Leadership Now! Program Managing Your Career August 20-21, 2008
Wednesday, August 20
9:00 am Welcome and Overview
Group learning norms
10:00 am Your Leadership Agenda
12:00 pm lunch
1:00 pm Developing Others
4:30 pm Adjourn
Thursday, August 31
9:00 am Project Teams
11:00 am Project Team Presentations
12:00 pm lunch
1:00 pm Program Evaluation and Next Steps
4:00 pm Program Closing and Adjournment
Norms for Group Learning
Inquire to learn
Lean into your discomfort
Try on new ideas for size
Help the group learn
Avoid side conversations
Take care of comfort needs
Give timely feedback
Come prepared to sessions
The Journey to Authentic Leadership Age 30 60 90 Leadership Development Crucibles Preparing for leadership Leading Giving back Taken from Bill George, True North
Why Leaders Lose Their Way
Lack of feedback or willingness to act on it
Acting as a lone hero
Fear of failure
“Denial and projection are the enemies of reality.” (Warren Bennis)
Failure to Success
Be open to making changes based on feedback
Remember that leadership is not about a “lone hero” but empowering others to act
Top Characteristics of Admired Leaders Characteristic % Honest 88 Forward-looking 75 Inspiring 68 Competent 63 Source: Kouzes and Posner, The Leadership Challenge , 1995 study, survey pop: 20,000
TRUST : a function of two converging beliefs Affection Distrust Trust Respect Low High Aptitude High Benevolence Low Source: Peter Scholtes, The Leader's Handbook , 1998.
Trust and Leader Motivation Leader Value Leader Motivation Aptitude Task (technical skills) Benevolence Relationship (attention to others' needs)
Leadership Motivation task relationship In a new work situation: Task motivated: "First, I work toward sufficient control to ensure the task will be done; then I attend to relationship needs." Relationship motivated: "First, I work toward sufficient control to ensure good relationships; then I attend to task needs.
Contingency Model of Leadership Effectiveness
A leader's success is contingent on two factors:
(1) the leader's typical way of interacting with members of the group (a function of leadership motivation); and
(2) the degree to which the leader has control over the situation (a function of the group relations, task clarity, and position power).
The better the match between leadership motivation and level of situational control, the more effective the leadership performance.
Source: Fiedler and Chemers, Improving Leadership Effectiveness , 1984
Situational control levels high moderate low
Elements of situational control :
(Group supports the leader?)
(Goals, procedures, guidelines clear?)
(Authority to reward and punish?)
Contingency Model of Leadership Effectiveness Level of situational control high moderate low Relative performance low high task relationship balanced Source: Fiedler and Chemers, Improving Leadership Effectiveness , 1984
Myths of Leadership Effectiveness and Motivation telling selling testing consulting co-creating Assumed effectiveness low high task relationship Assumed leadership motivation
Why consult or co-create?
benefit from multiple perspectives
provide opportunities for staff to commit
manage the degree of situational control
design (the guiding ideas of the org. culture)
teaching (helping others see reality more clearly)
stewardship (serving people and mission)
Your Learning Plan
Developing Others Through Managing Trust
Components of Trust:
Taken from Galford and Drapeau,
“ The Enemies of Trust”
Components of Trust
Strategic: We trust those in charge to set the right course.
Personal: We trust managers to treat us fairly and put us and the organization’s needs ahead of their own.
Organizational: We view the organization’s processes as fair and consistent.