This document outlines the journey from rational ego-based project manager leadership to transpersonal leadership. It discusses increasing levels of leadership including becoming robustly emotionally aware and achieving radical ethically authentic leadership. An integral competencies framework and values self-assessment are provided to help leaders improve skills like empathy. Real workplace projects are recommended for experiential learning. The conclusion emphasizes it is a lifelong journey to adapt leadership style to different contexts.
This document provides 25 free coaching tools and techniques from a 101 technique e-book for life coaches. It introduces the Wheel of Life technique, which has clients rate and visualize different areas of their life on a scale to identify imbalances and goals. The GROW model is also summarized, which uses questions to help clients set goals and understand their current reality and options to achieve their goals. The document aims to equip life coaches with useful techniques to support clients and help coaches set up a successful coaching business.
The summary is:
1. The WILD Network coaching program provided leadership coaching to social entrepreneurs and intrapreneurs from May to December 2020 through 234 coaching sessions.
2. The program selected 11 social entrepreneurs, 19 intrapreneurs, and 24 organizations from 10 countries who were paired with 21 coaches from 9 countries.
3. A post-coaching survey found that 80% of clients said the program exceeded their expectations and that clients actively participated in over 5 coaching sessions on average.
Coaching for Change--Rainer Kunz at the Northwest MInistry ConferenceCoachNet Global LLC
This is Rainer Kunz' presentation from his pre-conference intensive called "Coaching for Change" from the Northwest Ministry Conference in Seattle on March 22, 2012.
(c) 2012 CoachNet Global LLC. All rights reserved.
The document describes the OSCAR coaching model, which expands on the widely used GROW model. OSCAR stands for Outcome, Situation, Choices and Consequences, Actions, and Review. It provides a structured framework to guide coaching conversations, focusing first on defining a clear outcome, understanding the current situation, exploring options and consequences, agreeing on specific actions, and planning for review of progress. Using this model, coaches can help coachees set goals, generate alternatives, and develop commitment to follow-through, while maintaining neutrality in the process.
Coaching Skills for Your Managers and Leaders - Webinar 10.21.14BizLibrary
The document discusses coaching skills for managers and leaders. It outlines that coaching is important for improving business results and employee engagement. Effective coaching involves building relationships, setting goals and priorities, and improving performance. Coaching models and a coaching process are presented to help assess performance, develop improvement plans, and deliver targeted coaching to employees. Communication, performance management, business acumen, and emotional intelligence are key skills for coaches.
Coaching explained, an exploration by Alexander Crepin, coachAlexander Crépin
Coaching, an introduction.
Why coaching? What is coaching? What are the benefits of coaching? What does a coach?
An illustrated vision of Alexander Crépin
Coaching For Performance Executive Workshop Ccsaravana kumar
This document provides an overview of a coaching program aimed at improving sales performance. The goals of the program are to improve up-selling and cross-selling abilities, ensure customer awareness of products and services, increase the value provided to customers, and increase CSR skills and knowledge. The program includes tools for sales tracking, call listening and analysis, and performance management. It describes a performance improvement model involving expectation setting, inspection, analysis, and coaching at each step. Coaching is defined as a dialogue to transform behaviors and improve performance. The benefits of building strong coaching relationships with employees are also outlined.
This document outlines the objectives and rationale for a coaching session aimed at developing leadership skills. It defines coaching as a process focused on unlocking potential and maximizing performance through questioning, listening and establishing goals. The session explores different coaching models and gives participants opportunities to practice coaching skills and assess their own abilities.
This document provides 25 free coaching tools and techniques from a 101 technique e-book for life coaches. It introduces the Wheel of Life technique, which has clients rate and visualize different areas of their life on a scale to identify imbalances and goals. The GROW model is also summarized, which uses questions to help clients set goals and understand their current reality and options to achieve their goals. The document aims to equip life coaches with useful techniques to support clients and help coaches set up a successful coaching business.
The summary is:
1. The WILD Network coaching program provided leadership coaching to social entrepreneurs and intrapreneurs from May to December 2020 through 234 coaching sessions.
2. The program selected 11 social entrepreneurs, 19 intrapreneurs, and 24 organizations from 10 countries who were paired with 21 coaches from 9 countries.
3. A post-coaching survey found that 80% of clients said the program exceeded their expectations and that clients actively participated in over 5 coaching sessions on average.
Coaching for Change--Rainer Kunz at the Northwest MInistry ConferenceCoachNet Global LLC
This is Rainer Kunz' presentation from his pre-conference intensive called "Coaching for Change" from the Northwest Ministry Conference in Seattle on March 22, 2012.
(c) 2012 CoachNet Global LLC. All rights reserved.
The document describes the OSCAR coaching model, which expands on the widely used GROW model. OSCAR stands for Outcome, Situation, Choices and Consequences, Actions, and Review. It provides a structured framework to guide coaching conversations, focusing first on defining a clear outcome, understanding the current situation, exploring options and consequences, agreeing on specific actions, and planning for review of progress. Using this model, coaches can help coachees set goals, generate alternatives, and develop commitment to follow-through, while maintaining neutrality in the process.
Coaching Skills for Your Managers and Leaders - Webinar 10.21.14BizLibrary
The document discusses coaching skills for managers and leaders. It outlines that coaching is important for improving business results and employee engagement. Effective coaching involves building relationships, setting goals and priorities, and improving performance. Coaching models and a coaching process are presented to help assess performance, develop improvement plans, and deliver targeted coaching to employees. Communication, performance management, business acumen, and emotional intelligence are key skills for coaches.
Coaching explained, an exploration by Alexander Crepin, coachAlexander Crépin
Coaching, an introduction.
Why coaching? What is coaching? What are the benefits of coaching? What does a coach?
An illustrated vision of Alexander Crépin
Coaching For Performance Executive Workshop Ccsaravana kumar
This document provides an overview of a coaching program aimed at improving sales performance. The goals of the program are to improve up-selling and cross-selling abilities, ensure customer awareness of products and services, increase the value provided to customers, and increase CSR skills and knowledge. The program includes tools for sales tracking, call listening and analysis, and performance management. It describes a performance improvement model involving expectation setting, inspection, analysis, and coaching at each step. Coaching is defined as a dialogue to transform behaviors and improve performance. The benefits of building strong coaching relationships with employees are also outlined.
This document outlines the objectives and rationale for a coaching session aimed at developing leadership skills. It defines coaching as a process focused on unlocking potential and maximizing performance through questioning, listening and establishing goals. The session explores different coaching models and gives participants opportunities to practice coaching skills and assess their own abilities.
The document provides guidance on creating a personal development plan with mentoring. It recommends identifying development needs and strengths, creating a rolling 1-year plan with detailed 6-month objectives. The plan should be SMART (Specific, Measurable, Attainable, Relevant, Time-bound). The plan should support clear objectives through a variety of training and development activities, with 25% focused on training and 75% on other methods. Mentoring involves a long-term relationship where the mentor provides help, guidance, and support through roles like coaching, counseling, and networking. An effective mentoring relationship progresses through phases from initially establishing trust to the mentee gaining independence.
The document discusses the GROW model of coaching which involves setting goals, checking current reality, exploring options, and determining the way forward. It emphasizes that coaching builds awareness, responsibility, and self-belief through transformational thinking like exploring new boundaries and dreaming big. Coaching uses the GROW model and SMART goals to help set short and long-term goals, understand the current situation, identify alternative strategies, and commit to a plan of action.
This document outlines coaching techniques for leaders in AIESEC Indonesia. It discusses that AIESEC Indonesia needs to produce more leaders and leadership experiences. It then defines what a coach is and says that every team leader in AIESEC Indonesia should be a coach. It introduces situational leadership theory and the four developmental levels of members. It explains the coaching process of diagnosis, flexibility in leadership style, and partnering with members to set goals. The overall document provides guidance to team leaders on how to coach members at different developmental levels through goal setting, feedback, and adjusting their leadership approach.
This document provides an outline for a presentation on how leaders can coach their teams to improve performance. The presentation discusses universal principles of leadership, including providing direction, fostering collaboration, and motivating teams. It then covers the fundamentals of coaching, such as setting clear expectations, providing feedback, and helping team members improve their skills. The outline is intended to guide presenters in developing their own speech on this topic rather than being read verbatim.
The Fellowship of Mindful Leaders had a workshop with a diverse mix of participating business and technology leaders from the EU in Berlin (14.2.2020). Reiner Kraft, PhD argued why Mindful Leadership is a important requirement to form a New Workplace, and provided an overview of the Seven Pillars of Mindful Leadership - a framework toward becoming a Mindful Leader. The focus then was on Pillars 1*2: Consciousness Growth & Mindset Shift. The leaders formed breakout sessions to address 2-3 important questions related to these topics.
The document discusses two models for understanding and managing organizational change: the Transition Model and the Change Curve. The Transition Model developed by William Bridges describes change as a 3 phase process: 1) Ending, which involves letting go of the past, 2) Neutral Zone, a transition period marked by uncertainty, and 3) New Beginning, when people commit to the change. The Change Curve model predicts that change will negatively impact performance until people accept the change and integrate it. Both models aim to help leaders guide individuals and organizations through the emotional aspects of change.
this presentation gives basic understanding of What is coaching, Why coaching, Skills required to be a coach, Coaching arc of conversation and basics of coaching models.
This document discusses leadership skills and strategies for being an effective leader beyond campus. It defines leadership as the ability to influence others with or without authority. Key points include:
- Leadership requires awareness of oneself and others, the ability to communicate and resolve conflicts, and a commitment to influencing others.
- Effective leaders have attributes like vision, passion, integrity, honesty, and the ability to build trust and take risks.
- The document distinguishes leadership skills, which are soft skills like communication and motivation, from management skills which are hard skills like scheduling and staffing.
- Tips for being a leader include taking responsibility, conveying a positive attitude, giving credit to others, and empowering team members
The document discusses coaching leaders and improving as a coach. It defines coaching as a directive process focused on participation and non-judgmental inquiry, while counseling is a supportive process. Effective coaching involves setting goals, standards, eliminating undesired behaviors, and taking a personal interest in subordinates' lives to change behaviors. Leaders should model coaching styles like Jack Welch and David Ogilvy, being active listeners who complement learning with action and feedback to improve relationships.
The annual training day for incoming club leaders equips them with the skills and knowledge to carry out their roles. This session, by Margaret Ormiston, Professor of Organisational Behaviour focuses on setting personal objectives for the coming year.
SuperStar Coaching: How to Create a High Performing TeamRick Conlow
Research shows that excellent coaching can improve employee productivity 88%. Too many managers say, "I don't have time to coach." This is an excuse. Most don't know how to do it well or focus only on poor performers. Elite performers in the Olympics for example, have coaches. Coaching is for everyone. Most people think they are performing better than they are. Most can perform significantly better than their current results. Learn a five step coaching model, why coaching works, qualities of effective coaches and more. Watch your leadership effectiveness soar.
This document discusses foundational coaching concepts and the paradigm shifts required for coaching. It defines coaching as coming alongside individuals to help them grow and maximize their potential through human interaction rather than just information. Coaching requires shifting from telling to asking, letting the client set the agenda and do their own thinking. Coaching unleashes potential and improves lives more than counseling or mentoring. For leaders, coaching demands adopting a model of learning through experience over just acquiring knowledge.
View the latest Coaching Supervision webinar presentation with Professor Peter Hawkins, a leading writer and practitioner in the use of coaching and coaching supervision and Christopher Smith, Managing Director of Bath Consultancy and an experienced coach, team coach and coaching supervisor.
During this session they explore 3 ways in which supervision can make a difference to:
•Coaching individuals with their teams and the organisation in mind
• Team coaching - maximising the value of the process for the wider business
• Your work as a practitioner in organisation development.
View the presentation to get the latest, leading edge thinking on the practice of systemic supervision.
Listen to the webinar here: http://www.bathconsultancygroup.com/what-we-do/coaching-supervision/coaching-supervision-webinar-recordings.shtml
There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.
More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
This document summarizes an article from the Graduate Recruiter publication about cultivating a growth mindset in graduates. It discusses that there are two types of mindsets - a fixed mindset where people believe their abilities are set, and a growth mindset where abilities can be developed through effort. It recommends that managers model a growth mindset, praise effort as well as outcomes, and provide opportunities for graduates to learn from mistakes to encourage their development of a growth mindset.
The document discusses several coaching and mentoring programs:
1. A Turkish brewery has a one-year mentoring program to support professional and personal growth through experience sharing and developing relationships. It includes initial training and pairing participants who meet monthly.
2. A British American Tobacco program uses action learning, group coaching, and individual coaching over 12 months to improve skills and confidence with monitoring of workplace application.
3. Nielsen's mentoring program includes selection, matching, orientation, check-ins and completion to help mentees surface issues and identify actions through understanding interests and gaps.
The document discusses the changing role of managers from one of command and control to that of a coach. Coaching involves an ongoing dialogue between manager and employee to develop skills, performance, and potential. It focuses on encouraging and motivating the employee to achieve higher goals, unlike performance assessments. Coaching is important for reinforcing formal training and sustaining new skills. It indicates that the highest reason employees leave organizations is dissatisfaction with their direct supervisor. Effective coaching involves managers asking open-ended questions to draw solutions from employees rather than being prescriptive. This approach increases innovation, learning, thinking, and team productivity.
This document discusses coaching and mentoring. It defines coaching as a facilitative process that stimulates and challenges the coachee in a time-bound manner, while mentoring is an ongoing, long-term relationship without a strict structure. Effective coaching requires skills like active listening, questioning, and feedback, as well as emotional intelligence. Several coaching models are presented, including the GROW model, which structures coaching conversations around goals, reality, options, and will/commitment. Managers can act as coaches if they adopt an empathetic approach different from traditional management and address potential resistance from staff.
This module introduces coaching for performance and defines key coaching concepts. It discusses the history of coaching dating back to Socrates, provides definitions of coaching, and outlines the benefits of coaching such as growth, performance improvement, and retention. It describes the coach's role in helping associates develop and lists important coaching elements like building relationships and providing feedback. It also offers guidance on when and who to coach.
Executive coaching provides senior managers opportunities for honest feedback, discussion of sensitive issues, and planning for development. It is a cost-effective, practical, and results-oriented option for self-development. Executive coaching establishes a one-to-one relationship within an organization to encourage self-awareness, problem solving, and learning. Great executive coaching comes from a meaningful relationship between coach and client that facilitates understanding, skills development, and a sense of achievement for the client.
Global b2b market place to grow your businessBrad Luther
Global B2B Marketplace get quality trade leads for products Manufacturers Buyers Sellers Suppliers Importers Exporters Wholesale Agents Traders and all Industries worldwide in BizBilla.com
The document contains three messages praising Damien and his team for their positive work ethic and customer service at their site. The first message compliments the team on their pride in serving quality food and drinks to customers. The second thanks Damiano for his hard work. And the third commends the team for raising money for earthquake victims through delivering great food and drinks, and enjoying their work together.
The document provides guidance on creating a personal development plan with mentoring. It recommends identifying development needs and strengths, creating a rolling 1-year plan with detailed 6-month objectives. The plan should be SMART (Specific, Measurable, Attainable, Relevant, Time-bound). The plan should support clear objectives through a variety of training and development activities, with 25% focused on training and 75% on other methods. Mentoring involves a long-term relationship where the mentor provides help, guidance, and support through roles like coaching, counseling, and networking. An effective mentoring relationship progresses through phases from initially establishing trust to the mentee gaining independence.
The document discusses the GROW model of coaching which involves setting goals, checking current reality, exploring options, and determining the way forward. It emphasizes that coaching builds awareness, responsibility, and self-belief through transformational thinking like exploring new boundaries and dreaming big. Coaching uses the GROW model and SMART goals to help set short and long-term goals, understand the current situation, identify alternative strategies, and commit to a plan of action.
This document outlines coaching techniques for leaders in AIESEC Indonesia. It discusses that AIESEC Indonesia needs to produce more leaders and leadership experiences. It then defines what a coach is and says that every team leader in AIESEC Indonesia should be a coach. It introduces situational leadership theory and the four developmental levels of members. It explains the coaching process of diagnosis, flexibility in leadership style, and partnering with members to set goals. The overall document provides guidance to team leaders on how to coach members at different developmental levels through goal setting, feedback, and adjusting their leadership approach.
This document provides an outline for a presentation on how leaders can coach their teams to improve performance. The presentation discusses universal principles of leadership, including providing direction, fostering collaboration, and motivating teams. It then covers the fundamentals of coaching, such as setting clear expectations, providing feedback, and helping team members improve their skills. The outline is intended to guide presenters in developing their own speech on this topic rather than being read verbatim.
The Fellowship of Mindful Leaders had a workshop with a diverse mix of participating business and technology leaders from the EU in Berlin (14.2.2020). Reiner Kraft, PhD argued why Mindful Leadership is a important requirement to form a New Workplace, and provided an overview of the Seven Pillars of Mindful Leadership - a framework toward becoming a Mindful Leader. The focus then was on Pillars 1*2: Consciousness Growth & Mindset Shift. The leaders formed breakout sessions to address 2-3 important questions related to these topics.
The document discusses two models for understanding and managing organizational change: the Transition Model and the Change Curve. The Transition Model developed by William Bridges describes change as a 3 phase process: 1) Ending, which involves letting go of the past, 2) Neutral Zone, a transition period marked by uncertainty, and 3) New Beginning, when people commit to the change. The Change Curve model predicts that change will negatively impact performance until people accept the change and integrate it. Both models aim to help leaders guide individuals and organizations through the emotional aspects of change.
this presentation gives basic understanding of What is coaching, Why coaching, Skills required to be a coach, Coaching arc of conversation and basics of coaching models.
This document discusses leadership skills and strategies for being an effective leader beyond campus. It defines leadership as the ability to influence others with or without authority. Key points include:
- Leadership requires awareness of oneself and others, the ability to communicate and resolve conflicts, and a commitment to influencing others.
- Effective leaders have attributes like vision, passion, integrity, honesty, and the ability to build trust and take risks.
- The document distinguishes leadership skills, which are soft skills like communication and motivation, from management skills which are hard skills like scheduling and staffing.
- Tips for being a leader include taking responsibility, conveying a positive attitude, giving credit to others, and empowering team members
The document discusses coaching leaders and improving as a coach. It defines coaching as a directive process focused on participation and non-judgmental inquiry, while counseling is a supportive process. Effective coaching involves setting goals, standards, eliminating undesired behaviors, and taking a personal interest in subordinates' lives to change behaviors. Leaders should model coaching styles like Jack Welch and David Ogilvy, being active listeners who complement learning with action and feedback to improve relationships.
The annual training day for incoming club leaders equips them with the skills and knowledge to carry out their roles. This session, by Margaret Ormiston, Professor of Organisational Behaviour focuses on setting personal objectives for the coming year.
SuperStar Coaching: How to Create a High Performing TeamRick Conlow
Research shows that excellent coaching can improve employee productivity 88%. Too many managers say, "I don't have time to coach." This is an excuse. Most don't know how to do it well or focus only on poor performers. Elite performers in the Olympics for example, have coaches. Coaching is for everyone. Most people think they are performing better than they are. Most can perform significantly better than their current results. Learn a five step coaching model, why coaching works, qualities of effective coaches and more. Watch your leadership effectiveness soar.
This document discusses foundational coaching concepts and the paradigm shifts required for coaching. It defines coaching as coming alongside individuals to help them grow and maximize their potential through human interaction rather than just information. Coaching requires shifting from telling to asking, letting the client set the agenda and do their own thinking. Coaching unleashes potential and improves lives more than counseling or mentoring. For leaders, coaching demands adopting a model of learning through experience over just acquiring knowledge.
View the latest Coaching Supervision webinar presentation with Professor Peter Hawkins, a leading writer and practitioner in the use of coaching and coaching supervision and Christopher Smith, Managing Director of Bath Consultancy and an experienced coach, team coach and coaching supervisor.
During this session they explore 3 ways in which supervision can make a difference to:
•Coaching individuals with their teams and the organisation in mind
• Team coaching - maximising the value of the process for the wider business
• Your work as a practitioner in organisation development.
View the presentation to get the latest, leading edge thinking on the practice of systemic supervision.
Listen to the webinar here: http://www.bathconsultancygroup.com/what-we-do/coaching-supervision/coaching-supervision-webinar-recordings.shtml
There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.
More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
This document summarizes an article from the Graduate Recruiter publication about cultivating a growth mindset in graduates. It discusses that there are two types of mindsets - a fixed mindset where people believe their abilities are set, and a growth mindset where abilities can be developed through effort. It recommends that managers model a growth mindset, praise effort as well as outcomes, and provide opportunities for graduates to learn from mistakes to encourage their development of a growth mindset.
The document discusses several coaching and mentoring programs:
1. A Turkish brewery has a one-year mentoring program to support professional and personal growth through experience sharing and developing relationships. It includes initial training and pairing participants who meet monthly.
2. A British American Tobacco program uses action learning, group coaching, and individual coaching over 12 months to improve skills and confidence with monitoring of workplace application.
3. Nielsen's mentoring program includes selection, matching, orientation, check-ins and completion to help mentees surface issues and identify actions through understanding interests and gaps.
The document discusses the changing role of managers from one of command and control to that of a coach. Coaching involves an ongoing dialogue between manager and employee to develop skills, performance, and potential. It focuses on encouraging and motivating the employee to achieve higher goals, unlike performance assessments. Coaching is important for reinforcing formal training and sustaining new skills. It indicates that the highest reason employees leave organizations is dissatisfaction with their direct supervisor. Effective coaching involves managers asking open-ended questions to draw solutions from employees rather than being prescriptive. This approach increases innovation, learning, thinking, and team productivity.
This document discusses coaching and mentoring. It defines coaching as a facilitative process that stimulates and challenges the coachee in a time-bound manner, while mentoring is an ongoing, long-term relationship without a strict structure. Effective coaching requires skills like active listening, questioning, and feedback, as well as emotional intelligence. Several coaching models are presented, including the GROW model, which structures coaching conversations around goals, reality, options, and will/commitment. Managers can act as coaches if they adopt an empathetic approach different from traditional management and address potential resistance from staff.
This module introduces coaching for performance and defines key coaching concepts. It discusses the history of coaching dating back to Socrates, provides definitions of coaching, and outlines the benefits of coaching such as growth, performance improvement, and retention. It describes the coach's role in helping associates develop and lists important coaching elements like building relationships and providing feedback. It also offers guidance on when and who to coach.
Executive coaching provides senior managers opportunities for honest feedback, discussion of sensitive issues, and planning for development. It is a cost-effective, practical, and results-oriented option for self-development. Executive coaching establishes a one-to-one relationship within an organization to encourage self-awareness, problem solving, and learning. Great executive coaching comes from a meaningful relationship between coach and client that facilitates understanding, skills development, and a sense of achievement for the client.
Global b2b market place to grow your businessBrad Luther
Global B2B Marketplace get quality trade leads for products Manufacturers Buyers Sellers Suppliers Importers Exporters Wholesale Agents Traders and all Industries worldwide in BizBilla.com
The document contains three messages praising Damien and his team for their positive work ethic and customer service at their site. The first message compliments the team on their pride in serving quality food and drinks to customers. The second thanks Damiano for his hard work. And the third commends the team for raising money for earthquake victims through delivering great food and drinks, and enjoying their work together.
Ip44 high power cob led downlights cut out 175mm with tridonic driverMingfeng Lighting
MingFeng, as a prominent China LED down light manufacotry, devotes himself to providing high quality COB LED downlights for the replacement of traditional down lights in residential, museum, office and commercial applications.
Arqueologia de la_sierra_de_ancash_propugoogle,gmail
Este documento presenta una introducción al libro "Arqueología de la Sierra de Ancash: Propuestas y Perspectivas". Resume los principales hallazgos arqueológicos en la región de Ancash desde el siglo XIX, incluyendo los trabajos de Tello, Bueno, Burger y otros. También discute temas actuales de debate como las fechas de radiocarbono de sitios del período precerámico y la continuidad de tradiciones religiosas a lo largo del tiempo. El documento introduce la diversidad de períodos, regiones y enfo
This document is a collection of messages between two friends, NewB and Raziya aka TheCandyCrush, reminiscing about their friendship and inside jokes. They discuss past arguments, gaming sessions, trips to clubs and the playboy mansion, reactions to deaths in games, family dynamics, and how their friendship brings them joy despite their tendency to "give each other the most shit." The messages express care and appreciation for their close, long-term friendship.
Renewable energy comes from natural resources like sunlight, wind, rain, tides, and geothermal heat. In 2008, 19% of global energy came from renewables like biomass and hydroelectricity. Wind power grew 30% annually in 2009, while solar power installations surpassed 21 gigawatts. Some countries generating renewable energy include the US, Spain, Germany, and Brazil, which produces ethanol from sugar cane providing 18% of its fuel.
The document describes an upcoming Code4Good event that brings together organizations with problems to solve and teams of coders, designers, and entrepreneurs to create technological solutions. It provides details about an upcoming pre-hack meetup where organizations will pitch problems and teams will select ones to work on. The meetup will be followed by a social impact hackathon the next weekend where teams will work to build prototypes, with winning teams getting incubation support and prizes. The bulk of the document consists of 14 problem statements from organizations labeled A through N that will be pitched at the meetup for teams to potentially take on.
School for Health and Care Radicals Module 5 Study Guide 2016Horizons NHS
As change agents we are aware that most effective change starts at ‘the edge’. This module will help us equip ourselves for our journey to the edge and beyond.
Module 5 takes place on Thursday 3 March 2016, 14.30-16.00 GMT
To find out more about the School for Health and Care Radicals, copy and paste this link into your address bar http://theedge.nhsiq.nhs.uk/school/
Edubilla.com is an education information portal that helps educational institutions thrive. It provides a platform for communication and knowledge sharing between students, teachers, and institutions. The site contains information on many sports including skeleton, a winter sliding sport where athletes ride a sled head-first down an icy track at speeds over 80 mph. The document outlines the history, governing bodies, rules, equipment, and awards related to the sport of skeleton.
Change and Innovation: it's time to rewrite the rulesHorizons NHS
The presentation that Helen Bevan made to the London Learning and Organisation Development Network meeting, 6th September 2016
Follow Helen Bevan on Twitter @HelenBevan
Minicourse M8: pre-reading and workbookNHS Horizons
This is the pre-reading and workbook that was sent to everyone who signed up for Minicourse M8 at the IHI National Forum, 5th December 2016: "Rocking the boat and staying in it: how to be a great change agent"
El sistema tegumentario y sus patologíasCrizz Jimenez
El documento habla sobre varias patologías del sistema tegumentario. Brevemente describe el acné, su patogenia y tratamiento. Luego describe el albinismo, sus causas, síntomas y tratamiento basado en proteger la piel del sol. Finalmente, menciona brevemente el cáncer de piel, su patogenia, diagnóstico y tratamientos quirúrgicos y no quirúrgicos.
Sustaining excellence through leadership in the new normalJed Concepcion
This document provides information about Jed Concepcion, including his educational background, professional experience, affiliations, and qualifications as a leader. It discusses his Bachelor's degree in Electrical and Computer Engineering from University of the East, Master's degree in Technology from TUP Manila, and ongoing MBA from AMA Online University. It also lists his various leadership roles in engineering, instruction, management, and as a Chief Solutions Officer. The document emphasizes the importance of leadership, providing attributes of effective leaders, and strategies for leadership in the new normal, which requires adaptability, effective communication, and empathy.
The document summarizes interviews with 85 CEOs and C-suite executives about what they look for in leaders. When asked about leadership, the CEOs emphasized vision, communication, culture-building, flexibility, and teamwork. They said leaders must inspire commitment to organizational goals. Regarding attitudes and aptitudes, the CEOs stressed communication skills, understanding others, and commitment. Their words of wisdom focused on interpersonal relationships, active listening, understanding decision consequences, face-to-face communication over social media, and focusing on small successes.
The document discusses the Neurological Levels model, which proposes that people structure their thoughts, feelings, and actions across six hierarchical levels. These levels include environment, behaviors, capabilities, beliefs and values, identity, and mission/vision. The model can help project teams identify and address issues by determining where blockages exist across the different levels. Making changes at higher levels has a greater impact but is more difficult than changing lower levels. The document provides tips for using the model with teams, such as getting buy-in, focusing on hot spots, and considering how changes at one level may impact other levels.
This document discusses various aspects of effective management. It begins by explaining the importance of managers in organizations and their responsibilities. It then discusses skills managers should focus on developing, including creativity, emotional intelligence, interpersonal skills, team-building, leadership, time management, dealing with stress, and cultural sensitivity. Throughout the document, it provides examples and tips managers can use to strengthen these skills and become more effective in their roles.
The document discusses several key aspects of leadership:
1. Leadership is about setting a vision and example for others to follow while supporting their goals. Effective leaders focus the organization's energy and implement the vision efficiently.
2. Leaders should be responsive to their people by setting clear goals, providing direction and support, and giving feedback. Different leadership styles like authoritarian, participative, and laissez-faire may be used depending on the situation.
3. Leaders have both position power from their role and personal power from influencing followers. Assessing one's leadership potential involves evaluating skills in various areas.
This document discusses various aspects of effective management. It begins by explaining the importance of managers in organizations and their responsibilities. It then discusses skills managers should focus on developing, including creativity, emotional intelligence, interpersonal skills, team-building, leadership, time management, dealing with stress, and cultural sensitivity. Throughout the document, it provides examples and tips managers can use to strengthen these skills and become more effective in their roles.
This document provides an overview of a self-study presentation on Leadership 101. After completing the course, participants will be able to identify key leadership characteristics, build trust with employees, promote teamwork, act decisively in crises, and demonstrate leadership. The course covers traits like having and sharing a vision, pursuing excellence, effective communication, trustworthiness, building confidence, enthusiasm, and serving others. Modules will explore leadership lessons from favorite teachers and define and develop key leadership skills and behaviors.
Intelligence and creativity both impact leadership effectiveness. Leaders need cognitive abilities like problem-solving skills as well as knowledge of their industry. More intelligent leaders tend to learn faster, develop better strategies and solutions, and think more implications of decisions. While intelligence is important, it must be combined with experience, stress tolerance, and emotional intelligence. Creativity in leadership involves generating new ideas and implementing innovations. Leaders can foster creativity by encouraging diverse perspectives, rewarding novel ideas, and empowering followers.
Leadership Accelerator: Unleashing Potential in Younger Employees.pptxDennis Van Aelst
We recognize that our young professionals possess immense talent, fresh perspectives, and boundless energy. We believe in their potential to become the next generation of exceptional leaders. That's why we have developed this transformative program designed specifically to harness and amplify their abilities.
This presentation describes situational leadership, and how it can be used to make you a better leader
The Situational Leadership model was created by Paul Hersey and Ken Blanchard, all rights of the term belong to them and them alone.
The document discusses various aspects of leadership, including attributes, strategies, and sustainable leadership. It describes leadership as developing a vision that motivates others toward a common goal. Key attributes of leaders are listed as passion, honesty, trust, curiosity, dedication, charisma, and listening. Effective leadership requires awareness, ability, and commitment. Strategies for leadership at work include clearly stating your vision, explaining your plan, instilling confidence, and expressing confidence in those led. Sustainable leadership focuses on empowering individuals and teams to utilize their talents to achieve goals.
The document discusses the five levels of leadership. Level one is leadership from position, where people follow due to one's job title and authority. Level two is leadership by permission, where people follow due to respect and trust. Level three is leadership by production, where people follow due to what one has done for the organization. Level four is leadership by people development, where people follow due to what one has done for them personally and professionally. Level five is leadership by personhood, where people follow due to who one is and what one represents.
The document discusses the importance of quality leadership in implementing a total quality management system. It outlines the key roles and responsibilities of organizational leaders in establishing a quality policy statement, driving continuous improvement, and inspiring employees to achieve quality goals. Additionally, it examines different leadership styles and principles for promoting quality excellence throughout an organization.
What is culture? What kinds of culture are there?
2. What are the key methods used to describe cultures? What are the additional determinants of cultures?
3. How does culture impact local business practices and how does cultural understanding apply to business
negotiating?
4. What is global business ethics and how is it impacted by culture?
5. How do ethics impact global businesses?
How to improve leadership in a company.pptxJulioIsaac7
This document analyzes the qualities of good leadership and how to develop leadership skills. It discusses that leadership is important for companies to achieve goals and minimize problems. Some key qualities of good leaders include integrity, delegation, communication, self-awareness, empathy, courage, and respect. The document also provides tips for developing leadership skills, such as taking on more responsibility, learning to follow, continuously learning, resolving conflicts, and being a discerning listener. It concludes that establishing an organizational structure and ensuring leaders have the right skills are important to implement leadership in a company.
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Leadership Portfolio
Angela Williams
Saint Leo University
Leadership Applications in Criminal Justice 565
Dr. Eloy L. Nunez
March 1, 2015
Table of Contents
Personal Mission Statement
1
Weekly Self Assessments and Leadership Skill-Building Exercises
2
Module 1
2
Quiz Reflections 1-1
2
Quiz Reflections 1-2
2
Quiz Reflections 2-1
2
Quiz Reflections 2-2
2
Quiz Reflections 2-3
3
Exercise 2-4 Traits, Motives, and Characteristics
3
Module 2
5
Quiz Reflections 3-1
5
Quiz Reflections 3-2
6
Quiz Reflections 4-1
6
Quiz Reflections 4-2
6
Quiz Reflections 4-3
6
Exercise 3-3 Charismatic Leadership
6
Exercise 4-6 Task-Oriented and Relationship-Oriented Leadership Behaviors
7
Module 3
8
Quiz Reflections 5-1
8
Quiz Reflections 5-2
9
Quiz Reflections 6-1
9
Quiz Reflections 6-2
9
Exercise 3-3 Charismatic Leadership continued
9
Exercise 5-3 My Leadership Approach
9
Exercise 6-4 Report on an Ethical or Social Responsibility Scenario
10
Module 4
11
Quiz Reflections 7-1
11
Quiz Reflections 7-2
11
Quiz Reflections 8-1
12
Quiz Reflections 8-2
12
Exercise 7-5 Power, Politics, and Leadership
12
Exercise 8-4 Influence Tactics
13
Module 5
13
Quiz Reflections 9-1
14
Quiz Reflections 9-2
14
Quiz Reflections 10-1
14
Quiz Reflections 10-2
14
Quiz Reflections 10-3…………………………………………………………………………………………………………xx
Exercise 9-4 Team Building
15
Exercise 10-5 Motivation Observation Exercise
15
Module 6
16
Quiz Reflections 11-1
17
Quiz Reflections 12-1
17
Quiz Reflections 12-2
17
Quiz Reflections 12-3
17
Exercise 11-4 My Creative and Innovative Ideas
17
Exercise 12-4 How Well Do I Communicate to Others?
18
Module 7
X
Quiz Reflections 13-1
X
Quiz Reflections 13-2
X
Quiz Reflections 14-1
X
Quiz Reflections 14-2
X
Exercise 13-3 Opportunity to Think Strategically
X
Exercise 14-3 Cross-Cultural Leadership
X
Module 8
X
Quiz Reflections 15-1
X
Quiz Reflections 15-2
X
Exercise 15-2 My Leadership Portfolio
X
Final Reflections
X
References
20
Attachments
21
Resume
21
Quiz Results
24Personal Mission Statement
“I intend to become a well-respected corporate professional."
My personality is determined and guided by my personal mission statement “I intend to become a well-respected corporate professional.” This is my main goal in life and is indicated by the demanding pressures of the corporate world that require an individual to be sharp and well focused. The mission statement is personal and reflects on my leadership qualities that have been analyzed using the self-assessment and self-awareness test.
Weekly Self Assessments and Leadership Skill-Building Exercises
Module 1 2
Quiz Reflection 1-1: Readiness for the leadership role
I managed to score 95, which mean that I have got high readiness for a role in leadership. This was made possible by the fact that I am a skilled negotiator, a motivator and a figurehead in what I aspire to do.
Quiz Reflection 1-2: leadership Experience Audit
In my leadership experience, I have been privileged to hold a position of leadershi.
A leader plays an important role through recognition, delegation, and setting the right example. An effective leader ensures their team feels recognized for their accomplishments through regular "recognition meets". They also delegate tasks effectively based on strengths to develop team members and free up time for strategic work. Most importantly, a leader must lead by example by not taking sole credit for wins and walking the talk by embodying the values they promote.
MB0038 – Management Process and Organization Behaviorswejs
This document discusses managerial roles and skills. It begins by defining key terms like organization, managers, and managerial roles. It then outlines Mintzberg's three categories of managerial roles: informational, decisional, and interpersonal. Within each category are sub-roles that managers fulfill, such as monitor, spokesperson, entrepreneur, and liaison. Next, it discusses three essential management skills according to Katz: technical, human, and conceptual skills. The document then provides tips for improving management skills and discusses methods for shaping employee behavior, including positive reinforcement, negative reinforcement, punishment, and extinction. Factors that influence perception are also outlined, such as characteristics of the perceiver, target, and situational context.
The document discusses concepts of leadership and quality management. It defines leadership and discusses transformational leadership and how leaders can instill processes rather than control through force. It outlines concepts like the 7 habits of highly effective people and the Deming philosophy of quality management. It emphasizes the role of senior management in leading quality improvement efforts through forming a quality council, establishing goals and measures, and recognizing successes. The core values of visionary leadership, customer-driven excellence, organizational learning, valuing workforce members, and agility are discussed as frameworks for leaders to make decisions.
Similar to RDV carrière : From Project Manager to Organisational Transformation Leader: Do You Have What Is Needed? (20)
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Il est donc primordial pour le bien-être des équipes de projets et pour le succès des projets que les organisations créent un environnement favorable à la mobilisation et développent des stratégies pour agir sur la mobilisation de leurs employés. Ceci, afin que ces derniers puissent démontrer des comportements discrétionnaires de mobilisation porteurs de grande valeur ajoutée au succès des projets
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Nous allons complémenter en explorant l’application et l’évaluation de ce concept via des études de cas pratiques. Nous nous attarderons notamment sur les différents outils et approches de mesure de la prédisposition organisationnelle, et particulièrement l’importance d’évaluer continuellement l’évolution de celle-ci dans le temps.
Nous allons conclure en explorant l’impact d’imprévus sur la prédisposition organisationnelle au changement, par exemple, l’influence de la crise sanitaire et des mesures de confinement sur l’adoption de technologies numériques.
This workshop discusses how to frame, design and structure change with the Change Canvas. The change canvas is a core component of the Lean Change Method, we will navigate together the sections of this effective and powerful tool to help you get started with approaching change using Lean Thinking!
Leadership responsable : mettez votre masque d’oxygène en premier!PMI-Montréal
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La crise de la COVID-19 a pour double effet d’accélérer certains changements antérieurs à cet évènement et de créer des ruptures radicales dans nos façons de travailler et de vivre. Ainsi, nous avons été contraints d’adapter nos comportements pour survivre en période de pandémie. Nous devrons les adapter à nouveau à la sortie de cette crise pour retrouver performance et bien-être dans nos vies.
Découvrez comment l’agilité comportementale permet de s’adapter dynamiquement aux nombreux bouleversements que nous vivons et que nous allons continuer à vivre au-delà cette crise.
Votre conférencier vous fera voyager dans l’univers des comportements agiles en illustrant son propos par des exemples concrets, une petite dose de théorie, le tout accompagné de nombreux échanges pour coller à votre réalité.
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Dans un monde de travail de plus en plus mouvant et concurrentiel dont les règles des structures et de l’organisation du travail ont connu un profond bouleversement, les rôles des ingénieurs sont plus que jamais en train de se métamorphoser. En effet, la pratique professionnelle quotidienne actuelle de l’ingénierie nécessite non seulement des compétences techniques, mais également des soft skills dans l’interaction avec les divers interlocuteurs. Les organisations ont besoin d’ingénieurs capables d’interagir avec d’autres services et de communiquer efficacement avec des partenaires extérieures, tout en ayant un esprit d’initiative et d’équipe, une capacité d’adaptation au changement, du leadership, etc. C’est rendu aujourd’hui une évidence ! Quelle que soit sa position hiérarchique, l’ingénieur doit détenir en plus de son savoir-faire et de ses compétences techniques (ou hard skills) des compétences plus douces dites soft skills.
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Les soft skills, un incontournable pour l’ingénieur en gestion de projet.
Dans un monde de travail de plus en plus mouvant et concurrentiel dont les règles des structures et de l’organisation du travail ont connu un profond bouleversement, les rôles des ingénieurs sont plus que jamais en train de se métamorphoser. En effet, la pratique professionnelle quotidienne actuelle de l’ingénierie nécessite non seulement des compétences techniques, mais également des soft skills dans l’interaction avec les divers interlocuteurs. Les organisations ont besoin d’ingénieurs capables d’interagir avec d’autres services et de communiquer efficacement avec des partenaires extérieures, tout en ayant un esprit d’initiative et d’équipe, une capacité d’adaptation au changement, du leadership, etc. C’est rendu aujourd’hui une évidence ! Quelle que soit sa position hiérarchique, l’ingénieur doit détenir en plus de son savoir-faire et de ses compétences techniques (ou hard skills) des compétences plus douces dites soft skills.
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La gestion de risques est un élément central dans les responsabilités du contrôleur de projet. Il se doit de valider son registre de risques afin de confirmer les impacts et les enjeux qui pourraient nuire au projet. Le PCO projet joue donc un rôle auprès de l'équipe projet et du gestionnaire de projet à titre de garant des informations. Comment s'y prend-t-il ? Quel est la limite entre son rôle et celui du gestionnaire de projet ?
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La gestion de projet dans l’Industrie 4.0
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Stéphane Ricoul
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Leadership Ambassador club Adventist modulekakomaeric00
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Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Learnings from Successful Jobs SearchersBruce Bennett
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A Guide to a Winning Interview June 2024Bruce Bennett
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Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
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We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
RDV carrière : From Project Manager to Organisational Transformation Leader: Do You Have What Is Needed?
1. 1
From Project Manager to
Organisational Transformation Leader:
Do You Have What Is Needed?
Presented by Michel Lavoie PMP
2. Agenda
Introduction
Context
Tomorrow’s leadership
The Integral Competencies of Leadership Framework
The steps in the journey towards becoming a ‘Transpersonal Leader’
Values self-assessment
Learning through real workplace projects
Conclusion
References
Questions and answers
2
3. Introduction
We are all leaders now, and we all need to be. All of
us are on that personal journey and always will be
whether we are aware of it or not.
3
4. Context
Unprecedented change in the demands of leadership
over the last 10-15 years.
Created by social and technological change, by
globalisation and by the growing concern for the
future of our planet.
The Age of Sustainability has begun
4
5. Tomorrow’s leadership
HOW to become an excellent leader = Is asking yourself ‘What
do I need to do differently myself to become a better leader?’
Putting this learning into practice – is the rest of your life.
What was a ‘nice to have’ approach 10 or 15 years ago is now a
must have if you are committed to developing long-term value
to shareholders and other stakeholders.
5
7. The Integral Competencies Framework
The sooner, the younger, the less experienced, then the
easier it will be to make the changes in how you operate.
The first step is to become a leader of oneself – something
everyone on the planet could benefit from.
7
8. The steps in the journey towards becoming a
‘Transpersonal Leader’
8
Advanced: The Transformational
Leader
Intermediate: The Project Leader
Launch: The Project Manager
9. The start: ‘Rational Ego-based As-usual Leadership’
The ‘Rational’ these individuals can think logically and
work things out on a rational basis.
‘Ego-based’ is where most leaders are at. They seek
power, reward, prestige or recognition, or any
combination.
‘As-usual’ refers to what can normally be expected from
leaders who have not been trained in behavioural skills
9
10. The start: ‘Rational Ego-based As-usual Leadership’
There is nothing wrong with it. But to move to excellent leadership these
personal needs must be in harmony with the organisation.
Every individual have varying levels of intuitive thinking and emotional
awareness but most often they will not be fully aware of their
capabilities and therefore will not be managing these attributes to
maximise levels of self-management, relationships and performance.
Most of us react ‘As-usual’ when we are stressed at which time our
emotions are better placed to hijack our brains. Unfortunately, many
leaders react ‘As-usual’ all the time.
10
11. The intermediate stage: ‘Robust Emotionally Aware Leadership’
The ‘Robust’ refers to an individual having reached a level of inner
self confidence where they are not afraid to say what they think,
willing to take risks and ensure messages are communicated
unambiguously.
‘The Emotionally Aware’ The leader also needs to be conscious of
and sensitive to people’s feelings and in particular how their
behaviour affects the mindset and performance of others.
Combining the two elements develops a leader that people will
want to follow.
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12. The intermediate stage: ‘Robust Emotionally Aware Leadership’
Leaders need to be able to respond to the fact that today we can hold less
than 10% of the information we need in our brains, compared to 75% only
20 years ago.
This means that the old mantra that ‘knowledge is power’ is no longer valid
so the genetic default just does not work.
We need to understand about leadership is how it differs from
‘management’. Management produces key results –leadership produces
change and transformation.
‘Self-awareness’ is the first rung on the ladder to leadership excellence.
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13. The goal: ‘Radical Ethically Authentic Leadership’
Radical because we need a new kind of leadership –And it
infers courage and fearlessness.
Ethically means not only integrity but a social conscience and
a willingness to follow the rules (or get them changed if that is
what is needed).
Authentic because a leader must act as they truly are – they
must be honest with themselves and others. ‘Authentic’ also
implies that the leader is the same person (though may
behave appropriately different) in all circumstances.
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14. The goal: ‘Radical Ethically Authentic Leadership’
The‘Transpersonal Leader’ thinks beyond his ego.
It means working for the greater good.
Leader needs to be emotionally intelligent in order to have
sufficient inner self confidence, awareness and empathy to
be open to and have the determination to respond to the
demands of developing into a ‘Transpersonal Leader’.
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15. Values self-assessment
Although there is no substitute for a complete 360°
assessment, a self-assessment taster can be used.
This is a self-assessment tool that is used as one of
the learning exercises to create greater self-
awareness in the journey to the advanced level of
transpersonal leadership development.
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17. 17
Instructions
Against each statement score yourself from 1 to 5 according the
listing below as to how often you perform/achieve the
behaviours described in the questionnaire:
1Never or almost never
2Occasionally
3Quite often
4Usually
5 Always
To get the full value from this exercise try to be honest and
objective. The completed forms will be retained by you, and
you only share the information you wish to.
Complete the sub-totals and totals for each section as marked.
18. X = Values – Personal
conscience
• A = Trustworthiness
• B = Truth and honesty
• C = Integrity
• D = Humility
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Y = Values – Self-
determination
• E = Motivation
• F = Drive (intense will)
• G = Courage
19. 19
Values self-assessment
Personal conscience
(Maximum score = 95)
76 or above: highly developed
personal conscience
57–76: good level of personal
conscience, some work needed
38–57: some improvement
needed
less than 38: significant
improvement needed.
Self-determination
(Maximum score = 60)
48 or above: highly developed
level of self-determination
36–48: good level of self-
determination - some work needed
24–36: some improvement needed
less than 24: significant
improvement needed.
20. Values self-assessment
Most leaders will have a higher rating, in self-determination
than in personal conscience.
Finally, take a look at the granular behaviours where you
scored lowest compared to your other scores. Choose one,
two or three granular behaviours to work on to improve
your transpersonal leadership.
These behaviours are sufficiently granular that techniques
can be learned to put them right.
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21. Values self-assessment
Knights’s recent research had shown that ‘empathy’
is the behaviour most in need of development (62
per cent of executives had this within their top five
development needs).
Developing others and Conflict management where
also among the list.
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22. Learning through real workplace projects
Consider workplace projects as a high-value, high-
impact learning strategy for learning purposes, as a
serious addition or even alternative to structured
training interventions.
Workplace projects live in the tensions of real
emotions and politics – this is a valuable benefit to
direct what is realistic in practice, but it is also
something to be ideally managed by a skilled
facilitator.
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23. Learning through real workplace projects
What follows is a checklist of questions to use with /by
people undertaking learning projects
The checklist is not exhaustive and you could develop
your own version
It is relatively simple and is useful to encourage a
continuous flow of reflections and encourage the idea
that we can always do things differently and better.
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24. Learning through real workplace projects
Project learning questions
Scope
What is the project about?
What is the problem I am/we are aiming to solve?
What is the solution I am/we are putting in place?
What do I need to find out about?
What facts do I need?
What resources do I need?
What are the priorities from the leadership assessment
feedback?
Approach
What needs to be done?
What are the alternative ways to do it?
How can it be done?
How will I decide how to choose the best approach?
What criteria will I use?
Which way is best according to my criteria?
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Project learning questions
Action plan
Which way have I chosen?
Who do I need to tell?
Who needs to be involved?
What are the tasks that need to be done?
How will the tasks be done? By whom? When?
Pre-action learning check
What has been learnt so far?
What else was interesting?
How could this impact my approach?
25. Learning through real workplace projects
Project learning questions
In action
How is it going?
Who would agree with my conclusion?
Who would dispute my conclusions?
What evidence do I have?
Am I on schedule?
Is quality being achieved?
Who would agree with my conclusion?
Who would dispute my conclusions?
Do I need to revisit the plan?
Who do I need to tell?
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Project learning questions
Post-action learning check
What have I learnt so far about what works?
What have I learnt so far about what could be done
differently?
What else have I learnt so far?
What else was interesting?
What might I do that is slightly different, to get a different
result?
What might I do that is radically different, to get a
different result?
How could this impact my next approach?
26. Learning through real workplace projects
Approaching a workplace project is not just about the tools
and techniques that will be applied during a project – it is
also about how reflection will happen, which is a crucial
strategy for experiential learning in projects.
Planning for the barriers to implementation can affect the
overall approach to the project. Conflict handling and
management responses/behaviours may also be useful even
if they are not intentionally a key part of the learning in the
project.
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27. Conclusions
It is a life time journey.
The younger you start the better it is.
There is always room for improvement, at all ages.
Even if it is showed as steps, it is iterative.
It is useful at all levels in organisations.
You must adapt you leadership style to each context.
Talk about it :
• How it is important to deliver value in your projects /organisations;
• Ask for support from RH in your organisations / clients;
• Share your concerns with co workers and executives.
We are all leaders now, and we all need to be. All of us are on that personal journey and always will be
whether we are aware of it or not.
I hope that this material had inspired you as much as it inspired me.
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28. References
The Invisible Elephant & The Pyramid Treasure;
Published by John Knights with contributors, 2012.
Leadership Assessment for Talent Development;
Edited by Tony Wall and John Knights, 2013.
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29. Thank you for attending.
I will be available for further discussions and
answering specific questions with my partners and
friends Claude and Charlotte.
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Editor's Notes
This conference referred to John Knights, framework ‘The Transpersonal Leadership’ and his experimentations
We will quickly overview his work and move to how to become a better leader
This report sets out a journey towards the type of leadership that is better fit for this future – ‘Transpersonal Leadership’ developed from 13 years of experience of working closely with senior leaders. Those results also applied to all leaders
We have all read books and articles and attended courses on leadership. The power of the ‘’ by is that it brings together the good stuff from all of this material, and frames it within a structure which is logical, sequential, and above all transformative.
The Age of Sustainability has begun, reversing the key assumptions which have
shaped post-war development: natural resources are scarce, not abundant; and
talent is abundant, not scarce. The paradigm has shifted, but we don’t realise it
yet. We hope this contribution to tomorrow’s leadership will help make it so.
BUT HOW, this will be our focus today
The foundation of this approach is the adoption of a set of values which places human relationships centre stage and which defines the purpose of the company other than in purely financial terms.
We need something more: compassion and wisdom, wit and humour, deep insight and courage. And this needs to come from within, from those who are leading now, and will lead in the future.
What most leaders don’t get is that the key to great leadership is not how they change an organisation or how they change how other people work more effectively, it is about how they change THEMSELVES. The necessary first step to become a great leader is learning HOW to develop new more effective behaviours and the second is learning HOW to keep your values in full consciousness when you make decisions. If only these souls who are chosen, or doing the choosing, would realise that learning a few specific behaviours could make all the difference between success and failure, we might have a far greater number of happier followers and many more effective organizations.
Why do we get leaders of major organizations that usually only last for two to three years? It is because they are spending that time ego-based, feathering their nests and it takes that long for the shareholders and non-executive directors to understand it and do something about it –
although the NEDs and shareholders are also implicated in the way they allow compensation packages to be structured.
Yet an area I was not consciously aware of was that I could often (though not always) put myself in the other person’s shoes and see an issue from their perspective which made a win-win solution possible.
We therefore need leaders who put first the true stakeholders of their organisations (customers, employees, suppliers, the community, the planet, and yes, even the shareholders), rather than putting first personal reward (usually money), personal power for control and personal prestige (including fame and celebrity status).
Knights and his team developed the ‘SI’ that provided the moral compass to direct the improved behaviours. (Hitler was excellent in some emotional intelligent capabilities – e.g. influence)
Much of the material used is related to Emotional Intelligence (EI) which responded to the behavioural requirements. However, although behavioural development is very positive and important it is not sufficient alone to develop great leaders and can be used in a negative way so
‘SI’ which is renamed Transpersonal Intelligence, to bring us to the transpersonal leadership concept.
We measured that about 70% of their issues were about people – yet interestingly none of them had had any training in this area – surprise, surprise!
7 essences of emotionally intelligent leadership
9 steps to ‘Transpersonal Leadership’. through the stages where REAL =
• Level 1 (launch): ‘Rational Ego-based As-usual Leadership’ = The traditional Project Manager
• Level 2 (intermediate): ‘Robust Emotionally Aware Leadership’ = The Project Leader
• Level 3 (advanced): ‘Radical Ethically Authentic Leadership’ = The Transformational Leader
Our ability to learn the hard business related skills is dependent on our rational
intelligence, something we are more or less born with. We can learn more or in
more detail by hard work (time and diligence) but we cannot learn what we are
not capable of learning.
On the other hand ‘soft’ skills can be learned and developed by anyone who
has a normal brain because they work through associative connections between
neural cells where bundles of brain cells connect with each other creating new
intraserial wiring.
The important thing to me is that anyone can improve their competence in leadership if they really have the will. But it takes time, focus and practice.
Our ability to learn the hard business related skills is dependent on our rational
intelligence, something we are more or less born with. We can learn more or in
more detail by hard work (time and diligence) but we cannot learn what we are
not capable of learning.
On the other hand ‘soft’ skills can be learned and developed by anyone who
has a normal brain because they work through associative connections between
neural cells where bundles of brain cells connect with each other creating new
intraserial wiring.
In my experience there are just as many ‘ego-based’ leaders in the National Health
Service, local government, education and the voluntary sector (not-for-profit/‘Third
Sector’).
The important thing to me is that anyone can improve their competence in leadership if they really have the will. But it takes time, focus and practice.
Adding behavioural competencies will enable the development of the capabilities you need to become a superior performer and good leader.
So in the end leadership is all about people.
We would observed that organizations commonly develop their leaders to that intermediate stage.
We havementioned that the fundamental instinct of leadership – ‘to know everything and tell people what to do’ – is ineffective in most situations except in emergencies. Yet most people will follow that instinct especially when stressed, until and unless their neurons have been rewired.
During your journey you will have many exciting insights, you will have to overcome
certain instincts, and you will need to learn the power of unbiased intuition.
It brings us back to ‘Empathy’, that often missing ingredient in emotional intelligence and shows how EI is so connected to a leader being able to demonstrate (not just thinking) ethical behaviour. Any leader will be much better able to make sound decisions once they have worked out their own ethical philosophy and have embedded the behaviours that allow them to communicate it effectively.
It measures those values that have been shown to be the most often desired in employee surveys and references and are split between values of personal conscience and those that are special to leadership (self-determination).
“a high profile, charismatic style is absolutely not required to successfully shape a visionary company”.
And by the way you will be more agile
Warren Bennis argues that “our contemporary views of leadership
are entwined with notions of heroism, so much so that the distinction between
‘leader’ and ‘hero’ often becomes blurred.