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  • Timing: 3 minutesParticipant Guide: Page 4-95Intent: UnderstandingObjective: A little more depth. Notes: Intimacy can be difficult to understand but it essentially exists when someone will treat information confidentially. When this condition exists, you can speak openly with the other person without fear of that information being used against you.If your objective, or W1 is to build high trust, you will need to maximise the C, R and I will minimising your self-interest.
  • Timing: 3 minutesParticipant Guide: Page 1-5Intent: UnderstandingNotes:Show the chart. What is the problem with starting with ‘where are you now?’ : incremental goal setting. Use the story of Kennedy as an example of why W1 is first: “I believe that this nation should commit itself, before this decade its out, to put a man on the moon and return him safely to the earth’. W2 was that NASA was nowhere near ready to achieve that within the decade.
  • Day 3 ldp slides - eng

    1. 1. ... back to the Leadership Develpment Program/ LDP 2012 Pia Lee, CEO - LIW GDLN Australia - ANU
    2. 2. Day 3Unit 3© LIW 2011
    3. 3. What are we trying to achieve?
    4. 4. LDP Objectives and Outcomes1. 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.
    5. 5. Program Structure
    6. 6. Course ContentModules Topics1. Creating an  What is leadership? Developing leadership, not leadersorganizational  Organizational vision – what is yours? Your role in driving it?leadership  Shared leadership and leadership responsibilityarchitecture  Aligning the leadership mindset  Creating the conditions for success  Being a leadership architect2. Understanding  Looking in the mirror to understand yourself, looking around tomyself and others 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 helps3. Unlocking  Differences in others‟ thinking preferencesleadership potential in  How do I lead someone who is the polar opposite to me?others  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
    7. 7. Course Content (cont.)4. Building alignment  Decision making: gut feel or objective?& Cascading Decision  Who should be involved in decisions?making  How do you make decision?  Aligned decision making model  Cascading aligned leadership thinking5. Influential  What is influence? Persuasion? Negotiation? Coercion?leadership up, down  Who are your stakeholders?and across  Stakeholder mapping  Proactive and reactive relationship management6. My plan to enhance  Practical application of OLAVietnam’s leadership  Final presentation and individual action plan commitment to further enhance the leadership capacity of Vietnam  Graduation ceremony
    8. 8. 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
    9. 9. ReviewIn three weeks...You were asked to carry out at least 1 action in clarity, climateand competence and be prepared to share your update, winsand challenges at the beginning of the next session on VC.Complete the UnderstandingEI Worksheet.Read “Good to Great” and“On Becoming a Leader”
    10. 10. ® Organisational Leadership Architecture Clarity Climate Competence • Purpose • Culture • Knowledge & skills W1 • Vision • Structure • Behaviour & attitudeWhat are we • Strategy • Systems and processes • Leader‟s example trying to • Task & role • Resources • Measures • Consideration of theachieve and • Information and understanding external environment why? • How clear and meaningful are • How effective is the • What is our current level of the points above across the organisation‟s climate now? behaviour and skills? organisation? • Measure through: • Which key competencies need W2 • How can these be measured and to be developed? SurveysWhere are assessed? Auditswe now? Feedback Assessment of Performance • What needs to happen to build • Alignment of processes to meet • Leader‟s example understanding? the vision • Developing people through • Visioning workshop • Creation of a „common Education W3 • Aligned communication by leaders language‟ at all levels ExperienceWhat next? • Closed loop feedback Exposure • Management by Objectives • Always aligned to appropriate level of the „Leadership Pipeline‟
    11. 11. 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
    12. 12. © LIW 2011
    13. 13. Stakeholder ManagementManaging Stakeholders Managing Stakeholders helps Involved Impacted you understand: PRIMARY  With whom you need to work  How to work with them  Priorities for working with them Influencer
    14. 14. Strategic Stakeholder Web: Your Situation Exercise Consider a project, goal, initiative or challenge from your environment Who are the key cross-organizational Involved Impacted stakeholders?  Where they sit in the world? PRIMARY How are they related to your project? How critical are they to your success?  What is their preferred Influencer communication style?  Who is missing?
    15. 15. Working With Your Different Stakeholders Involved Impacted InfluencerPrimary  Actively invest in  Keep informed  Keep fully informed relationship  Solicit feedback and  Actively solicit building input opinions and  Partner to resolve  Understand how perspectives issues and manage your work affects  Ensure that their tradeoffs them interests are  Jointly prepare for recognized likely outcomesSecondary  Inform as needed  Inform as needed  Inform as needed  Delegate tasks  Advise of expected  Seek guidance and appropriate with outcomes advice their role  Monitor their positions Where is your time best spent?
    16. 16. Trust C+R+I T= SCredibility. 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 theperson in question.
    17. 17. 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
    18. 18. The Leadership Spectrum IQLeadership Skills „Doing‟ Tasks, Facts Things, Skills Correct/Incorrect Management Science, Head Training/Teaching Laws/rules Leadership Awareness „Being‟ People, Emotions, Feelings EQ Behaviours, Right/Wrong Relationships, Values, Developing, Ethics, Heart, Justice
    19. 19. A PERSPECTIVE…The old paradigm:I cannot change another person.The paradox:When I change myself, the other personchanges.The new paradigm:“I change myself, I change my world.”M.K. Gandhi
    20. 20. Differences in Humans
    21. 21. Exercise in 3’sWhat are all the differences inhumans which: • You can see • You can‟t see Make two lists.
    22. 22. DIFFERENCES IN HUMANS Size Colour Physical Shape Features Personality Behaviour Emotions Beliefs PerceptionsPsychological Experience Culture Education Intelligence Attitude Individual Group/Race
    23. 23. Within a race of people,people differ more thanthey do between races.“Race is the leastsignificant distinctionamong different people”(Dr Martin Luther King)
    24. 24. BEHAVIOURWhat is Behaviour?Behaviour is the wayin which we choose toconduct ourselves.
    25. 25. 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.
    26. 26. EmotionsOur emotional state determines our response to an external stimulus or aninternal representation. As such, our emotional state also impact on theresults of our communicationsTaking control of our emotions, and choosing a state of mind in whish to actis not always an easy task. Sometimes, we encounter an Amygdala Hijack.To help us retain our composure, and behave in an appropriate manner intimes of stress, we can use the ABCDE model. Considered Prefrontal Response Area Reaction Amygdala Trigger
    27. 27. UNDERSTANDING OTHERS’ BEHAVIOUR B B orB B Environment Situation B B Environment or Situation B Attitude Motivation Individual Values, Beliefs, Emotion, PerceptionPersonality, Core Identity Environment, Experience
    28. 28. UNDERSTANDING HUMAN BEHAVIOUR Environment or Situation B Attitude Motivation Individual Values, Beliefs, Emotion PerceptionPersonality, Core Identity Environment, Experience
    29. 29. MOTIVATION Self- Actualisation Development of own potential, finding self-fulfilment Self-esteem Sequence of Approval from others, satisfaction of recognition, achievement needs Social Acceptance from others, recognition, achievement Safety Feeling of security; not fearing danger PhysiologicalBasic requirements of life such as food, drink and shelter
    30. 30. MOTIVATION Herzberg‟s Hygiene Factors & Motivators HYGIENE FACTORS MOTIVATORSCompany Policy AchievementThe rules and regulations that govern how the Doing a good job, meeting and exceeding goalsorganisation goes about its businessSupervision RecognitionThe way employees are managed when Managers and colleagues acknowledging ancarrying out day-to-day duties individual‟s achievementsInterpersonal Relationships The Work ItselfRelationships with colleagues in the workplace Employees believing that the role they fulfil is importantWorking Conditions ResponsibilityWorking hours, layout, technical equipment, Giving employees ownership of work-givingfacilities them freedom in how they carry out tasksFinancial Motives AdvancementFair compensation in the form of basic Employees making progress not just throughincome, fringe benefits, bonuses, holidays and promotion but also through opportunities forcompany car development
    31. 31. MOTIVATION Herzberg’s analysis of attitudes to work Dissatisfiers - Satisfiers 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 SalaryLength of bargraph indicates Personal Relations with Managerimpact.Depth of bargraph indicatestime frame (the Working Conditiondeeper the bar thelonger the itemremained an issue)
    32. 32. MOTIVATIONConclusions of a twenty year research project by the Gallup Organisation (surveyingover 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.” * Marcus Buckingham and Curt Coffman, First Break All the Rules: What the World’s Greatest Managers Do Differently. (New York: Simon & Schuster, 1999
    33. 33. MOTIVATIONConclusions of research project by the Gallup Organisation (surveying 400 organisations anda cross-section of 80,000 great and average managers). Researchers found that exceptionalmanagers created a workplace in which employees emphatically answered „yes‟ when askedthe following questions: • 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 andWhat the World’s Greatest Managers Do Differently First Break All the Rules: Curt Coffman, (New York: Simon & Schuster, 1999
    34. 34. How leadership failure impacts1. 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 - 10.683. 80% of engaged employees say they will stay another year v 31% of disengaged4. Cost of frontline employee turnover = 0.41 x salary, managers up to 4+ x salary Gallup 2002
    35. 35. MOTIVATION - TEAM PLAN HYGIENE FACTORS MOTIVATORSReflecting On Your Team… Company policy Achievement Can‟t change Supervision Recognition Can change 3 2 1 Interpersonal The work itself relationships Can influence Working conditions Responsibility Financial motives Advancement
    36. 36. Action Planning
    37. 37. 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
    38. 38. OLA Action Plan Review - AfternoonPlease 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?
    39. 39. Afternoon group exercisesIn groups of 4‟s share your answers from the Understanding EIWorksheet and discuss how this will support the successfulachievement 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.
    40. 40. Day 3Unit 4© LIW 2011
    41. 41. 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
    42. 42. Introducing Whole Brain thinking!Thinking and Communication Preferences• The Whole Brain Model• The impacts of our preferences• Working together
    43. 43. When Preferences Collide…Meet the Fockers
    44. 44. UPPER MODE (Thinking) Imaginative Logical Artistic Analytical Holistic RIGHT BRAINLEFT BRAIN Fact-based Improvisationa (Global) (Detail) Quantitative l Planned Emotional Organised Interpersonal Administer Expressive Detailed Talker LOWER MODE (Feeling)
    45. 45. Whole Brain Model SECTION 2: Page 27
    46. 46. Our Four Different Selves
    47. 47. Quadrant clusters
    48. 48. A quadrant cluster - is this more you?
    49. 49. B quadrant cluster - or this?
    50. 50. C quadrant cluster - or this?
    51. 51. D quadrant cluster - or this?
    52. 52. HBDI - Strengths of Each Quadrant
    53. 53. HBDI - Guess Your Profile LOGICAL HOLISTIC ANALYTICAL FACT BASED A Strongly Prefer D INTUITIVE INTEGRATINGQUANTITATIVE SYNTHESISING Prefer Use Avoid ORGANISED INTERPERSONALSEQUENTIAL FEELING BASED PLANNED DETAILED B C KINEASTHETIC EMOTIONAL
    54. 54. Thinking and talking the same language!Examine your stakeholder map - what are the differentthinking styles and how can you adapt your communication tocreate better clarity?
    55. 55. How do you then develop others with this knowledge?
    56. 56. Coaching, in comparison to… Usually used as corrective actionMentor is an expert in fieldSenior advisor Questioning Trainer sets the agenda Short term transfer of skill Reactive Individual does not have the resources within them to improve Ideally psychologist or accredited counsellor
    57. 57. The Value Of Coaching - ExerciseThe value of Compare Best vs What stops usCoaching to Coaching to: Worst Coach: from coaching:the:• Person being • Mentoring • What behaviours do you see • Personally coached • Training • Organisationally• Coach • How do they • Performance make you feel• Organisation management • Public or personal • Counselling examples
    58. 58. What is coaching? Section OneCoaching is:Unlocking someone‟s potential to maximisetheir performance. Performance = Potential - InterferenceA collaborative solution-focused, results-orientated, systematic process in which thecoach facilitates the enhancement ofperformance, self directed learning and personalgrowth of the individuals.
    59. 59. Three Fundamental Questions 3WW1 Where are we going and why? Where are we now? W2 W3 What next?
    60. 60. Using OLA as a coaching tool Clarity Climate Competence • Purpose • Culture • Knowledge & skills W1 • Vision • Structure • Behaviour & attitudeWhat are we • Strategy • Systems and processes • Leader‟s example trying to • Task & role • Resources • Measures • Consideration of theachieve and • Information and understanding external environment why? • How clear and meaningful are • How effective is the • What is our current level of the points above across the organisation‟s climate now? behaviour and skills? organisation? • Measure through: • Which key competencies need W2 • How can these be measured and to be developed? SurveysWhere are assessed? Auditswe now? Feedback Assessment of Performance • What needs to happen to build • Alignment of processes to meet • Leader‟s example understanding? the vision • Developing people through • Visioning workshop • Creation of a „common Education W3 • Aligned communication by leaders language‟ at all levels ExperienceWhat next? • Closed loop feedback Exposure • Management by Objectives • Always aligned to appropriate level of the „Leadership Pipeline‟
    61. 61. Afternoon ExerciseIn 3‟s - One act as coach, another coachee and the thirdobserver.In 15 minutes the coach is to coach the coachee on achallenge 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.

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