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  • "Perception of... by followers is the measure. Benevolence needs to extend to advocacy where the supervisor is a middle manager without sufficient power to meet the supervisee's needs.
  • Follower's "beliefs" are based on leader "values" assuming the leader's behaviors are consistent with, and a reflection of, his values. Notable exception: political spin doctors. Increasingly, leader orientation is thought to be in large part related to personality and formed in early childhood as a response to the demands of the childhood environment.
  • Leadership motivation is a variable that appears to be a reliable determinant of leadership effectiveness (but not the only one!) Exercise: Which motivation is more likely to predict leadership effectiveness? How many for task motivated? How many for relationship motivated? Which are you?
  • Stress is the flip side of relative performance.
  • DESIGN Those who aspire to lead out of a desire to control, to gain fame, or simply to be at the center of the action, will find little to attract them to the quiet design work of leadership. - Senge, "Leaders New Work," 10. Leadership is about culture formation. - Edgar Schein in Ibid. TEACHING The role of leader as teacher has nothing to do with authoritarian expertise, but has all to do with helping others (and oneself) to gain more insightful views of current reality. - Senge, "Leader's new work", 11. Many visionary strategists wind up as authoritarian leaders because they can "see" what needs to be done but cannot explain it or teach it. Managers who rise to the top with their expertise (decision-making and problem-solving skills) need to substitute mentoring, coaching, and helping others learn. It is essential for leadership to model the actions and orientation desired for the organization. STEWARDSHIP A matter of attitude; it begins with a desire to serve, out of which grows a desire to lead. - Senge, Leader's New Work, 12.
  • DESIGN Those who aspire to lead out of a desire to control, to gain fame, or simply to be at the center of the action, will find little to attract them to the quiet design work of leadership. - Senge, "Leaders New Work," 10. Leadership is about culture formation. - Edgar Schein in Ibid. TEACHING The role of leader as teacher has nothing to do with authoritarian expertise, but has all to do with helping others (and oneself) to gain more insightful views of current reality. - Senge, "Leader's new work", 11. Many visionary strategists wind up as authoritarian leaders because they can "see" what needs to be done but cannot explain it or teach it. Managers who rise to the top with their expertise (decision-making and problem-solving skills) need to substitute mentoring, coaching, and helping others learn. It is essential for leadership to model the actions and orientation desired for the organization. STEWARDSHIP A matter of attitude; it begins with a desire to serve, out of which grows a desire to lead. - Senge, Leader's New Work, 12.
  • DESIGN Those who aspire to lead out of a desire to control, to gain fame, or simply to be at the center of the action, will find little to attract them to the quiet design work of leadership. - Senge, "Leaders New Work," 10. Leadership is about culture formation. - Edgar Schein in Ibid. TEACHING The role of leader as teacher has nothing to do with authoritarian expertise, but has all to do with helping others (and oneself) to gain more insightful views of current reality. - Senge, "Leader's new work", 11. Many visionary strategists wind up as authoritarian leaders because they can "see" what needs to be done but cannot explain it or teach it. Managers who rise to the top with their expertise (decision-making and problem-solving skills) need to substitute mentoring, coaching, and helping others learn. It is essential for leadership to model the actions and orientation desired for the organization. STEWARDSHIP A matter of attitude; it begins with a desire to serve, out of which grows a desire to lead. - Senge, Leader's New Work, 12.

Managing Your Career Managing Your Career Presentation Transcript

  • Leadership Now! Program Managing Your Career August 20-21, 2008
  • Agenda
    • Wednesday, August 20
    • 9:00 am Welcome and Overview
            • Session agenda
            • Group learning norms
            • Community Review
    • 10:00 am Your Leadership Agenda
    • 12:00 pm lunch
    • 1:00 pm Developing Others
    • 4:30 pm Adjourn
  • Agenda
    • 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
    • Participate
    • 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
    • Respect confidentiality
    • Come prepared to sessions
    • Have fun!
  • 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
    • Rationalizing problems
      • “Denial and projection are the enemies of reality.” (Warren Bennis)
  • Failure to Success
    • Seek feedback
    • 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 :
    • Leader-member relations
    • (Group supports the leader?)
    • Task structure
    • (Goals, procedures, guidelines clear?)
    • Position power
    • (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
    • Leadership Competencies
    • 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
  • Developing Others Through Managing Trust
    • Components of Trust:
    • Strategic
    • Personal
    • Organizational
    • 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.
  • Enemies of Trust
    • Inconsistent messages
    • Inconsistent standards
    • Misplaced benevolence
    • Elephants in the parlor
    • Rumors in a vacuum
  • Rebuilding Damaged Trust
    • Figure out what happened
    • Assess the damage
    • Own up to the loss quickly
    • Identify needed remedial actions