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Leadership Camp 2011


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Leadership Camp presentation for 2011

Leadership Camp presentation for 2011

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  • Consider having team members review each others ’ notes prior to meeting to allow the team to use the time to discuss vs. report. Divide up the allocated time so that each question gets attention. Discuss and pull out key ideas. Record these for future use. Consider implications and other learning needed. Develop additional research questions, which can be studied along with the work on current reality.
  • Transcript

    • 1. AAS Leadership Camp 2011 Designing and Leading a Learning Organization
    • 2. Objectives
      • Leadership and Learning Organization
      • Dysfunctions of a Team
      • Transformational Leadership – The Four I’s
      • Change
      • Adaptive Learning
    • 3.
    • 4. Leadership Evolution Era 2 Rational Management
      • Behavior theories
      • Contingency theories
      • Setting :
      • Vertical hierarchy, bureaucracy
      • Management functions
      Era 1 Great Man Leadership
      • Trait theories
      • Setting :
      • Pre-bureaucratic organization
      • Administrative principles
      Era 3 Team Leadership
      • Confusion
      • Empowerment
      • Quality
      • Setting :
      • Horizontal organization
      • Cross-functional teams
      • Downsizing
      Era 4 Learning Leadership
      • Shared vision, alignment, relationships
      • Empowered
      • Setting :
      • Learning organization
      • Transformational
      • Good to Great
      Scope Macro Micro ENVIRONMENT Stable Chaotic
    • 5. Learning A change in behavior or performance that occurs as a result of experience
    • 6. Adaptive Learning Cycle
      • A cycle of action, feedback, and synthesis that all living organisms share
    • 7. The Adaptive Learning Cycle Synthesis Feedback Action Deciding Learning Sensing
    • 8. Learning Organization One in which everyone is engaged in identifying and solving problems
    • 9. Two Models of Organization Routine tasks Efficient Performance (Hard, rational model) Vertical Structure Formal systems Competitive strategy Rigid culture
    • 10. Learning Organization (Soft, intuitive model) Horizontal structure Empowered roles Personal networks Collaborative strategy Adaptive culture
    • 11. Tasks Versus Roles Task : a narrowly defined work assignment Role : a part in a social system
    • 12. An Organizational Communication Network (adapted) Marketing Manufacturing Engineering Sharon David
    • 13. Ambidextrous Organizations Flexible organizations in which leaders incorporate structures and management processes that are appropriate to innovation and learning, as well as to the efficient implementation of ideas
    • 14. Knowledge Management The efforts to systematically gather knowledge, make it widely available, and foster a culture of collaboration and learning
    • 15. Five Dysfunctions of a Team
    • 16. Framework
    • 17. Pre-Test
    • 18. TRUST
    • 19. Absence of Trust
      • Stems from an unwillingness to be vulnerable within the group. Team members who are not genuinely open with one another about their mistakes and weaknesses make it impossible to build a foundation for trust.
    • 20. Trust Related Behaviors
      • Team members quickly and genuinely apologize to one another when they say or do something inappropriate or possibly damaging to the team.
      • Team members openly admit their weaknesses and mistakes.
      • Team members know about one another ’s personal lives and are comfortable discussing them.
    • 21. Trust is…
      • Confident about intentions
      • Comfort with vulnerability – “We don’t need to walk on eggshells.”
      • Act without concern for protecting oneself.
      • A focus of energy and attention completely on the job at hand – free from political ramifications and fear of needing to be “strategic”
    • 22. Members of a trusting team…
      • Admit weaknesses and mistakes
      • Ask for help
      • Accept questions and input about their area of responsibility
      • Give benefit of doubt
      • Take risks in offering feedback and assistance
      • Appreciate and tap into one another ’s skills and experiences
      • Focus energy on issues, not politics
    • 23. Key Questions
      • How comfortable are people with feeling vulnerable?
      • How easy/difficult is it for people to share personal information with teammates?
      • How can trust be maintained over time?
    • 24. Addressing Trust
      • Personal Histories Exercise
      • Team Effectiveness Exercise
      • Personality and Behavioral Preference Profiles
      • 360-Degree Feedback
      • Experimental Team Exercises
    • 25. Leader must…
      • Demonstrate vulnerability (risk losing face)
        • Cultural dimension?
      • Create environment that does not punish vulnerability
      • Genuine!!! – No manipulating (were you listening earlier?)
    • 26. Myers-Briggs Favorite world: Do you prefer to focus on the outer world or on your own inner world? This is called Extraversion (E) or Introversion (I). Information: Do you prefer to focus on the basic information you take in or do you prefer to interpret and add meaning? This is called Sensing (S) or Intuition (N). Decisions: When making decisions, do you prefer to first look at logic and consistency or first look at the people and special circumstances? This is called Thinking (T) or Feeling (F). Structure: In dealing with the outside world, do you prefer to get things decided or do you prefer to stay open to new information and options? This is called Judging (J) or Perceiving (P). E/I S/N T/F J/P
    • 27. 16 Types
    • 28. Trust and Type
      • “… time does not lend itself to increasing trust but, rather, courage builds trust.” – Lencioni
      • MBTI suggests that trust emerges from the S/N dynamic and addresses the question:
          • “ What are the kinds of information people know and trust?”
    • 29. Example - Needs
      • Sensing (S)
      • Specific Information
      • Stay on topic
      • No embellishment with unnecessary ideas
      • An opportunity to test your ideas and see if they work
      • Desire to maintain the status quo
      • Intuition (N)
      • To have their ideas heard
      • To have team members think in terms of “what if” rather than “what is”
      • Evidence that you have imagination and will use it
      • Belief that you are open to experimenting or trying new things
      • A willingness to hear ideas that are not perfectly metabolized
    • 30. Complexity
      • Heifetz & Linsky (2002)
        • The Dance Floor
      • Senge (2006)
        • Circles of Causality
        • Five useful skills:
          • Encouraging personal vision – shared comes from personal
          • Communicating and asking for support – personal vision vs. representative of corporate vision
          • Visioning as an ongoing process – not a static step
          • Blending extrinsic and intrinsic visions – beating a competitor vs. setting a new standard
          • Distinguishing positive from negative visions – not just as a method of survival
    • 31.  
    • 32. Change Theory
        • Lewin – 3 steps (as cited in Schein, 1996)
          • Unfreeze
          • Change
          • Freeze
        • Kotter – 8 step (1996)
          • Establish Urgency
          • Guiding Coalition
          • Vision & Strategy
          • Communicating
          • Empowering
          • Short-Term Wins
          • Consolidating Gains and Producing More Change
          • Anchoring Change in the Culture
    • 33. Drive (Pink, 2009)
      • Autonomy
      • Mastery
      • Purpose
    • 34. Leadership – Transactional to Transformational
      • Salience of collective identity in self-concept
      • Sense of consistency between their self-concept and their actions on behalf of the leader and the “collective”
      • Higher level of self-esteem and a greater sense of self-worth
      • Similarity between their self-concept and their perceptions of the leader
      • Sense of collective efficacy
      • Sense of meaningfulness in their work and lives
    • 35. Idealized Influence
      • Provides a role model for high ethical behavior, instills pride, gains respect and trust.
    • 36. Inspirational Motivation
      • The degree to which the leader articulates a vision that is appealing and inspiring to followers. Leaders challenge followers with high standards, communicate optimism about future goals, and provide meaning for the task at hand.
    • 37. Intellectual Stimulation
      • The degree to which the leader challenges assumptions, takes risks and solicits followers' ideas. Leaders with this style stimulate and encourage creativity in their followers. They nurture and develop people who think independently.
    • 38. Individualized Consideration
      • The degree to which the leader attends to each follower's needs, acts as a mentor or coach to the follower and listens to the follower's concerns and needs. The leader gives empathy and support, keeps communication open and places challenges before the followers.
    • 39. Protocols
      • I will treat each person as a peer.
      • I will communicate openly and honestly.
      • I will reveal my interests but work toward the common good.
      • I will present my points of view and my points of view only.
      • I will contribute but will not dominate.
      • We will make decisions by consensus.
          • I believe that you understand my point of view.
          • I believe I understand your point of view.
          • I can and will live with this decision.
          • I will support this decision in public and private through my words and actions through implementation.
    • 40. Sharing and synthesizing We live in a world full of ideas. When they ’re debated and shared by intelligent, informed and passionate people, powerful ideas can fuel change. – Joanne Weiss
    • 41. Time to Work
      • Know It
      • Believe It
      • Sell It
      • Live It
    • 42. Full Range Model – Bass/Avolio
    • 43.  
    • 44.  
    • 45.