leadership core challenges & successes

© 2014 Center for Creative Leadership. All rights reserved. CVD: 09232014 1
Overview
Monday
Today, You Will …
• Share stories and ideas about what it is like to lead from the middle.
• Find out about the six factors that contribute to leadership effectiveness for leaders at your level.
• Receive feedback about how others perceive your current leadership strengths and
developmental needs.
• Learn about a tool for more effectively giving and receiving feedback.
• Explore how your personality preferences influence your leadership approach.
• Identify practices for more effectively building resiliency and bringing your “whole self”
to the work of leadership.
Leading from
the Middle

Overview
MondayOverview
© 2014 Center for Creative Leadership. All rights reserved. CVD: 092320142
You prepared for this program by completing a variety of
assessments, interviews or other tasks.
As the program begins, we ask you to fully engage in what
the next five days have to offer.
When you return to work, we will support you in applying
what you’ve learned. Additional details for staying connected
to CCL are shared at the end of this workbook.
Increase your effectiveness as a leader.
To ensure that you receive the maximum benefit from
this development experience, we challenge you to
prepare, engage and apply.

Overview
MondayOverview
The Center for Creative Leadership (CCL®
) is a top-ranked, global provider of leadership
development. By leveraging the power of leadership to drive results that matter most to clients,
CCL transforms individual leaders, teams, organizations and society. Our array of cutting-edge
solutions is steeped in extensive research and experience gained from working with hundreds
of thousands of leaders at all levels. Ranked among the world’s Top 5 providers of executive
education by Financial Times and in the Top 10 by Bloomberg BusinessWeek, CCL has offices in
Greensboro, NC; Colorado Springs, CO; San Diego, CA; Brussels, Belgium; Moscow, Russia; Addis
Ababa, Ethiopia; Johannesburg, South Africa; Singapore; Gurgaon, India; and Shanghai, China.
About the Center for Creative Leadership

Overview
MondayOverview
Leadership Development Program (LDP)®
Agenda
Monday — Leading from the Middle
• Life in the Center of the Organization
• Bring Your Whole Self to Leadership
• Leverage the Impact of 360 Feedback
• Five Personality Factors That Influence Your Leadership Approach
• Resiliency and Learning Agility for 21st
Century Leadership
Tuesday — Leading Through Collaboration
• Develop Plans for High Stakes Collaboration (Recorded)
• How Interpersonal Needs Impact Communication and Collaboration
• Leading Multiplexities
• After-Action Debriefing
• Digital Recording Review
• Resiliency Practice
Wednesday — Leading Within a System
• Leadership within a Complex System: The Organization Workshop
• Applied Learning Session (Coach Facilitated)
• Individual Consolidation and Reflection
• Group Insights
Thursday — Integrating Leadership Perspectives
• Insight Session with Your Leadership Coach
• Peer Feedback
Friday — Transferring the Learning
• Planning for a Higher Level of Impact
• Assess and Celebrate Results

Overview
Monday
C
om
munication
Self-Awarenes
s
Systemically
Thinking and Acting
LearningAgil
ity
Resiliency
Influence
Managing
Organizational
Complexity
LDP Six-Factor
Framework

Overview
Monday
Thinking and Acting Systemically:
Sees the big picture and understands how various parts of the organization function together.
Communication:
Encourages and models effective communication across groups and levels in the organization.
Influence:
Uses effective influence strategies to gain cooperation and get things done.
Resiliency:
Handles stress, uncertainty, and setbacks well.
Learning Agility:
Seeks opportunities to learn and can learn quickly.
Self-Awareness:
Has an accurate picture of self and seeks feedback to improve.
Six-Factor Framework
Competency Definitions

Overview
Monday
Direction
Agreement on overall goals, aims, missions.
Alignment
Are our knowledge, work, and resources aligned and coordinated?
Commitment
Are we actively earning and re-earning everyone’s commitment, or are we just getting compliance?
The Process of Effective Leadership
D-A-C Model
LEADERSHIP
DIRECTION ALIGNMENT
COMMITMENT

Overview
Monday
LEADERSHIP
DIRECTION ALIGNMENT
COMMITMENT
The Process of Effective Leadership
D-A-C Model
What does it look like when one aspect is missing?
Coordinated, facing same way but lacking momentum
• Promises without delivery
• Nobody “walks the talk”
• Only easy things get done
• Failure to progress
Buy in but uncoordinated
• Competing for resources
• Failure to agree on deadlines and ways of working
Willing cooperation – lacks purpose
• Inertia
• Running in circles
• Teams going nowhere fast
• Everyone heading in different directions

Overview
Monday
The Process of Derailment
Early
Strengths
Bright, ambitious,
high standards, drives
others, tough on
those who are slow
or lag behind
Independent, likes
to do it alone; or the
opposite – extremely
loyal to organization,
a team player
Controlling, results-
oriented, single-minded,
quickly grasps
technical details
or
Extremely personable,
relies on relationships
to get things done
Potential Problems/
Untested Areas
• Overly ambitious,
bruises others
• Needs no one else
• Abrasive
• Lacks composure
• Handles others’
mistakes poorly
• Doesn’t know how
to get the most out
of people; doesn’t
appreciate what they
can do
• Doesn’t develop or
resolve conflict
among subordinates
• Poor delegator
• Hires and promotes
in own image
• Has never chosen
or built a staff
• Has trouble starting
new jobs, situations,
people (too ambiguous)
• Gets irritated easily
when things don’t
go right
• Not developing a
strategic perspective
• Doesn’t adapt to
new cultures or
changes well
• Hasn’t made a
transition to an
unknown area
Changing
Demands
Interpersonal
attractiveness,
building and mending
relationships, stability
required for trust
to develop
Team-building,
staffing, developing
others
Giving up on old ways
of doing things essential
to succeed at more
complex assignments
May Slide into
Trouble Due to …
Poor treatment
of others
Can’t build a team Can’t make transitions
to more strategic,
complex roles

Overview
Monday
The Process of Derailment, Continued
Early
Strengths
Creative, conceptually
strong, strong
personality, involved
in a variety of projects
and areas
Has a single notable
characteristic such as a
large degree of energy,
raw talent, or a long-
term mentor
Contentious, loves to
argue, takes strong
stands, usually right
Potential Problems/
Untested Areas
• Lack of attention
to detail
• Disorganization
• Moves fast and is not
reflective; leaves
people dangling
• Hasn’t really
completed
an assignment
in depth
• Has concentrated too
much emphasis and
effort in a single area
• Staying with same
person too long
• Hasn’t stood alone
• Doesn’t know how to
sell a position,
convince others
• Has to win
• Trouble adapting
to those with
different styles
• Hasn’t learned how
to lose gracefully;
influences those
over whom one has
no control
Changing
Demands
Depth required, as well
as awareness of how
one is perceived if one
doesn’t follow through
well on commitments
and details
Increasing complexity
requires broader
skills repertoire; i.e.,
standing on one’s
own without a shield
(talent, supportive
boss), personal
balance required to
maintain composure
Convincing others,
persuasion, understanding
of group process required
May Slide into
Trouble Due to …
Lacks follow-through;
i.e., can’t be trusted
to perform
Overdependence
on single strength;
inability to adapt or
learn from experience
Strategic differences
with upper management;
can’t influence in
“matrixed” organization

Overview
Monday
How to Give Feedback – SBI
In CCL’s work with business executives, we have found that giving effective feedback to others is
one of the most important skills for any leader or coach to master. It is also often one of the most
difficult skills to apply consistently and well. (Many executives have told us they would far rather
receive feedback about themselves than give feedback to someone else.) Giving effective feedback is
a core skill required of anyone engaged in the development of individuals.
To help you improve your effectiveness in giving feedback to others, we have developed a three-
step process that we teach and practice at CCL: the Situation-Behavior-Impact (SBI) model. The
model provides a structure that helps keep your feedback focused and relevant, and increases the
likelihood it will be received in a clear, nondefensive manner by the recipient.
When practicing SBI feedback, you will:
Describe the situation where the observed behavior occurred. The more specific you can be about
the where and when, the better.
Help the individual understand exactly the behavior you’re talking about. Think of playing a video
only using words to describe what you saw and heard. Avoid interpretations and judgments here,
such as, “You weren’t listening to me.” Instead, simply describe the person’s behavior: “When I was
talking, you pushed your chair away from the table and gazed out the window.”

Overview
Monday
How to Give Feedback – SBI, Continued
Here are some examples of SBI:
Share with the individual the impact of the behavior on you and/or on others who were present. Impact is
what you or others experienced; you’re now making that internal experience known to the individual. Impact
statements are about the speaker, not the other person. When you give SBI feedback, the impact statement is
about yourself.
In an organizational and work context, the impact of the behavior can include work outcomes, client
satisfaction, work team, and/or the larger organization and business. It can also include the impact on the
individual who demonstrated the behavior; in essence, the consequences or result of their behavior on their
reputation, perceived professionalism, capability, etc.
Most often, a description of the impact will start with “I felt …” or “I was …” or “It appeared to me others were
….” If you find yourself saying “You were ...,” you’re probably on the wrong track. An impact statement is not
an interpretation of why the individual showed that behavior, and it is especially important not to label the
behavior in a psychological way or to make a judgment about the person.
Chris, at the end of the team meeting this morning [situation],
you gave a summary of the key action steps we had discussed
[behavior]. I was really glad you did that [impact on me], and it
seemed to bring a good sense of closure to the meeting [impact
on others].” (Instead of, “Chris, you were really effective in the
team meeting today – thanks!”)
“Pat, during our conference call yesterday afternoon [situation],
I noticed that you interrupted others and me on several occasions
[behavior]. I felt frustrated at times [impact on me], and I sensed
that others were irritated by it as well [impact on others].”
(Instead of, “Pat, you were really rude yesterday.”)

Overview
Monday
Examples of feedback that is not “Impact”:
I noticed that you were friendly.” [Interpretation or judgment.
What behavior constitutes friendly? How did it make you feel?]
“I experienced you as intimidating.” [Interpretation or judgment.
What behavior constitutes intimidation? Did that make you feel
intimidated, angry, disappointed, etc.?]
“I felt like you knew a lot about the subject.” [Interpretation or
judgment. What behavior suggests that someone knows a lot
about a subject? How did you feel being around someone who
knew a lot?]

Overview
Monday
Examples of Behavioral Feedback
In our busy lives, we sometimes fail to notice all the details that flash before our eyes in the form of human
behavior. Even having seen the behavior does not always give us a clear idea of what exactly happened. More
often, we remember the impression the behavior gave rather than the behavior itself.
During this program, we would like you to become a student of human behavior and practice watching
for and identifying behaviors. This is an essential part of the peer feedback process. The following are hints
for what to look for during the course of the program so that you practice collecting and later on giving
behavioral feedback. These behavioral statements are not designed to be evaluative. They are simply
statements of possible behaviors you may observe from your colleagues.
• Finishing other people’s sentences
• Proposing a process to the group
• Acting as a recorder for the group
• Soliciting and asking for input from individuals
• Speaking when someone else is talking
• Interrupting those who are speaking
• Asking questions of the facilitator
• Leaning forward in one’s chair during
a conversation
• Leaning backward in one’s chair during
a dialogue
• Physically helping to open doors
• Pacing back and forth
• Arriving late to class
• Arriving early to class
• Not speaking in a group
• Telling a joke during a serious discussion
• Joining a joke-telling session
• Avoiding conflict, i.e., by disengaging in
a heated or controversial discussion
• Speaking loudly
• Speaking softly
• Frequently using the telephone
• Checking in on the well-being of others
• Saying thank you

Overview
Monday
Words with Positive Impact
Impact Words
Affectionate
Agreeable
Alert
Amiable
Amused
Appreciated
Befriended
Bold
Calm
Capable
Caring
Challenged
Charmed
Cheerful
Cherished
Clever
Comforted
Confident
Congenial
Content
Delighted
Determined
Eager
Ecstatic
Enchanted
Energetic
Engaged
Enhanced
Enjoyed
Enthused
Excited
Fascinated
Fearless
Free
Friendly
Fulfilled
Generous
Glad
Gratified
Happy
Helpful
Honored
Hopeful
Important
Impressed
Infatuated
Inspired
Intrigued
Jovial
Joyful
Kind
Liked
Lively
Loved
Mellow
Mesmerized
Nice
Peaceful
Pleased
Powerful
Proud
Refreshed
Relaxed
Relieved
Rewarded
Safe
Satisfied
Settled
Tender
Warm
Welcome
Wonderful
Abandoned
Agitated
Ambivalent
Angry
Anxious
Betrayed
Bitter
Bored
Cheated
Confused
Defeated
Different
Diminished
Discontented
Distracted
Disturbed
Empty
Envious
Exasperated
Exhausted
Fearful
Flustered
Foolish
Frantic
Frightened
Frustrated
Grief
Guilty
Irritated
Isolated
Jealous
Judged
Left Out
Lonely
Longing
Low
Melancholy
Nervous
Odd
Overwhelmed
Pain
Panicked
Persecuted
Pity
Pressured
Quarrelsome
Rejected
Remorse
Restless
Rushed
Sad
Scared
Shocked
Skeptical
Startled
Stressed
Stupid
Suspicious
Tense
Threatened
Tired
Trapped
Troubled
Uneasy
Uncertain
Vulnerable
Weak
Worried
Words with Negative Impact

Overview
Monday
Situation-Behavior-Impact Observation Form
Person Observed:
(This form is for your use only – you will not turn it in.)
Pat
Observations: #1 #2 #3
Situation
Anchor time or place
During Monday morning
group discussion
WorkPlace Big
Five Presentation
The video review of the
Group Planning Exercise
Behavior
Observable action
Facilitated the group by
getting responses from
everyone and not from
just the vocal members.
Shared your concern
about your reactive
score on the Need for
Stability supertrait
and your struggle to
manage stress.
Gave me some negative
feedback about my style.
Impact
What I felt
and/or thought
I felt appreciative that I
was allowed to talk un-
interrupted. Appreciated
the structure and
organization.
I was relieved to know
that others are struggling
with similar issues. I’m
not alone.
At first, I felt
embarrassed.
Later, I believed that
it took some courage
to tell me and I was
very appreciative.
My perception
of the impact on
others, the task, the
work environment
I noticed a lot of
head nodding and
many of us struggling
with this issue.
Reflection
Why did I pay
attention to this?
What does it tell
me about me?
How frustrated I get
when meetings are not
planned well or run well.
Chaos is very difficult
for me.
This seems to get
worse as I have greater
responsibility within the
organization.
I do not know whether
I could have given
someone that feedback
back at work.

Overview
Monday
Situation-Behavior-Impact (SBI) Observation Form
Observations: #1 #2 #3
Situation
Anchor time or place
On the way back to the
hotel, you were on the
phone with your family
During Tuesday’s Out of
Classroom Exercise
At lunch after the
Organization Workshop
Behavior
Observable action
I heard you ask your
son about his day. You
were smiling, actively
listening and engaged
in the conversation.
Pat was noticeably
quiet – said very little
and looked down at the
ground a lot.
I asked Pat how he
liked it. He said he liked
it a lot and learned a
lot from the exercise.
Impact
What I felt
and/or thought
I was pleased to see
another side of you.
You’ve been all business
this week and it was
nice to see into your
personal world.
I felt disappointment.
I missed his strong
presence.
I was curious. I thought
it was ok, but didn’t
love the exercise. I
wondered if I had
gotten as much out
of the exercise as I
should have.
My perception
of the impact on
others, the task, the
work environment
I noticed a lot of
head nodding and
many of us struggling
with this issue.
Reflection
Why did I pay
attention to this?
What does it tell me
about me?
I need to call home and
check in with the family
more often.
While I don’t like
authority figures,
I do like structure.
Am I learning as much
from experiences as I
should and could be?

Overview
Monday
WorkPlace Big Five Profile™ Worksheet
Listen to the verbal descriptions of the Five Supertraits. Mark an “X” on the continuum where you believe there is a “best fit” between
the trait and the demands of your job.
Descriptors for the continuum are below. (+) indicates At Your Best and (-) indicates At Your Worst. Also, add your own self-
descriptions that come to mind.
N: Need for Stability (N1: Worry, N2: Intensity, N3: Interpretation, N4: Rebound Time)
Resilient Responsive Reactive
+ Calm, rational, at ease, optimistic, rapid
rebound time
- Unsympathetic, insensitive, under-
reactive, uncaring, impersonal
+ Alert, concerned, sensitive, expressive,
conscience for the group
- Tense, overreactive, pessimistic,
longer rebound time, take things
too personally
E: Extraversion (E1: Warmth, E2: Sociability, E3: Activity Mode, E4: Taking Charge, E5: Trust of Others, E6: Tact)
Introvert Ambivert Extravert
+ Quiet, works well independently, reflective,
allows space and time for others to
participate, little need for “spotlight”
- Loner, enigmatic, low energy, avoids taking
charge or leading others, cool and aloof
+ Enthusiastic, shares emotions, people-
oriented, comfortable with a lot of
“action,” high energy
- Overbearing, aggressive, center-of-
attention, outspoken to the point of
dominating conversation
O: Originality (O1: Imagination, O2: Complexity, O3: Change, O4: Scope)
Preserver Moderate Explorer
+ Attentive to details, likes implementation,
possesses expert knowledge (knows what
works based on experience and tradition),
practical, efficient, down-to-earth
- Conservative, narrow perspective,
resists change
+ Open to change, future-oriented,
imaginative, curious, strategic,
inventive, prefers complexity
- Impractical, easily bored, out-of-touch
with reality, change for the sake
of change
A: Accommodation (A1: Others’ Needs, A2: Agreement, A3: Humility, A4: Reserve)
Challenger Negotiator Adapter
+ Tough, competitive, persistent, challenges
status quo, independent, willing to go it alone
- Self-centered, aggressive, win at all costs,
skeptical, hard-headed, not a team player
+ Tolerant, agreeable, accepting, promotes
harmony, team player
- Naïve, acquiescent, submissive, conflict
averse, dependent
C: Consolidation (C1: Perfectionism, C2: Organization, C3: Drive, C4: Concentration, C5: Methodicalness)
Flexible Balanced Focused
+ Flexible, multi-tasker, spontaneous,
comfortable with ambiguity, able to “make
do” with less, rules=guidelines
- Distractible, (and distracting to others),
disorganized, irresponsible, unproductive
+ Focused, planful, disciplined, sequential,
dependable, rules=rules
- Stubborn, demanding, rigid, compulsive,
over-driven/ambitious

Overview
Monday
This worksheet helps you explore the strengths and challenges of your unique personality at work, at
either your current job or a future position. Using what you have learned about your traits and personality,
assess your overall effectiveness and how you might choose to develop with respect to the five traits. Select
strategies if they are not too much of a stretch or challenge for you.
Your Case Study Worksheet
How does your level of
this trait help you perform
your job?
How does your level of this
trait cause problems or
concerns in your job?
What development
strategies could you use?
N
E
O
A
C

Overview
Monday
Becoming a More Resilient Leader
Part 1: Individual Reflection
Recall a time in your personal or professional life when you were able to overcome, prevail, bounce back,
or rise above a difficult situation.
Situation: What happened?
Behaviors/Feelings: What were you thinking and feeling at the time?
Actions Taken: What did you do that helped you to get through this situation?
Impact: What did you learn from the experience that made you a more resilient person today?
Part 2: Learning Talk Walk Process
• Find someone in the room with whom you have not had the opportunity to connect and invite that
person to join you on a talk walk.
• While walking, discuss your overcoming adversity stories, talk about what you learned from the
experience and how that learning helped make you a more effective person today.
• Do not sit for any part of the exchange. Walk briskly, but avoid difficult terrain and overexertion.
• Make sure you manage your time. You will have a total of ten minutes.
• When you return to the classroom, come back with a word, phrase, or very short statement that captures
the essence of or communicates in a very clear way what you think it takes for more resilient
leadership today.

Overview
Monday
Key Points about Building Resiliency and Learning Agility
in the 21st Century
• Resiliency is not just a personal issue. It’s a business issue. With the volatility, uncertainty, complexity, and
ambiguity in today’s organizational life, leaders not only have to be personally resilient, but they have to
help their teams and even their organizations develop and implement strategies when faced with
difficult times.
• The way we think about life’s challenges and difficulties is critical to our ability to learn from our
experiences. We have two choices: we can embrace the challenges and learn from our experiences or
surrender to the discomfort of the learning and limit our opportunity for recovery and growth.
• Focus on overall well-being and build resiliency across multiple life dimensions: physical, mental,
emotional, social, and spiritual.

Overview
Monday
Learning agility has received much attention as a predictor of success. For several decades CCL has
been heavily involved in research called the Lessons of Experience. Several decades of research at
CCL has shown that:
• The most effective managers are particularly comfortable with new, different, and challenging situations
– and they are willing to learn and grow from these experiences.
• A manager’s career is more likely to derail if he or she tends to over-rely on current skills and fails to
develop the new capabilities needed to adapt to changing leadership situations and contexts.
Three key factors contribute to agile learning:
Cultivate a Growth Mind-set
• Embrace Challenges
• Persist in the Face of Setbacks
• See Efforts as the Path to Mastery
• Learn from Criticism
• Find Lessons and Inspiration in the Success of Others
Integrate REFLECTION®
into Your Work
• Reflect BEFORE Action
• Reflect DURING Action
• Reflect AFTER Action
Make Use of Learning Partners
• Wise Counselors
• Role Models
• Peer Coaches
• Accountability Partners
• Cheerleaders
Strategies for Developing Learning Agility

Overview
Monday
Cultivate Your GROWTH MIND-SET
1. Embrace Challenges Is there something you’ve always wanted to do but were afraid you weren’t good at?
Make a plan to do it.
Do you regularly look for opportunities for learning and growth for yourself? For other people? Make learning
goals a regular part of your work plans – for yourself and those who work for you.
2. Persist in the Face of Setbacks Do you give up too easily? Next time you are enjoying something –
playing a new sport or learning a new language – but finding it hard to make progress and wanting to give
up, put yourself in a growth mind-set. Remember there’s a “performance dip” early in the learning curve; if
you push through this difficult period, your learning curve will then take a sharp incline.
Do you feel discouraged when a project runs into obstacles, throwing it off your original time line? Think
about the extra effort you need to put into the project as a constructive force, not a big drag. And keep a
record of what the team is learning as they deal with this particular challenge.
3. See Efforts as the Path to Mastery When others outperform you, do you just assume they are smarter or
more talented? It’s more likely that they used better strategies, taught themselves more, practiced harder, and
worked their way through obstacles. Find ways to learn about the efforts of high performers.
How do you use praise? Remember that praising others simply for their talents or accomplishments can
undermine a growth mind-set. You’ll increase their confidence more if you also focus on the processes they
used – their strategies, efforts, or choices.
4. Learn from Criticism What kind of people do you invite into your circle of friends? Who do you bring
onto your work team? Surround yourself with people who will push back – who aren’t afraid to provide
constructive criticism.
Do you feel judged or bitter when someone criticizes your decisions or actions? See if you can view these
occasions with a growth mind-set – as an opportunity to learn, to better understand the outcomes and
impact of your decisions.
5. Find Lessons and Inspiration in the Success of Others Do you admire someone who has extraordinary
abilities and who seems to achieve with little effort? Go find out about their journey. Learn about the great
effort that went into their accomplishments.
Adapted from Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D., Random House, New York.

Overview
Monday
Integrate REFLECTION®
into Your Work
REFLECTION®
BEFORE Action
• What’s most challenging about this situation?
• Whose help or support is needed to manage this work?
• What are the common areas of interest? Disagreement?
• What would be a successful outcome for this situation? What will I do if that outcome is
not achieved?
• What else could happen? What are the different scenarios? What will be my reaction to
each situation?
• How else can I think about this situation? Am I placing any limitations on myself?
REFLECTION®
DURING Action
• What am I thinking of right now? What’s contributing to those thoughts?
• What am I feeling right now? Why do I think I’m having those feelings?
• How would I describe my energy level? High? Low? What does it mean?
• What’s surprising to me? Why is this surprising?
• Am I disappointed in any way? What changes can I make to increase my level of satisfaction?
• To what degree do I feel involved, that I have influence, or that I’m well connected to others involved in
this work?
• What am I doing to help others be energized and engaged in the work?
• To what am I paying most attention? Is there something on the periphery to which I should
be paying more attention?
REFLECTION®
AFTER Action
• What did I do well?
• What could I do better?
• What were the intended outcomes of the work?
• What were my hopes and aspirations?
• Which of these outcomes, hopes, and aspirations were reached?
• What contributed most to the successes of the work?
• What contributed to the shortcomings?
• What should I (we) do differently next time?

Overview
Monday
Making use of LEARNING PARTNERS
Types of Learning Partners When They Are Most Needed Who Could Play This Role
Wise Counselors
• Share their own experiences
and insights gained
• Serve as a sounding board
for your ideas
• Support you when learning is
particularly difficult
When you encounter dilemmas
and complex challenges
When you feel frustrated from
lack of progress
Who has faced a similar
dilemma before?
Who is good at thinking out
loud and considering
alternatives?
With whom am I willing to share
my uncertainties?
Role Models
• Demonstrate what high
competence on a particular
skill looks like
• Inspire you to higher
performance
When you have set a goal to
develop a particular leadership
skill or competency
Whose abilities in this area
inspires me?
Who do I have an opportunity
to observe (and would be
willing to share their strategies
with me)?
Peer Coaches
• Share their own strategies
and perspectives on
problems you have in common
• Make you aware of other
learning resources you can
tap into
• Can empathize with your
challenges and struggles
When there are others dealing
with (or have dealt with) the
same problems you have to
deal with
Who are my peers in this
situation?
Who would understand what
I’m going through?
Who has a perspective on this
problem different from my own?
Who is good in the role of
devil’s advocate?
Accountability Partners
• Check in with you to make sure
you are making progress on
your learning goals
When your self-improvement
goals are difficult or when other
priorities might distract you from
working on them
Who is particularly interested in
seeing me achieve this goal?
Whom do I trust to be
straightforward with me?
Cheerleaders
• Encourage you, boosting your
belief in what you are capable
• Celebrate the progress you
are making
When you set challenging
development goals or when
you know you will need the
encouragement of others to
maintain your efforts
Who is great at making others
feel competent?
With whom can I share my
small successes?

Overview
Monday
Dimension Description Examples
Physical:
What can we do to build our
physical energy?
Get up and move every 90 to 120
minutes by walking while discussing
solutions or climbing stairs instead
of taking the elevator.
Mental:
What can we do to overcome mental
fatigue and exhaustion?
Learn anything new, take a mental
vacation by daydreaming, or solve
a challenging puzzle.
Emotional:
What can we do to become
more conscious of our emotional
triggers – know who and what
pushes our buttons?
Assess who and what pushes
your buttons.
Social:
What can we do to create more
meaningful and productive
relationships?
Ask a colleague for advice, give
positive feedback, or share
something you learned about
yourself recently.
Spiritual:
What can we do to more effectively
align our behaviors with our core
values and purpose?
Clarify what you value most, quiet
your mind, or think about what
inspires you.
Leadership Resiliency
Overview
Your project team is responsible for helping our learning community identify and develop practices that build
resiliency. Your team will have ten minutes on the agenda (Tuesday – Friday) to lead the group in a resiliency
break. During that time you will demonstrate an activity that people can do just in time at work to build their
energy in your assigned resiliency area. At the end of your activity, your team should also provide additional
tips and ideas, but remember you only need to demonstrate and lead the group in one exercise. Prior to your
demonstration, a facilitator will provide a 5-minute overview of your resiliency area, why it’s so critical to
effective leadership, and how it relates to the theme of the day. The table that follows describes five resiliency
areas and example activities.

leadership core challenges & successes

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