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Day 3, Leadership BA 521 Winter, 2012 Sully Taylor Leadership

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Day 3, Leadership BA 521 Winter, 2012 Sully Taylor Leadership Purpose, Presence, Practice and Partners Agenda Finalize peer coach partnerships, reflection ... – PowerPoint PPT presentation

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Title: Day 3, Leadership BA 521 Winter, 2012 Sully Taylor Leadership


1
Day 3, LeadershipBA 521 Winter, 2012Sully
Taylor Leadership Purpose, Presence,
Practice and Partners

2
Agenda
  • Finalize peer coach partnerships, reflection
    exercises and end of term assignments..
  • Revisiting Purpose, Connecting to Presence,
    Practice and Partners
  • Presence
  • Diplomacy Revisiting the roles of advocacy and
    inquiry in conflict management and partnerships
  • Partners
  • Becoming a partner to others in leadership
    development
  • Practice
  • Risk Taking
  • Moving towards changing our choices the role of
    the brain

3
Choosing Your Peer Coaching Partner
  • Choose someone from outside your team in
    Marketing class.
  • Preferably, choose someone who is at least
    somewhat different from you (for example, gender,
    nationality, age, professional background, MBTI,
    conflict style).
  • Choose someone with whom you are comfortable.

4
Next Five Weeks
  • Continue the reading.
  • Get together with your coaching partner and
    complete the three assignments meeting and
    reflection papers. Turn in reflection papers on
    day due via email to me.
  • Coaching session with me, when 360 or Hogan is
    complete.

5
Components of Emotional Intelligence
Self
Others
Self-Awareness/ Assessment
Social Awareness/Empathy
Awareness
Relationship-Building/Teamwork
Self-Control/Adaptability
Management
Source Daniel Goleman, Primal Leadership and
other materials
6
EQ Leadership
  • Purpose
  • Platform of Beliefs
  • Presence
  • Practice
  • Partners
  • Self-Awareness
  • Social Awareness
  • Self Management
  • Relationship Management

7
All ties to purpose For the sake of what?
  • Purpose should fit with your leadership approach.
    When it doesnt, then either purpose or
    leadership approach should be revisited.
  • The leadership approach you presently practice
    may or may not support your purpose. Developing
    EQ enables the development of your purpose and
    desired leadership approach.

8
Leadership Styles and Competencies
  • Typically, the best, most effective leaders act
    according to one or more of six distinct
    approaches to leadership and skillfully switch
    between the various styles depending on the
    situation.
  • PL, p. 53.

9
Leadership Styles
  • Visionary, coaching, affiliative, democratic,
    pacesetting, commanding.
  • Which style have you typically gravitated towards
    in the past? Why do you think that is?
  • How would reliance on only that style help or
    hinder your ability to achieve your purpose?
  • Which style do you feel will be most helpful in
    achieving your purpose?

10
Our Definition of Leadership
  • Effective leaders believe they are shaping the
    future and act in ways that model this belief.
    They think with the future in mind and act with
    strategic intent. Risk-taking is embraced and
    failure accepted as a necessary part of learning
    and growth. Effective leaders also act with
    diplomacy, demonstrating the willingness to
    change their own behavior in order to remain
    viable and achieve their purpose(s) within the
    larger system. Conflict is understood as a
    window into the leaders own personal development
    and is viewed as an essential part of team
    management. Ultimately, leadership is defined as
    bearing accountability for expanding scope of
    consciousness.

11
Presence
  • Understanding our own and others approaches to
    conflict management, a step on the path to
    influencing and partnering effectively.

12
In pairs, revisit the video for this weekusing
inquiry
  • What is your favorite way of being right?
  • Did you have disagreements or conflicts at work
    this past week?
  • What conflict management style did you use? Why?
    Did it suit the situation?
  • When you disagreed, did you have/use one of the
    unfortunate assumptions about the other person?
    (e.g., ignorant, evil).

13
  • DIPLOMACY and PARTNERS
  • with thanks to Niki Steckler

14
Interpersonal Competencies
  • 1) Diplomacy (behavioral examples)
  • Effective performers . . .
  • -demonstrate effectiveness in the organizations
  • power network
  • -are perceptive to social cues in the environment
  • -recognize personal agendas
  • -are skilled at handling situations without
    arousing
  • hostility
  • -are able to navigate the political waters of the
  • organization
  • -forge coalitions and know how to stay viable
    within
  • the system

15
Interpersonal Competencies
  • 1) Diplomacy (assessment questions)
  • To what extent do you . . .
  • involve others to gain necessary support?
  • commit to maintaining important relationships?
  • recognize political implications and adjust
    behavior to remain effective?

16
  • Diplomacy
  • individuals with
  • TOO LITTLE TOO MUCH
  • of this competency may be perceived as
  • -Naïve -Conspiratorial
  • -Politically inept -Manipulative
  • -Tactless -Self-promoting

17
Some key elements of diplomacy
  • Clarity about ones own goals
  • Awareness of the interests of others, and of who
    makes a good partner
  • Balancing advocacy and inquiry helps in
    influencing, as well as in effective conflict
    management.
  • Which is your comfortable role?
  • In the past week, which of the four roles
    (move, oppose, bystand, support) did you utilize
    the most in team meetings? How was that helpful
    or not?

18
An invitation to reconsider your own relationship
to diplomacy and organizational politics
19
A Paradox of Organizational Politics
  • We often focus on changing the behavior of others
    (getting others to do what we want) and yet
  • Changing our own behavior is one of the most
    radically influential things we can do.

20
Another Paradox of Organizational Politics
  • We see others as behaving politically in their
    own self-interest
  • We see ourselves as behaving virtuously in the
    best interests of the organization

21
A both/and view of politics
  • What if we assumed that
  • both we and our opponents had
  • both personal and organizational
  • interests at stake?
  • LOOK FOR INTERSECTIONS!!!

22
Articulating Your Purpose
  • Skilled diplomats clarify
  • What value am I trying to create for my
    organization? AND
  • What value am I trying to create for my self and
    my own work life?
  • For the sake of what?

23
Cross purposes?
  • Skilled diplomats
  • Assume that others see the world differently
  • Ask how they arrived at their views
  • Seek to understand what value others are trying
    to create for the organization and for themselves

24
Balancing Advocacy Inquiry
  • Articulating your own purpose and the data that
    led you to it
  • AND
  • Openly inquiring about how others see the same
    situation, and the data they have used to reach
    their conclusions
  • Both/And Thinking

25
When advocating.
  • Make your own reasoning explicit the data,
    beliefs and assumptions you hold.
  • Encourage others to explore your view do they
    see any gaps in your reasoning?
  • Encourage others to provide different views do
    they have different data or conclusions?

26
When inquiring.
  • Actively inquire into others views what are
    they, how did they arrive at them?
  • If you are making assumptions about others
    views, state your assumptions clearly state the
    data upon which your assumptions are based.
  • Dont ask questions if youre not genuinely
    interested in the others response.
  • Adapted from P. Senge, The Fifth Discipline

27
The Ladder of Inference
Action based on the beliefs I have adopted
Conclusion
Inference assumptions based on the meanings I added
Generalization added cultural personal meanings
Observation data selected
28
Consider
  • The leader in any situation is the person who can
    most accurately describe reality without placing
    blame.
  • Rabbi Edwin Friedman

29
Why is partnering important?
  • Formal Authority lt Responsibilities
  • In order to manage effectively we rely on
    informally influencing many stakeholders.
  • Integrity is not antithetical to Influence.

30
  • Before I go into a situation, I try to
    understand what it is (people) will be thinking.
    I prepare what I am going to say and who I am
    going to be in that context. I want to be me,
    but I am channeling parts of me to context. What
    you get is a segment of me. It is not a
    fabrication or a façade just the bits that are
    relevant for that situation.
  • Jean Tomlin, quoted in Managing Authenticity,
    Harvard Business Review, by R. Goffee And G.
    Jones, Dec. 2005.

31
Principles of Partnering
  • Be a person who sees others, who grasps who they
    are and what is important to them
  • Who gets behind them and moves them ahead in
    their world.
  • Be a person who puts your projects out to others,
    lets them know who you are and what is important
    to you
  • And allows them to get behind you and move you
    ahead in your world.
  • Barry Oshry

32
Partnering
  • Understanding ourselves in partnerships
  • Square exercise

33
Organizational Equity Portfolio Planning
  • What equity do I have available to invest?
  • What will it take to be successful in the
    situation?
  • From Art Kleiner, Who Really Matters The Core
    Group Theory of Power, Privilege, and Success

34
Forms of Organizational Equity
  • Rainmaking
  • Reputation
  • Relationship
  • Expertise
  • Learning Capability
  • Inspiration
  • Which of these equities is your strongest?
    Second strongest? Weakest?

35
Analyzing Your Network of Relationships
  • In order to accomplish your purpose, ask
  • Whose help do I need?
  • Who needs my help?

36
Exercise Assessing Your Relationships
  • For each key person, ask
  • What is the current state of my relationship with
    this person?
  • What equities do they value most highly?
  • What equities do I have to offer them?

37
Building a Coalition
  • Who agrees with your purpose?
  • Who do you trust?
  • Based on Peter Block, The Empowered Manager

38
Building Support A Framework
High
Bedfellows Allies
Adversaries Opponents
Fence Sitters
Agreement
Low
High
Trust
  • From Peter Block, The Empowered Manager

39
Building Support Allies
  • High Trust/High Agreement
  • Affirm agreement
  • Affirm trust
  • Acknowledge doubts and vulnerability
  • Ask for Advice and Support

40
Building Support Opponents
  • High Trust/Low Agreement
  • Affirm trust
  • State your position
  • Neutrally state what you think their position is
  • Engage in problem-solving dialogue
  • Seek to Learn

41
Building Support Bedfellows
  • High Agreement/Low Trust
  • Affirm agreement
  • Acknowledge that caution exists
  • Be clear about what you want and ask bedfellows
    to do the same
  • Try to reach agreement as to how you will work
    together
  • Create a social contract

42
Building Support Fence Sitters
  • Low Trust/Unknown Agreement
  • State your position
  • Ask where the fence sitter stands
  • Apply gentle pressure
  • Ask what it would take for them to give support
  • Acknowledge your caution

43
Building Support Adversaries
  • Low Trust/Low Agreement
  • State your position
  • Neutrally state what you think their position is
  • Identify your own contribution to the problem
  • End the meeting with plans and no demands
  • Decrease emotional investment and LET GO.

44
Partnering requires a key leadership competency.
  • Risk taking.

45
Risk taking
  • Be more afraid of regret than of failure

46
  • Risk-Taking (behavioral examples)
  • Effective performers . . .
  • try new things in the face of discomfort
  • find a balance between analysis and action
  • are able to fail and learn from it
  • are open to criticism

47
  • Risk-Taking (assessment questions)
  • To what extent do you . . .
  • willingly take calculated chances to achieve
    goals?
  • challenge others to take measured risks?
  • encourage and reward risk-taking?
  • easily learn from failure and move on to the next
    challenge?

48
  • Risk-Taking
  • individuals with
  • TOO LITTLE TOO MUCH
  • of this competency may be perceived as
  • -Weak -Thrill-seeking
  • -Timid -Reckless
  • -Playing it Safe -Irresponsible

49
  • What does partnership have to do with
    risk-taking?
  • Watch this video BEFORE your first peer coaching
    meeting..
  • http//www.youtube.com/watch?viCvmsMzlF7o

50
Questions to think about.
  • What is the role of vulnerability in partnering?
  • Why are courage, compassion and authenticity
    necessary for connection?
  • How, and why, do people avoid vulnerability?
  • Do you, and if so, how?
  • Do you think a leader needs to practice
    vulnerability?

51
Understanding Your Presence Partnering
Effectively.The Intercultural Effectiveness
Scale(IES)
52
Short Intro to the Intercultural Effectiveness
Scale (Kozai Group)
  • -Dimensions
  • -Typical Models (illustrations)

53
  • The IES examines three factors which each
    consist of two competencies.
  • An Overall IES score is generated by combining
    the scores of the six sub-dimensions.

Continuous Learning Interpersonal Engagement Hardiness
Exploration Global Mindset Positive Regard
Self- Awareness Relationship Interest Resilience
54
Estimating your own IES
55
Your scores compare you to thousands of
business-people and students from around the
world.
X
X
X
Discovering Developing Exceptional Talent
56
  • Continuous Learning
  • The degree you engage the world by continually
    seeking to understand the world around you.
  • It influences your intercultural success by
    acting as an motivator to learn about why people
    in other cultures behave and think the way they
    do.
  • People who strive to learn new things are more
    successful at living and working with people from
    other cultures than those who are comfortable
    with what they already know.
  • Two specific sub-dimensions comprise this factor
    Self-Awareness and Exploration.

57
  • Self-awareness
  • The degree to which you are aware of your
    personal values, strengths, weaknesses,
    interpersonal style, and behavioral tendencies,
    as well as their impact on others.
  • The degree to which you reflect on this knowledge
    in order to engage in personal development and
    learning activities.

58
  • Exploration
  • Openness to understanding ideas, values, norms,
    situations, and behaviors that are different from
    your own.
  • Fundamental inquisitiveness, curiosity, and an
    inner desire to learn new things.
  • Willingness to seek out new experiences that can
    cause learning or a change in your perspective.
  • Ability to learn from mistakes and to make
    adjustments to your personal strategies to ensure
    success in what you do.

59
  • Interpersonal Engagement
  • This factor assesses your interest in other
    cultures and the importance of developing
    relationships with people from other cultures in
    general.
  • The development of positive interpersonal
    relations is essential for effective performance
    in an intercultural environment.
  • This factor is comprised of two dimensions
    Global Mindset and Relationship Interest.

60
  • Global Mindset
  • The degree to which you are interested in and
    seek to actively learn about other cultures and
    the people that live in them.
  • The degree to which you seek out such learning by
    your own choice in order to expand your global
    knowledge about people and their cultures

61
  • Relationship Interest
  • The extent to which you initiate and maintain
    relationships with people from other cultures.
  • You find that engaging others is an
    energy-producing vs. an energy-depleting
    activity.
  • Your willingness to use a foreign language in
    developing new relationships.

62
  • Hardiness
  • Managing your thoughts and emotions in
    intercultural situations, along with your ability
    to be open-minded and nonjudgmental about ideas
    and behaviors that are new to you.
  • The tendency to not get upset, stressed,
    frustrated, or angry when you encounter
    situations, people, behavior, and ideas that are
    different from what you are used to.
  • Managing your emotions constructively and
    learning from failures and setbacks.
  • This factor is comprised of two dimensions
    Open-Mindedness and Resilience.

63
  • Positive Regard
  • Assuming the best about people and being more
    accepting of different behaviors.
  • Not resorting to negative stereotypes about other
    cultures or people.

64
  • Resilience
  • Your level of emotional strength and ability to
    cope with challenging emotional experiences.
  • Your capacity to recover quickly from
    psychologically and emotionally challenging
    situations.

65
Moving towards Practice Quiet Leadership
66
The Leadership Gap
  • Do these improve someones performance?
  • Give excellent advice, especially if asked
  • Offer elegant and creative solutions to their
    problems
  • Tell them how to think about or frame their
    problem to give them additional insights

67
The Leadership Gap
  • People are paid to think
  • If you hired someone to be a welder you would
    teach them to weld.
  • What if you hired someone to think?
  • People have increased education, independence,
    and expectations
  • What drives performance?
  • Habits, feelings, thinking (think iceberg).

68
Recent Discoveries About the Brain
  • The brain is a connection machine
  • Up close, no two brains are alike
  • The brain hardwires everything it can
  • Our hardwiring drives perception
  • Deconstructing wiring is very difficult
  • Creating new wiring is easy

69
The brain is a connection machine
  • Every thought, skill, and attribute we have is a
    complex map of connections between pieces of
    information stored in many parts of the brain.
  • Aha moments or insights occur when previously
    unlinked areas come together and create a new
    mental map
  • This new map is now hardwired, freeing up
    working memory for higher-level tasks

70
Up close, no two brains are alike
  • Since we have more than 300 trillion connections
    in our brain the probability of two matching
    brains is small
  • Much of our behavior toward other people starts
    with the assumption that their brain works the
    same way as ours.
  • Your solutions have to come from new connections
    you make using your own maps

71
The brain hardwires everything it can
  • Habits are not held in working memory - they are
    hardwired and kept somewhere cheaper.
  • Its a good thing because working memory can only
    hold seven concepts at one time.
  • Once people have done a job for some time, they
    are unconscious much of their workday.

72
Our hardwiring drives perception
  • We see the world as we are, not as the world
    is. Anais Nin, maybe.
  • Every new piece of information gets compared to
    our existing maps.
  • These filters often get in the way of processing
    new information in an unbiased manner
  • To what extent, then, do we want to encourage
    others to change their wiring?

73
Deconstructing wiring is very difficult
  • Our tendency is to assume that knowing the source
    of an issue will help to resolve it.
  • As we search our brains for roots and links, we
    focus more on the issue, which then creates new
    links that reinforce it.
  • Attention density - what you focus on gets wired
    - focusing on the old habit is not helpful, it is
    harmful

74
Creating new wiring is easy
  • Neuroplasticity - the ability of the brain to
    create new connections
  • Thought versus habit (short vs. long)
  • Attention density turns thoughts into habits as
    we think, write, speak, act

75
  • The bottom line is
  • It is more important to help someone learn to
    think through their problem than to solve it.
  • We CAN learn new habits, but it comes most easily
    when we focus on the new habit and not the old.

76
Practice
  • What gaps currently exist between my purpose and
    my presence?
  • What behaviors do I need to practice in order to
    develop the presence that will facilitate my
    purpose?
  • What commitments am I willing to make on a daily,
    weekly, monthly basis?
  • Remember, practice does not make perfect, it
    makes permanent.

77
Partners
  • Who will I rely on to hold and tend my dreams, to
    get behind me and move me toward my purpose?
  • Am I willing to practice vulnerability in order
    to share and pursue my dreams?
  • Where do I need to emotionally detach and let go?

78
Principles of Partnering
  • Be a person who sees others, who grasps who they
    are and what is important to them Who gets
    behind them and moves them ahead in their world.
  • Be a person who puts your projects out to others,
    lets them know who you are and what is important
    to you And allows them to get behind you and
    move you ahead in your world.
  • Barry Oshry

79
Final Questions
  • For the sake of what? What is my purpose?
  • Zoom in and zoom out
  • How do others experience me? What is my
    presence?
  • Pay attention be a player not a victim
  • Is it Working? Is my practice yielding results?
  • Make choices and own them, each moment
  • Where do I get support? Do I have appropriate
    partners?
  • Expect reciprocity
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