... back to the Leadership Develpment Program/ LDP 2012

Pia Lee, CEO - LIW

GDLN Australia - ANU

© LIW 2011

Day 3

Unit 3

What are we trying to achieve?

LDP Objectives and Outcomes

1. Be able to use a suite of pragmatic leadership tools in order to lead more effectively;

2. Have created a comprehensive leadership development strategy for themselves & their organizations, and have clear objectives to implement the strategy;

3. Have a ‘baseline’ measure of their leadership competence and have completed a second survey to illustrate their progress;

4. Have developed and practiced their leadership coaching skills in order to create leadership and leaders around them;

5. Have built a support network of other leaders within Vietnam;

6. Be connected via LIW’s program alumni to network of leaders globally.

Program Structure

Modules Topics1. Creating an organizational leadership architecture

What is leadership? Developing leadership, not leaders Organizational vision – what is yours? Your role in driving it? Shared leadership and leadership responsibility Aligning the leadership mindset Creating the conditions for success Being a leadership architect

2. Understanding myself and others

Looking in the mirror to understand yourself, looking around to understand others

Why should anyone be led by me? Behavior and drivers – what drives behavior? Motivation, Perception, Values Leading others: Learned Optimism, Learned Helplessness Attributing success and failure: impact - what hinders, what helps

3. Unlocking leadership potential in others

Differences in others’ thinking preferences How do I lead someone who is the polar opposite to me? What is coaching? Why do we do it? Coaching model Buddy up: Live coaching of others for success Having the difficult conversations Creating a culture of feedback for growth and results Performance leadership

Course Content

4. Building alignment & Cascading Decision making

Decision making: gut feel or objective? Who should be involved in decisions? How do you make decision? Aligned decision making model Cascading aligned leadership thinking

5. Influential leadership up, down and across

What is influence? Persuasion? Negotiation? Coercion? Who are your stakeholders? Stakeholder mapping Proactive and reactive relationship management

6. My plan to enhance Vietnam’s leadership

Practical application of OLA Final presentation and individual action plan commitment to

further enhance the leadership capacity of Vietnam Graduation ceremony

Course Content (cont.)

Our Agenda

Day 3 – Unit 3

• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work

environments

Day 3 – Unit 4

• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps

ReviewIn three weeks...

You were asked to carry out at least 1 action in clarity, climate

and competence and be prepared to share your update, wins and challenges at the beginning of the next session on VC.

Complete the Understanding

EI Worksheet.

Read “Good to Great” and

“On Becoming a Leader”PROJECT

ACTIONS

UPDATE

Organisational Leadership Architecture®

Clarity Climate Competence

W1What are we

trying to achieve and

why?

• Purpose• Vision• Strategy• Task & role• Measures• Information and understanding

• Culture• Structure• Systems and processes• Resources• Consideration of the external environment

• Knowledge & skills• Behaviour & attitude• Leader’s example

W2 Where are we now?

• How clear and meaningful are the points above across the organisation?

• How can these be measured and assessed?

• How effective is the organisation’s climate now?• Measure through:

SurveysAuditsFeedbackAssessment ofPerformance

• What is our current level of behaviour and skills?

• Which key competencies need to be developed?

W3What next?

• What needs to happen to buildunderstanding?

• Visioning workshop • Aligned communication by leaders • Closed loop feedback• Management by Objectives

• Alignment of processes to meet the vision

• Creation of a ‘common language’ at all levels

• Leader’s example• Developing people through

EducationExperienceExposure

• Always aligned to appropriate level of the ‘Leadership Pipeline’

Our Agenda

Day 3 – Unit 3

• Review of your application to your projects• Optimising your climate - stakeholder

management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work

environments

Day 3 – Unit 4

• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps

© LIW 2011

Managing Stakeholders

Stakeholder Management

Managing Stakeholders helps you understand:

With whom you need to work How to work with them

Priorities for working with them

PRIMARY

ImpactedInvolved

Influencer

Strategic Stakeholder Web: Your Situation

Exercise

Consider a project, goal, initiative or challenge from your environment

Who are the key cross-organizational stakeholders?

Where they sit in the world? How are they related to your project? How critical are they to your success?

What is their preferred communication style? Who is missing?

PRIMARY

ImpactedInvolved

Influencer

Primary Actively invest in relationship building

Partner to resolve issues and manage tradeoffs

Jointly prepare for likely outcomes

Keep informed Solicit feedback and

input Understand how

your work affects them

Keep fully informed Actively solicit

opinions and perspectives

Ensure that their interests are recognized

Secondary Inform as needed Delegate tasks

appropriate with their role

Inform as needed Advise of expected

outcomes

Inform as needed Seek guidance and

advice Monitor their

positions

Where is your time best spent?

Working With Your Different Stakeholders

ImpactedInvolved Influencer

Credibility. Credibility has to do with the words we speak.

Reliability. Reliability has to do with actions.

Intimacy. Intimacy is the safety we feel talking to someone.

Self-orientation. Self-orientation refers is the focus of the person in question.

T = C+R+IS

Trust

Our Agenda

Day 3 – Unit 3

• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work

environments

Day 3 – Unit 4

• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps

EQ

IQ

‘Being’People, Emotions, Feelings Behaviours, Right/Wrong

Relationships, Values, Developing, Ethics, Heart, Justice

Leadership Awareness

‘Doing’Tasks, Facts

Things, SkillsCorrect/Incorrect

ManagementScience, Head

Training/Teaching Laws/rules

Leadership Skills

The Leadership Spectrum

The old paradigm:

I cannot change another person.

The paradox:

When I change myself, the other person changes.

The new paradigm:

“I change myself, I change my world.”

M.K. Gandhi

A PERSPECTIVE…

Differences in Humans

Exercise in 3’s

What are all the differences in

humans which:• You can see

• You can’t see

Make two lists.

DIFFERENCES IN HUMANS

Physical

Psychological

Individual Group/Race

Size Shape

ColourFeatures

BeliefsCulture

PersonalityBehaviourEmotions

PerceptionsExperienceEducation

IntelligenceAttitude

Within a race of people,

people differ more than

they do between races.

“Race is the least

significant distinction

among different people” (Dr Martin Luther King)

BEHAVIOUR

What is Behaviour?

Behaviour is the way in which we choose to conduct ourselves.

Behaviour

What drives Behaviour

---------------------------------------------

All behaviour has meaning.

We see behaviour; but what drives behaviour is very deep and not easy to understand.

Sometimes we react to the behaviour we see without first thinking about what may be driving it. Alternatively we can consciously choose to respond.

EmotionsOur emotional state determines our response to an external stimulus or an internal representation. As such, our emotional state also impact on the results of our communications

Taking control of our emotions, and choosing a state of mind in whish to act is not always an easy task. Sometimes, we encounter an Amygdala Hijack. To help us retain our composure, and behave in an appropriate manner in times of stress, we can use the ABCDE model.

Trigger

ConsideredResponse

Reaction

Amygdala

PrefrontalArea

Environment or Situation

Environment orSituation

UNDERSTANDING OTHERS’ BEHAVIOUR

Individual Values, Beliefs, Emotion, Perception

Environment, ExperiencePersonality, Core Identity

Attitude

B

Motivation

BBBBB B

Environment orSituation

Individual Values, Beliefs, Emotion Perception

Environment, ExperiencePersonality, Core Identity

Attitude

B

Motivation

UNDERSTANDING HUMAN BEHAVIOUR

MOTIVATION

SocialAcceptance from others, recognition,

achievement

Sequence of satisfaction of

needs

Self-Actualisation

Development of own potential,

finding self-fulfilment

Self-esteemApproval from others,

recognition, achievement

SafetyFeeling of security; not fearing danger

PhysiologicalBasic requirements of life such as food, drink and shelter

MOTIVATION

Herzberg’s Hygiene Factors & Motivators

HYGIENE FACTORS

Company PolicyThe rules and regulations that govern how the organisation goes about its business

SupervisionThe way employees are managed when carrying out day-to-day duties

Interpersonal RelationshipsRelationships with colleagues in the workplace

Working ConditionsWorking hours, layout, technical equipment, facilities

Financial MotivesFair compensation in the form of basic income, fringe benefits, bonuses, holidays and company car

MOTIVATORS

AchievementDoing a good job, meeting and exceeding goals

RecognitionManagers and colleagues acknowledging an individual’s achievements

The Work ItselfEmployees believing that the role they fulfil is important

ResponsibilityGiving employees ownership of work-giving them freedom in how they carry out tasks

AdvancementEmployees making progress not just through promotion but also through opportunities for development

MOTIVATION

50 40 30 20 10 0 10 20 30 40 50

Progress in Work - Achievement

Recognition and Praise

The Work in Itself - Satisfaction

Responsibility and Authority to Decide

Promotion

The Policy of the Company and its Administration

Management

Salary

Personal Relations with Manager

Working Condition

Herzberg’s analysis of attitudes to work

Dissatisfiers - Satisfiers

Length of bar graph indicates impact.Depth of bar graph indicates time frame (the deeper the bar the longer the item remained an issue)

50 40 30 20 10 0 10 20 30 40 50

Progress in Work - Achievement

Recognition and Praise

The Work in Itself - Satisfaction

Responsibility and Authority to Decide

Promotion

The Policy of the Company and its Administration

Management

Salary

Personal Relations with Manager

Working Condition

Herzberg’s analysis of attitudes to work

Dissatisfiers - Satisfiers

Length of bar graph indicates impact.Depth of bar graph indicates time frame (the deeper the bar the longer the item remained an issue)

MOTIVATION

Marcus Buckingham and Curt Coffman, First Break All the Rules: What the World’s Greatest Managers Do Differently.(New York: Simon & Schuster, 1999

*

Conclusions of a twenty year research project by the Gallup Organisation (surveying

over a million individuals from a broad range of companies):

“Talented employees need great managers.

The talented employee may join a company because of its

charismatic leaders, its generous benefits, and its world-class

training programs, but how long that employee stays and how

productive he is while he is there is determined by his relationship

with his immediate supervisor.”

MOTIVATION

• Do I know what is expected of me at work? CLARITY

• Do I have the materials and equipment to do my work right? CLIMATE

• At work, do I have the opportunity to do what I do best every day? COMPETENCE

• In the last seven days, have I received recognition or praise for doing good work?

• Does my supervisor, or someone at work, seem to care about me as a person?

• Is there someone at work who encourages my development?

• At work, do my opinions seem to count?

• Does the mission / purpose of my company make me feel my job is important?

• Are my co-workers committed to doing high quality work?

• Do I have a best friend at work?

• In the last six months, has someone talked to me about my progress?

• This last year, have I had opportunities at work to learn and grow?

Marcus Buckingham and Curt Coffman, First Break All the Rules: What the World’s Greatest Managers Do Differently(New York: Simon & Schuster, 1999

*

Conclusions of research project by the Gallup Organisation (surveying 400 organisations and a cross-section of 80,000 great and average managers). Researchers found that exceptional managers created a workplace in which employees emphatically answered ‘yes’ when asked the following questions:

How leadership failure impacts

1. 82% of Employees are not engaged (18% - engaged, productive & loyal; 63% - disengaged; 19% - actively disengaged)

2. Lost days per year: Engaged employees - 3.67 days, disengaged -5.95, actively disengaged - 10.68

3. 80% of engaged employees say they will stay another year v 31% of disengaged

4. Cost of frontline employee turnover = 0.41 x salary, managers up to 4+ x salary

Gallup 2002

MOTIVATION - TEAM PLAN

Reflecting On Your Team…

2 13

Can change

Can influence

Can’t change

HYGIENE FACTORS MOTIVATORS

Company policy Achievement

Supervision Recognition

Interpersonal relationships

The work itself

Working conditions Responsibility

Financial motives Advancement

Action Planning

Our Agenda

Day 3 – Unit 3

• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work

environments

Day 3 – Unit 4

• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps

OLA Action Plan Review - Afternoon

Please discuss with your partner and identify:

• What were you trying to achieve and why in relation to your project?

• What actions did you achieve since the last program? What was the

impact?

• What challenges if any did you find?

• How did you overcome them?

• What are your priorities for the next 1-3 months?

• What have you learnt from using OLA and how can you apply the

leadership thinking in your workplace?

Afternoon group exercises

In groups of 4’s share your answers from the Understanding EI

Worksheet and discuss how this will support the successful

achievement of your project.

How will it support you in your work environment?

Report back to the whole group.

Complete further actions as a result of your insights today.

© LIW 2011

Day 3

Unit 4

Our Agenda

Day 3 – Unit 3

• Review of your application to your projects• Optimising your climate - stakeholder management• EQ and the role of leadership• Discussion of the EI worksheet in groups of 4• Application to your projects and work environments

Day 3 – Unit 4

• OLA application to your project• Thinking styles and preferences• Coaching and developing others• Practice of coaching in 3s• Conclude action plan and next steps

Thinking and Communication Preferences

• The Whole Brain Model

• The impacts of our preferences

• Working together

Introducing Whole Brain thinking!

When Preferences Collide…Meet the Fockers

UPPER MODE(Thinking)

LOWER MODE (Feeling)

RIG

HT

BR

AIN

(Global)

LE

FT

BR

AIN

(Det

ail)

PlannedOrganised

AdministerDetailed

Emotional InterpersonalExpressiveTalker

LogicalAnalyticalFact-based

Quantitative

Imaginative ArtisticHolisticImprovisational

Whole Brain ModelSECTION 2: Page 27

Our Four Different Selves

Quadrant clusters

A quadrant cluster - is this more you?

B quadrant cluster - or this?

C quadrant cluster - or this?

D quadrant cluster - or this?

HBDI - Strengths of Each Quadrant

AA DD

CCB

LOGICALANALYTICALFACT BASED

QUANTITATIVE

ORGANISEDSEQUENTIAL

PLANNEDDETAILED

HOLISTICINTUITIVEINTEGRATINGSYNTHESISING

INTERPERSONALFEELING BASEDKINEASTHETICEMOTIONAL

Strongly Prefer

Prefer

Use

HBDI - Guess Your Profile

Avoid

Thinking and talking the same language!

Examine your stakeholder map - what are the different

thinking styles and how can you adapt your communication to create better clarity?

How do you then develop others with this knowledge?

Coaching, in comparison to…

Questioning

Trainer sets the agendaShort term transfer of skill

Mentor is an expert in fieldSenior advisor

Usually used as corrective action

ReactiveIndividual does not have the resources within them to improveIdeally psychologist or accredited counsellor

The value ofCoaching to

the:• Person being

coached• Coach • Organisation

CompareCoaching to:

• Mentoring• Training• Performance

management• Counselling

The Value Of Coaching - Exercise

What stops us from coaching:

• Personally• Organisationally

Best vs Worst Coach:

• What behaviours do you see

• How do they make you feel

• Public or personal examples

What is coaching?

Coaching is:

Unlocking someone’s potential to maximise their performance.

Performance = Potential - Interference

A collaborative solution-focused, results-orientated, systematic process in which the coach facilitates the enhancement of performance, self directed learning and personal growth of the individuals.

Section One

Where are we now?

What next?

Where are we going and why?

3WW1

W2

W3

Three Fundamental Questions

Using OLA as a coaching tool

Clarity Climate Competence

W1What are we

trying to achieve and

why?

• Purpose• Vision• Strategy• Task & role• Measures• Information and understanding

• Culture• Structure• Systems and processes• Resources• Consideration of the external environment

• Knowledge & skills• Behaviour & attitude• Leader’s example

W2 Where are we now?

• How clear and meaningful are the points above across the organisation?

• How can these be measured and assessed?

• How effective is the organisation’s climate now?• Measure through:

SurveysAuditsFeedbackAssessment ofPerformance

• What is our current level of behaviour and skills?

• Which key competencies need to be developed?

W3What next?

• What needs to happen to buildunderstanding?

• Visioning workshop • Aligned communication by leaders • Closed loop feedback• Management by Objectives

• Alignment of processes to meet the vision

• Creation of a ‘common language’ at all levels

• Leader’s example• Developing people through

EducationExperienceExposure

• Always aligned to appropriate level of the ‘Leadership Pipeline’

Afternoon Exercise

In 3’s - One act as coach, another coachee and the third observer.

In 15 minutes the coach is to coach the coachee on a challenge tat he/ she is having in relation to their project.

Use OLA as a structure and the observer provide feedback.

Then rotate so that you all get a chance in each role.