Concept Schools Toledo


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Concept Schools Toledo

  1. 1. Putting Together the Pieces of Leadership Concept Schools
  2. 2. AGENDA  Win as much as you can  Mastering both listening and speaking  Giving feedback  Developing tomorrow’s leaders  Changing bad behavior
  3. 3. Win As Much As You Can
  4. 4. fortyninepercent Less than half of all employees understand the steps their organizations are taking to reach new business goals. Source: Watson Wyatt
  5. 5. Sixty percent of surveyed managers listed getting people to work together as the biggest hurdle they currently face. American Management Association
  6. 6. misinformation age
  7. 7. Mistakes are inevitable.
  8. 8. Retraction in the Dallas Morning News: “Norma Adams-Wadeʼs June 15 column incorrectly called Mary Ann Thompson- Frenk a socialist. She is a socialite.”
  9. 9. The information your employees have is only as good as the information you give them.
  10. 10. Give them information that is confusing, and theyʼll likely misinterpret your message.
  11. 11. Give them wrong information, and they’ll spread it.
  12. 12. Fail to give them any information, and theyʼll make it up, or get it from somewhere else.
  13. 13. In times of ambiguity, people seek stability, even if that means inventing their own explanations.
  14. 14. “Communication is the real work of leadership. ” Nitin Nohria Harvard Business School
  15. 15. On average, effective leaders spend approximately 70 percent of their time communicating, of which 45 percent is spent listening.
  16. 16. are you a good listener?
  17. 17. CAUTION: Contrary to prevailing attitudes, being a good listener requires a tremendous amount of mental effort.
  18. 18. 4 Listening Illusions
  19. 19. Leaders believe that, in every instance, they understand Listening Illusions their listening role. Leaders believe speaking and listening are separate activities. Leaders believe they have uncommon gifts for completing several other tasks while they listen. Leaders believe they can expedite the listening process.
  20. 20. two listening roles
  21. 21. Which role? Advisor Sounding Board Expert Good Listener Diagnose Absorb Recommend a Solution Attend to Feelings Best for Technical Problems Best for Relationship Issues Differences in Knowledge Differences in Philosophy Emergencies Long-Term Challenges One Right Answer No Answer Needed May Cause Over-Dependence Promotes Independence
  22. 22. “Seek First to Understand, Then to Be Understood” Stephen Covey
  23. 23. Wait your turn “Many administrators have blundered into trouble by speaking when they should have been listening.” James T. Scarnati
  24. 24. “Silence and listening are the antibodies that protect us from the germ of ignorance.” James T. Scarnati
  25. 25. Leaders believe that, in every instance, they understand their Listening Illusions listening role. Leaders believe speaking and listening are separate activities. Leaders believe they have uncommon gifts for completing several other tasks while they listen. Leaders believe they can expedite the listening process.
  26. 26. “Grandmother, what big eyes you have!” “All the better to hear with, my child.”
  27. 27. The Four Quadrants of “Body Listening” Opened Engaged Thoughtful Leaning forward, body Body open, but and arms open; leaning back; appears appears ready and attentive, is nodding or eager. chewing on pen. Forward Back Combative Absent Body forward, but Staring into space, closed in defiant doodling, or checking posture; tapping email; looking to flee. fingers or toes. Closed
  28. 28. The Four Quadrants of “Body Listening” Opened Engaged Thoughtful Best time to make No time to force the your point, assign issue; provide more tasks, and sell your information and allow ideas. listener to digest. Forward Back Combative Absent Listener is paying Listener has stopped attention, but paying attention and is disagrees; steer trying to escape; toward thoughtful change the subject. mode. Closed
  29. 29. Nonverbals Words account for only 7 percent of communication between two people. Body language and voice tone comprise the rest. Source: Fatt, J. P. T. (1998). Nonverbal communication and business success. Management Research News, 21(4-5), 1-10.
  30. 30. Leaders believe that, in every instance, they understand their Listening Illusions listening role. Listeners believe speaking and listening are separate activities. Leaders believe they have uncommon gifts for completing several other tasks while they listen. Leaders believe they can expedite the listening process.
  31. 31. “You can multi-task with ‘stuff,’ but you need to ‘be there’ for people.” Stephen Lundin, John Christensen, and Harry Paul, Fish! Tales
  32. 32. What style of listener
  33. 33. Leaders believe that, in every instance, they understand their listening role. Listening Illusions Listeners believe speaking and listening are separate activities. Leaders believe they have uncommon gifts for completing several other tasks while they listen. Leaders believe they can expedite the listening process.
  34. 34. 125 vs. 1000
  35. 35. distractionzone
  36. 36. Demonstrate patience. Some people have more difficulty expressing their ideas than others.
  37. 37. Without conversation, leadership would give way to bureaucracy.
  38. 38. The ultimate judge of your listening behavior is the person who is doing the talking.
  39. 39. –James T. Scarnati, “Beyond technical competence: Learning to listen,” Career Development International, 3(2), 1998.
  40. 40. “The successful leader will have not the loudest voice, but the readiest ear.” Warren Bennis
  41. 41. Receiving the message is the easy part. Decoding and understanding the speaker’s meaning are the challenges.
  42. 42. Elizabeth Newton Asked subjects to tap out the rhythm of a familiar tune for another person and assess the probability that the listener would identify the song correctly.
  43. 43. Tappers predicted that listeners would be able to recognize the songs 50 percent of the time.
  44. 44. 3 Listeners were lucky if they could identify the tunes at all. PERCENT
  45. 45. The difference, of course, is that the tappers could hear the music in their heads as they tapped, whereas listeners heard only a series of intermittent taps.
  46. 46. When measuring our expectations for others, we use ourselves as the yardstick.
  47. 47. egocentrism
  48. 48. “ The biggest problem with leadership communication is the that it has occurred. ” —Boyd Clarke and Ron Crossland, The Leader’s Voice
  49. 49. “Yeah-uhhh! Yo, yo dude. What’s up dawg? How you feelin’? You feelin’ alright? Listen, man. I’ve got to give you props. You’re doin’ your thing and it was dope. I ain’t mad.”
  50. 50. “Let’s talk offline after the lateral-thinking quality circle.”
  51. 51. “At the end of the day, we must tee up a seamless solution to our disconnect, per se.”
  52. 52. “Our on-boarding approach is a linked process that ensures our high-pots remain at the top of our talent review.”
  53. 53. “Does that hold water with you?”
  54. 54. “What the…?”
  55. 55. J A R G O N
  56. 56. JARGON often includes euphemisms used to substitute inoffensive expressions for those considered offensive.
  57. 57. These actions will “align our resources with market needs and adjust the size of our infrastructure.” –Chad Holliday, DuPont CEO announcing the elimination of 3,500 jobs
  58. 58. why jargon? Speakers sometimes invoke workplace jargon to impress others, or to establish their membership in an elite faction. Some use jargon to exclude or confuse others, or to mask their own inexperience or lack of knowledge.
  59. 59. “Market-leading provider of technology-enabled process- optimization tools seeks position in which I can apply my experience reducing cycle time across supply chains.”
  60. 60. 4COL
  61. 61. Why Didn’t You Just Say So? Out of Pocket. We used to just say, “I will be unavailable.” Escalate. To tell someone more important than you that something very bad is about to happen. “I’ll Reach Out to You.” I’ll telephone, e-mail, text, or otherwise communicate with you later. “You Loop Back to Me.” You telephone, e-mail, text, or otherwise communicate with me later. Taking a bottomless sabbatical. Getting laid off. Opening the Kimono. Exposing the truth—revealing what you’ve been hiding all this time.
  62. 62. of employees are regularly confused about what their 20 percent colleagues are saying, but are too embarrassed to ask for clarification admitted using jargon deliberately—as a means More than a third of either demonstrating control or gaining credibility found the use of jargon in office meetings both 40 percent irritating and distracting One out of dismissed speakers using jargon as both pretentious and untrustworthy ten Source: Office Angels
  63. 63. A single voice. A candid voice. A genuine voice. Your voice.
  64. 64. Communication and intellectual is most effective areas of your when you speak listeners’ to both the minds. emotional
  65. 65. Stories create the emotional perspective listeners need to connect with your message.
  66. 66. “It is impossible even to think without a mental picture.” Aristotle On Memory and Recollection 358 B.C.
  67. 67. I N S P I R E
  68. 68. Good leaders have a vision. They hold in Have a their minds pictures of Vision what is possible.
  69. 69. Great leaders convince others to share Convince their vision by Others to articulating it Share It in memorable and inspirational ways.
  70. 70. “I have a dream that onea dream that rise “I have day one this nationout the true up and live will day this nation will rise up hold theseliveto ‘We and truths meaning of its creed: out the are created equal.’” men true be self-evident: that all meaning of its Martin Luther King, Jr. Delivered on the steps of the Lincoln Memorial in creed: ‘We hold Washington D.C. on August 28, 1963
  71. 71. If you think that conveying ideas effectively is an innate ability—a talent reserved for naturally gifted orators— then you are probably neglecting your role as a communicator.
  72. 72. “If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather…”
  73. 73. “…teach them to long for the endless immensity of the sea.”
  75. 75. “The times they are a-changin’.” Bob Dylan
  76. 76. Four Generations at Work Silent Generation 1925 - 1945 Baby Boomers 1946 - 1964 Generation X 1965 - 1980 Generation Y 1981 - 2000
  77. 77. thx for the iview! i wud to work 4 u!! :)
  78. 78. How people share information has changed.
  79. 79. 2002 The last time I sent a fax.
  80. 80. The popularity of e-mail has increased the chances that messages will be misunderstood.
  81. 81. –Nicholas Epley, PhD, University of Chicago
  82. 82. overrate Senders are not always to blame. We tend to our ability to interpret the messages we receive.
  83. 83. pick up the phone!
  84. 84. Social Media Other things to consider: Blogs Podcasts Forums Text Messaging Intranet Chats
  85. 85. Speaking Up 
  86. 86. 74 percent Managers who say their organizations persuade workers to report bad news upward. Source: Sirota Survey Intelligence
  87. 87. One in three employees believes that senior management actually discourages workers from passing information up the chain of command, even—or especially—when it’s bad news. Source: Sirota Survey Intelligence
  88. 88. “ In some companies, a fear of retribution may be at work. ” Jeffrey Saltzman, Sirota CEO
  89. 89. “Employees who learned about improper corporate feared senior adjustments appear to have management’s criticism or even the loss of their jobs. It was common for employees to be denigrated in public about their work.” Source: “Report of Investigation by the Special Investigative Committee of the Board of Directors of WorldCom”
  90. 90. Improving communication requires creating an environment that encourages straight talk.
  91. 91. TROPHIC LEVELS Along a food chain, there is a sequential order in which organisms consume each other.
  92. 92. Only 10 percent of available energy passes from one trophic level to the next; the remainder is lost as heat.
  93. 93. Too often, our messages lose their meanings as each level of the corporate chain consumes the information.
  94. 94. It’s likely that only 10 percent of a message makes it through each level of communication. The rest, like forgone energy, is just hot air.
  95. 95. Endeavor for humility, not perfection.
  96. 96. FEEDBACK FOCUSES ON THE PAST Reinforces personal stereotyping based on giver’s history with recipient (“Do you know what your problem is?”).
  97. 97.  Future-oriented  Seen as positive because “feed-forward” it focuses on solutions  Can come from anyone who knows about the topic  Cannot be taken personally, since it focuses on things that have yet to happen  Less confrontational way of offering advice
  98. 98. Turning Students Into Leaders
  99. 99. QUESTION: Are leaders born or made?
  100. 100. the top 10 skills Future Leaders (Your Current Students) Will Need To Possess
  101. 101. 10. Taking risks.
  102. 102. Robert Galvin “Leadership is going first in a new direction—and being followed.”
  103. 103. “Why won’t my employees take any initiative?”
  104. 104. Helicopter Parents
  105. 105. Why are manhole covers round?
  106. 106. 9. Failing
  107. 107. Individuals who take failures personally have an exaggerated sense of their own incompetence. They view taking initiative as futile since they expect to fail.
  108. 108. Sol√ e f∅r why In 1968, 18 percent of American college freshman had achieved an A average in high school. By 2004, that figure was 48 percent. During that same period, SAT scores decreased. SOURCE: Twenge, J. M. (2006). Generation me: Why today’s young Americans are more confident, assertive, entitled—and more miserable than ever before. New York: Free Press.
  109. 109. Self-Esteem First. Learning Second.
  110. 110. celebrate failures
  111. 111. “Do what?”
  112. 112. Celebrations provide people with a safe forum for them to acknowledge their failures, making the analysis of what went wrong less threatening.
  113. 113. 8. B E A T I N G S T R E S S
  114. 114. Stress is not a state of mind. It’s a physical state.
  115. 115. Our survival requires avoiding deadly outcomes; ignoring a potential danger could be fatal. “fight or flee”
  116. 116. psychological hardiness “Hardy” individuals are more likely to approach stressful events as opportunities from which to learn, rather than as threats to fear or avoid.
  117. 117. 2:1 Non-Hardy to Hardy
  118. 118. the three attitudes of hardiness Commitment: the Control: the Challenge: the belief that stressful conviction that perception that events are not individuals can change is both threatening, but actively influence expected and interesting and life’s events. stimulating. meaningful. Source: Suzanne Kobasa and Salvatore Maddi, The Hardy Executive: Health Under Stress
  119. 119. Commitment People who are committed to and involved in their work are more apt to perceive chaos as interesting.
  120. 120. Control People adapt to change best when they understand the control they have over their environments.
  121. 121. Challenge When chaos is welcomed, we can perceive it as stimulating, if not a hidden opportunity for personal development.
  122. 122. Be hardy!
  123. 123. 7) Working in spurts
  124. 124. workfragmentation
  125. 125. The average length of time 11min. 4 sec. we work on a task before being interrupted SOURCE: Gloria Mark, Victor M. Gonzalez, & Justin Harris “No Task Left Behind? Examining the Nature of Fragmented Work”
  126. 126. On average, it takes more than 25 minutes to resume what we were doing before being interrupted. SOURCE: Gloria Mark, Victor M. Gonzalez, & Justin Harris “No Task Left Behind? Examining the Nature of Fragmented Work”
  127. 127. “Engaging in multiple activities appears to be related to the scope of work; as the scope increases so does multi-tasking.” Mark, Gonzalez, and Harris
  128. 128. Managers experience 50 percent more external interruptions than their employees do. Mark, Gonzalez, and Harris
  129. 129. 6. Sharing knowledge.
  130. 130. Wally who?
  131. 131. Giving away our authority is a personal challenge. It involves sharing influence, prestige, and applause, while forcing us to deal with our personal insecurities.
  132. 132. “ A basic function of leadership is to produce more leaders, not more ” followers. Ralph Nader
  133. 133. 5. Pursuing mastery.
  134. 134. “The class of 2007 is the first in Ohio which must pass all five Ohio Graduation Test sections to receive a diploma.” The Blade, May 22, 2007
  135. 135. When we force people to strive for proficiency in everything, we miss the opportunity for them to achieve greatness in the one area where they may, indeed, achieve just that.
  136. 136. strivingforimprovement, most of us do the same thing: we take our strengths for granted, and concentrate all our efforts on conquering our weaknesses
  137. 137. Not surprisingly, the vast majority of organizations appear to believe that the best way for individuals to grow is to eliminate their weaknesses.
  138. 138. Identifying each person’s strongest talents permits everyone the opportunity to contribute what they do BEST.
  139. 139. FOUR: embrace interdependency
  140. 140. The origins of TEAMWORK (blame Norman Triplett)
  141. 141. Social FACILITATION
  142. 142. Social facilitation is the tendency for people to be aroused into performing better in the presence of others than they perform when they are alone.
  143. 143. simple tasks or tasks in which we are experts
  144. 144. MERE PRESENCE theory Just having other people around increases an individual’s drive and motivation levels. Robert Zajonc
  145. 145. So, how’s that working for you?
  146. 146. distractionconflicttheory The presence of others actually creates a conflict between attending to the task at hand and navigating through the group process.
  147. 147. Potential Productivity - Loss Resulting from Group Process Actual Productivity
  148. 148. “Team after team can be sunk by ‘team destroyers’…people whose brilliance in individual tasks is matched by their incapacity for collaborative work. Suzy Wetlaufer ” “The Team That Wasn’t” Harvard Business Review (Nov/Dec 1994)
  149. 149. BEEN THERE. DONE THAT.
  150. 150. Defy the verdict!
  151. 151. Alvin Toffler
  152. 152. “The biggest men and women with the biggest ideas can be shot down by the smallest men and women with the smallest minds. Think big anyway.” Dr. Kent M. Keith Anyway: The Paradoxical Commandments
  153. 153. We often describe children as having wild or active imaginations. The best leaders never outgrow their imaginative gift.
  154. 154. TWO: Resolving conflict.
  155. 155. con .flict (kón flikt) a disagreement in which those involved perceive a threat to their needs, interests, or happiness.
  156. 156. Eric and Rhonda are in the kitchen. There is only one orange left and both of them want it. What’s the best solution?
  157. 157. “Working with others and managing conflict are inseparable.” Dean Tjosvold
  158. 158. # 1 Proving credibility.
  159. 159. 49 PERCENT Less than half of all U.S. employees trust their senior leaders. Source: Watson Wyatt
  160. 160. “In corporate America, crime pays. Handsomely. Grotesquely, even.” Arianna Huffington Pigs at the Trough
  162. 162. “Credibility is the foundation on which leaders and constituents will build the grand dreams of the future.” Kouzes & Posner
  163. 163. DWYSYWD
  164. 164. Grow some of your own!
  165. 165. “A change in behavior begins with a change in the heart.” – Scripture posted on the outside message board at Smitty’s Automotive Service
  166. 166. Hit the brakes Which tactic should you use? Honk the horn Flash the headlights Swerve off the road Hope for the best
  167. 167. *Disclaimer: I have never tested this!
  168. 168. We may not be able to change a person, but we can influence a person’s behavior by creating the proper environment.
  169. 169. B=f(PE) Lewin’s Equation
  170. 170. B=f(PE) BEHAVIOR is a FUNCTION of PEOPLE and their ENVIRONMENTS
  171. 171. The behavior you’re witnessing is behavior someone (maybe you!) has taught. Therefore, you might need to re-teach it.
  172. 172. attribution theory
  173. 173. Why? (the answer determines my future behavior)
  174. 174. Dictionary: attribute (uh-trib-yoot) -verb (used with object) 1. to think of something as caused by a particular circumstance. 2. to consider as a quality or characteristic of the person. Origin: 1350-1400; Latin attribūtus
  175. 175. external versus internal
  176. 176. We have a propensity to overestimate internal factors— and underestimate external factors—when explaining the bad behavior of others...
  177. 177. …and to underestimate internal factors and overestimate external factors when explaining our own bad behavior.
  178. 178. AND VICE VERSA
  179. 179. I’m late because my alarm clock didn’t go off. External I’m in trouble for being late because my boss Attributed to outside is a jerk. agent or force She only got her promotion because they needed to fill a quota.
  180. 180. I’m the type of person who always likes to be on time. I earned my promotion Internal by working harder than Attributed to everyone else did. personality factors He’s behind in that project because he’s an idiot.
  181. 181. fundamental ATTRIBUTION error
  182. 182. learned helplessness
  183. 183. –Steve Booth-Butterfield, Steve’s Primer of Practical Persuasion
  184. 184. “This is the neatest classroom. You must be very neat students who really care about their room.”
  185. 185. REINFORCEMENT TRAINING: “I’m proud of you and pleased with your progress.” PERSUASION TRAINING: “Try harder. You should be getting better grades in math.” ATTRIBUTION TRAINING: “You work hard and seem to know your math assignments very well.”
  186. 186. Students who received attribution training scored one to two points higher (out of twenty) than those receiving persuasion and reinforcement.
  187. 187. Rewards and punishments are external factors and, as such, they prevent workers from forming the internal attributions that bring about those behaviors that you’re attempting to encourage.
  188. 188. attributionretraining
  189. 189. You seem like a { hard worker question asker team player } quality stickler who…
  190. 190. Putting Together the Pieces of Leadership