealing with people Do not criticize, condemn, or complain. Express sincere appreciation. Give them “emotional air” and learn their story. Focus on their interests (know your best alternative coming in).

What are some “stranglers” for emotional air? What are some ways we can express sincere appreciation? How often do you ask someone to a professional lunch? How do you meet a person? How do you greet a person?

win-win area = L x h

h = “understand”L = “be understood”

Dale Carnegie How to Win Friends and Influence PeopleFisher & Ury, Getting to Yes


Actions for SuccessActions for SuccessActions for SuccessActions for Success

Exhibit a winning work ethicExhibit a winning work ethic Show initiativeShow initiative Discover additional responsibilitiesDiscover additional responsibilities Ask questionsAsk questions


What are What are Competencies?Competencies?What are What are Competencies?Competencies?

KnowledgeKnowledge Skills/abilitiesSkills/abilities UnderstandingUnderstanding Behavior/motivationBehavior/motivation

Competencies have definitions and key actions. Your actions demonstrate competencies.


Initiative Initiative (An example)

Initiative Initiative (An example)

DefinitionTaking prompt action to accomplish objectives; taking action to achieve goals beyond what is required; being proactive.

Key ActionsResponds quickly--Takes immediate action when confronted with a problem or when made aware of a situation.Takes independent action--Implements new ideas or potential solutions without prompting; does not wait for others to take action or to request action.Goes above and beyond--Takes action that goes beyond job requirements in order to achieve objectives.


Habit 6: Synergize.Habit 6: Synergize.

“Animal school”

Once upon a time, the animals decided they must do somethingheroic to meet the problems of a “New World”, so they organized a school. They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer, all animals took all the subjects.

In the end, the duck’s web feet were so badly worn that he couldn’t swim, the rabbit had a nervous breakdown and couldn’t run, the eagle was disciplined severely for getting to the top of the tree without climbing, and an abnormal eel ended up doing best overall and winning valedictorian.

What are your unique gifts? What talents do you need from others? What qualities often seem like a disadvantage, but are necessary? How do you contact or talk with people, if you are shy? (Carnegie)


Principles of Creative Communication Principles of Creative Communication

SynergySynergy The exercise of all the other habits prepares us for the The exercise of all the other habits prepares us for the

habit of synergy. habit of synergy. Synergy. The whole is greater than the sum of its parts. Synergy. The whole is greater than the sum of its parts. Few people experience synergy in their lives because most Few people experience synergy in their lives because most

people have been scripted into defensive or protective people have been scripted into defensive or protective communications. communications.

Synergy can be unnerving unless one has a high tolerance Synergy can be unnerving unless one has a high tolerance for ambiguity and gets security from integrity to principles for ambiguity and gets security from integrity to principles and inner values. and inner values.


Synergy in the Classroom Synergy in the Classroom

Many truly great classes teeter on the very Many truly great classes teeter on the very edge of chaos. edge of chaos.

Synergy is possible in the classroom when Synergy is possible in the classroom when the group collectively agrees to subordinate the group collectively agrees to subordinate old scripts and to write a new one. old scripts and to write a new one.


Synergy in Business Synergy in Business

To achieve synergy in business requires that To achieve synergy in business requires that people become open and authentic. people become open and authentic.

When we open ourselves up to the influence When we open ourselves up to the influence of others, we gain new insights and of others, we gain new insights and facilitate the generation of new options. facilitate the generation of new options.


Synergy and Communication Synergy and Communication

The lowest level of communication coming out of The lowest level of communication coming out of low trust situations is characterized by low trust situations is characterized by defensiveness, protectiveness, and legalistic defensiveness, protectiveness, and legalistic language which covers all the bases and spells out language which covers all the bases and spells out qualifiers and escape clauses in the event things go qualifiers and escape clauses in the event things go sour. sour.

The middle level of communication is respectful The middle level of communication is respectful communication -- where fairly mature people communication -- where fairly mature people communicate. communicate.

The highest level of communication is synergistic The highest level of communication is synergistic (win/win) communication. (win/win) communication.


Negative Synergy Negative Synergy

Most highly dependent people are trying to Most highly dependent people are trying to succeed in an interdependent reality. succeed in an interdependent reality.

Many people don't realize that the real Many people don't realize that the real strength of any relationship is having strength of any relationship is having alternative points of view. alternative points of view.


Valuing the Differences Valuing the Differences

Valuing the differences is the essence of synergy. Valuing the differences is the essence of synergy. The truly effective person has the humility and The truly effective person has the humility and

reverence to recognize his own perceptual reverence to recognize his own perceptual limitations and to realize the rich resources limitations and to realize the rich resources available through interaction with the hearts and available through interaction with the hearts and minds of other people. minds of other people.

If two people have the same opinion, one person is If two people have the same opinion, one person is unnecessary. unnecessary.


Force Field Analysis Force Field Analysis

Any current level of performance or being is a Any current level of performance or being is a state of equilibrium between the driving forces state of equilibrium between the driving forces that encourage upward movement and the that encourage upward movement and the restraining forces that discourage it. restraining forces that discourage it.

Driving forces generally are positive, reasonable, Driving forces generally are positive, reasonable, logical, conscious, and economic. logical, conscious, and economic.

Restraining forces are often negative, emotional, Restraining forces are often negative, emotional, illogical, unconscious, and social/psychological. illogical, unconscious, and social/psychological.


What is your “personality”?What is your “personality”?

4 categoriesI-E introvert (reserved) - extrovert (expressive)S-N sensory (observant) - intuitive (conceptual)T-F thinking - feelingP-J perceiving (probing) - judging (critiquing)

ARTISANS (observant, probing) ESTP promoter (Roosevelt, Madonna) ISTP crafter (Bruce Lee, Earhart) ESFP performer (Elvis, Reagan) ISFP composer (Carson, Streisand)

GUARDIANS (observant, critiquing) ESTJ supervisor (Colin Powell) ISTJ inspector (Truman) ESFJ provider (G Washington) ISFJ protector (Mother Teresa)

IDEALISTS (intuitive, feeling) ENFJ teacher (Gorbachev, Billy Graham) INFJ counselor (Gandhi, E Roosevelt) ENFP champion INFP healer (Albert Schweitzer)

RATIONALS (intuitive, thinking) ENTJ fieldmarshall (Gates, Greenspan) INTJ mastermind (D Eisenhower, Rand) ENTP inventor (Disney, Edison) INTP architect (Einstein, Darwin)

David Keirsey, Please Understand Me II(similar to Myers-Briggs)

• no “ranking”• don’t feel “boxed in”!• people are different


Habit 7: Sharpen the saw.

When will YOU sharpen your saw? What measures will you use in each category?

Physicalendurance, strength, flexibility,

sleep, eating

Mentalreading, journaling, discussing,

seminars, meetings

Spiritualbattle of good versus evil

(atheism, Christianity, Hinduism,Islam, Judaism)

Socialfamily, friends, service

(notes, phone calls, emails, visits)


Self-ManagementSelf-Management

Self-ManagementSelf-Management when an individual when an individual consciously controls consciously controls the learning process the learning process of acquiring new of acquiring new behavior through the behavior through the interplay of interplay of environmental cues, environmental cues, consequences and consequences and cognitive processescognitive processes


Social Learning Model of Self-Management

Person (Psychological Self) Symbolic coding Rehearsal Self-talk

Behavior Behavior

changes needed for self-

improvement

Reminders and attention

focusers Self-observation data Avoidance of negative

cues Seeking of positive cues Personal goal setting Self-contracts

Self-reinforcement/self- punishment

Building activities into the task that are naturally rewarding (e.g. activities that increase one’s sense of competence, self- control and purpose)

Reinforcement from relevant others

Situational cues

Consequences

McGraw-Hill © 2004 The McGraw-Hill Companies, Inc. All rights reserved.


Creation Principle Creation Principle

All things are created twice mental or first creation a physical or second creation

Most non-productive endeavors fail with the first creation


The Two Creating ForcesThe Two Creating Forces

Management’s main focus: How can I best accomplish certain things?

Leadership’s focus:

What are things that I want to accomplish?


RescriptingRescripting

Personal leadership: the first creation Through self-awareness, discover ineffective scripts,

deeply embedded habits that are incongruent with values

Proactively rescript


Personal Mission StatementPersonal Mission Statement

The most effective way to begin with the end in mind is to develop a personal mission statement

The key to the ability The key to the ability

to change is a to change is a

changeless sense of changeless sense of

who you are,who you are,

what you are about,what you are about,

& what you value& what you value


Circle of InfluenceCircle of Influence

To create a mission statement begin with the center

Principles & values: security, guidance, wisdom, & power

The Circle of Influence


Mission StatementMission Statement

What are you first things?What are you first things? List those things that are most List those things that are most

important in your life.important in your life. How effective are you at keeping those How effective are you at keeping those

things first in your life? Why?things first in your life? Why?



If you were to do one thing in your If you were to do one thing in your professional life that would have the most professional life that would have the most positive impact, what would that one thing positive impact, what would that one thing be?be?

If you were to do one thing in your personal If you were to do one thing in your personal life that would have the most positive life that would have the most positive impact, what would that one thing be?impact, what would that one thing be?



Record your personal mission statement, Record your personal mission statement, philosophy, or creed. Your mission philosophy, or creed. Your mission statement is your personal “contribution” statement is your personal “contribution” and represents the deepest and best within and represents the deepest and best within you.you.


Writing a Mission StatementWriting a Mission Statement

Your personal constitution values purpose service/role in community what you will achieve how you will accomplish

Not something written overnight goals hopes dreams

Timeless. . . but review & revise


Whole Brain ActivityWhole Brain Activity

Self-awareness empowers examination of thoughts

Left side: Logical & verbal Parts & specifics Sequential thinking

Right side: Intuitive & creative Wholes & relationships between parts Simultaneous & holistic thinking


Identify Roles & GoalsIdentify Roles & Goals

Organize mission statement by specific role areas &

goals that you want to accomplish in these areas Professional role Family role Community role Political role


Preparing for TurbulencePreparing for TurbulencePreparing for TurbulencePreparing for Turbulence

Focus on core valuesFocus on core values Revisit goalsRevisit goals Prioritize servicesPrioritize services Build for the futureBuild for the future Measure and evaluate progressMeasure and evaluate progress


Strategic LeadershipStrategic LeadershipStrategic LeadershipStrategic Leadership

Build a teamBuild a team Identify talentIdentify talent Training and deploy as necessaryTraining and deploy as necessary

Build communityBuild community Establish and nurture partnershipsEstablish and nurture partnerships Establish support groupsEstablish support groups

Build relationshipsBuild relationships Focus on people, not policiesFocus on people, not policies Value diversity and inclusionValue diversity and inclusion


Envisioned LeadershipEnvisioned LeadershipEnvisioned LeadershipEnvisioned Leadership

Develop your personal portfolioDevelop your personal portfolio Understand your power and influenceUnderstand your power and influence Prepare relentlesslyPrepare relentlessly

Communicate your visionCommunicate your vision Have a planHave a plan See the big pictureSee the big picture

Focus on the organizationFocus on the organization Foster a collaborative and cooperative environmentFoster a collaborative and cooperative environment Streamline operationsStreamline operations

Enjoy the journey!Enjoy the journey!


Homework …

Establish your “big rocks” – the important changes, not just the urgent.1 Decide that you CAN in fact change your life.2 Get away one weekend with a pen and pad of paper.

Write down what you HOPE for in life, and what you feel called towards (e.g., family, work, opera).If you don’t know … talk with friends or family.If you don’t know … try things! Athletics, service, camping, animal rights, politics, research.If you don’t know … read biographies and newspapers. If you don’t know … look at http://www.dosomething.org/index.cfm.

Plan toward your vision.3 Record how you spend a typical week … then decide how well it matches your vision. Use a daily planner (e.g., a date book, a Palm) to plan by weeks, focusing on today. If in a rut, find a small victory and win it.

Sharpen the saw.mental: Learn a hobby (e.g., chess, golf, piano), or about people (Mars & Venus, Dale Carnegie)physical: Exercise, eat right, sleep.social: Find friends with whom you can share your deepest struggles, biggest triumphs,

most guarded weaknesses and fears.spiritual: Good versus evil questions are the biggest you’ll face.


SummarySummary

Follower role includes responsibility, service, Follower role includes responsibility, service, challenging authority, participating in change, challenging authority, participating in change, knowing when its time to leave organizationknowing when its time to leave organization

Developing Personal PotentialDeveloping Personal Potential Covey defines a habit as the intersection of Covey defines a habit as the intersection of

knowledge, skill and desireknowledge, skill and desire He arranges seven habits along a continuum He arranges seven habits along a continuum

from dependence to interdependencefrom dependence to interdependence When a person moves to interdependence, he When a person moves to interdependence, he

steps into a leadership rolesteps into a leadership role


Seven Habits of Highly Successful People by Steven CoveySeven Habits of Highly Successful People by Steven Covey

Habit 1 - Be Proactive Habit 1 - Be Proactive Habit 2 - Begin with the End in Mind Habit 2 - Begin with the End in Mind Habit 3 - Put First Things First Habit 3 - Put First Things First Habit 4 - Think Win/Win Habit 4 - Think Win/Win Habit 5 - Seek First to Understand, Then to Be Habit 5 - Seek First to Understand, Then to Be

Understood Understood Habit 6 - Synergize Habit 6 - Synergize Habit 7 - Sharpen the SawHabit 7 - Sharpen the Saw


SituationalSituational LeadershipLeadership


OverviewOverview

Two leadership stylesTwo leadership stylesVariables that influence styleVariables that influence styleSituational Leadership ModelSituational Leadership Model


Leadership Styles:2 ExtremesLeadership Styles:2 Extremes

• DemocraticDemocratic• ParticipatoryParticipatory• Accepting input from subordinatesAccepting input from subordinates• Providing support, encouraging their effortsProviding support, encouraging their efforts• Facilitating their involvement in decision-making and Facilitating their involvement in decision-making and

problem-solvingproblem-solving• Loosely supervisingLoosely supervising

• AutocraticAutocratic Non-participatoryNon-participatory Telling what to do, how to do it, where to do it, when to do itTelling what to do, how to do it, where to do it, when to do it Closely supervisingClosely supervising


Continuum

DemocraticDemocratic AutocraticAutocratic• Followers/

Subordinates

• Boss

• Associates/•Peers

• Organization

• Type of Job

• TimeWhat variablesWhat variableswould determinewould determine

which style which style to use?to use?


Continuum

DemocraticDemocratic AutocraticAutocratic• Followers/

Subordinates

The Hersey and Blanchard “Situational The Hersey and Blanchard “Situational Leadership Model” is based on this lone Leadership Model” is based on this lone variable… because if you tried to consider variable… because if you tried to consider all variables before deciding, you’d become all variables before deciding, you’d become immobilized. immobilized.


8

S3

S1S4

S2

Low Supportive and Low DirectiveBehavior

High Directive and Low SupportiveBehavior

High Directive and High SupportiveBehavior

High Supportive and Low DirectiveBehavior

DEVELOPMENT LEVEL OF FOLLOWER(S)

DEVELOPED DEVELOPING

HIGH LOWMODERATE

D4 D1D2D3

THE FOUR LEADERSHIP STYLES

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR


Development Level of FollowersDevelopment Level of Followers

• Low skill Low skill • New to job New to job • MotivatedMotivated• Needs Needs specific specific directiondirection• Needs Needs closeclose supervisionsupervision

““EnthusiasticEnthusiasticBeginner”Beginner”

• Low toLow to moderatemoderate developmentdevelopment• Unsure theyUnsure they can do itcan do it• Leader givesLeader gives direction butdirection but also seeksalso seeks inputinput

““DisillusionedDisillusionedLearner”Learner”

• Moderate Moderate to high to high skill levelskill level• Just Just absentabsent adequateadequate motivationmotivation• Leader’s Leader’s key role iskey role is facilitatingfacilitating““ReluctantReluctant

Contributor”Contributor”

• High skillHigh skill and highand high motivationmotivation• Needs lowNeeds low direction direction or supportor support• Leader Leader empowersempowers followersfollowers

““PeakPeakPerformer”Performer”


S3

S1S4

S2

Low Supportive and

Low Directive

Behavior

High Directive and

Low Supportive

Behavior

High Directive and

High Supportive

Behavior

High Supportive and

Low Directive

Behavior


HIGH LOWMODERATE

D4 D1D2D3

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR

• Low skill Low skill • New to job New to job • MotivatedMotivated• Needs Needs specific specific directiondirection• Needs Needs closeclose supervisionsupervision

• High directionHigh direction• Low supportLow support• Leader definesLeader defines roles of followersroles of followers• Leader initiatesLeader initiates problem solvingproblem solving and decisionand decision makingmaking• One-way One-way communicationcommunication

EnthusiasticEnthusiasticBeginnerBeginner


S3

S1S4

S2

Low Supportive and

Low Directive

Behavior

High Directive and

Low Supportive

Behavior

High Directive and

High Supportive

Behavior

High Supportive and

Low Directive

Behavior


HIGH LOWMODERATE

D4 D1D2D3

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR

• Low toLow to moderatemoderate developmentdevelopment• Unsure theyUnsure they can do itcan do it• Leader givesLeader gives direction butdirection but also seeksalso seeks inputinput

• High directionHigh direction• High supportHigh support• Leader nowLeader now solicits ideas, solicits ideas, opinions opinions • Two-wayTwo-way communicationcommunication• Leader stillLeader still controlscontrols decisions decisions

DisillusionedDisillusionedLearnerLearner


S3

S1S4

S2

Low Supportive and

Low Directive

Behavior

High Directive and

Low Supportive

Behavior

High Directive and

High Supportive

Behavior

High Supportive and

Low Directive

Behavior


HIGH LOWMODERATE

D4 D1D2D3

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR

• Moderate Moderate to high to high skill levelskill level• Just absentJust absent adequateadequate motivationmotivation• Leader’s Leader’s key role iskey role is facilitatingfacilitating

• High supportHigh support• Low directionLow direction• Control shiftsControl shifts to followersto followers• Leader listensLeader listens actively andactively and providesprovides recognitionrecognition

ReluctantReluctantContributorContributor


S3

S1S4

S2

Low Supportive and

Low Directive

Behavior

High Directive and

Low Supportive

Behavior

High Directive and

High Supportive

Behavior

High Supportive and

Low Directive

Behavior


HIGH LOWMODERATE

D4 D1D2D3

DIRECTIVE BEHAVIOR

(High)

(High)(Low)

SUPPORTIVE BEHAVIOR

• High skillHigh skill and highand high motivationmotivation• Needs lowNeeds low direction direction or supportor support• Leader Leader empowersempowers followersfollowers

• Low supportLow support• Low directionLow direction• Leader doesLeader does discuss & definediscuss & define problem to beproblem to be solvedsolved• Followers makeFollowers make decisions, rundecisions, run the showthe show

PeakPeakPerformerPerformer


Look at it this way…Look at it this way…

It’s all about “matching” the style (of the leader) to the It’s all about “matching” the style (of the leader) to the level (of the followers)level (of the followers) Think of leaders needing to fill in what’s missing… Think of leaders needing to fill in what’s missing…

provide their people with what they can’t do for provide their people with what they can’t do for themselves at the momentthemselves at the moment

Mismatch results in…Mismatch results in… Over-supervision (gets you frustrated followers)Over-supervision (gets you frustrated followers) Under-supervision (gets you insufficient results)Under-supervision (gets you insufficient results)


And finally…And finally…

What about changing styles? When would you change What about changing styles? When would you change styles? Would you… ever?styles? Would you… ever? Yes! As the name implies, “Situational Leadership” Yes! As the name implies, “Situational Leadership”

is task-specificis task-specific Change it when warranted by change in task or Change it when warranted by change in task or

change in personnel doing it change in personnel doing it

Your goal…Your goal… Build your follower’s development level so you can Build your follower’s development level so you can

use less time-consuming styles (S3 and S4) and still use less time-consuming styles (S3 and S4) and still get high quality resultsget high quality results


SUMMARYSUMMARY

Two leadership stylesTwo leadership stylesVariables that influence styleVariables that influence styleSituational Leadership ModelSituational Leadership Model


The End