The document outlines the agenda for a two-day leadership development program. Day one will include introductions, an overview of projects at the NYPL, and sessions on roles and styles of effective leadership. Day two will focus on personal assessment, team project meetings, and developing individual learning plans. The program aims to help participants strengthen skills in areas such as facilitation, behavioral flexibility, and developing others.

1. Leadership Now! Program You as Leader October 27-28, 2008

2. Agenda Monday, October 27 9:00 am Welcome and Introduction -Program overview; learning objectives; participant introductions; norms; resources -Program purpose and schedule 11:00 am Projects Overview with NYPL Strategy Team 12:00 pm Lunch 1:00 pm Your Role as Managers and Leaders -organizational diagnosis case study 4:30 pm Adjourn

3. Agenda Tuesday, October 28 9:00 am Community Review 9:30 am Personal Assessment (DISC) 12:00 pm Lunch 1:00 pm Project Team meetings -teams formed 1. create norms 2. share strengths/interests with each other -begin scoping topic -“tips for working in teams” 3:00 pm Your Program Learning Plan 4:00 pm Adjourn

4. Norms for Group Learning Participate Inquire to learn Lean into your discomfort Try on new ideas for size Help the group learn Avoid side conversations Take care of comfort needs Give timely feedback Respect confidentiality Come prepared to sessions Have fun!

5. Managers’ Role As a manager, what duties are expected of you? What are some of your major challenges?

6. Effectiveness of Leadership Styles Visionary (provides long-term direction and vision) Coaching (develops employees for long-term) Affiliative (creates harmony in work relationships) Democratic (builds commitment through collaboration) Pacesetting (pushes to accomplish tasks) Commanding (demands compliance) -- Daniel Goleman

7. Controlling Facilitating leader team 80% 20% 20% 80% Fran Rhees, "From controlling to facilitating; how to L.E.A.D." % of Decision-making Responsibility

8. Controlling Facilitating tell sell decide solve problems listen ask questions coach teach

9. Consequences of Controlling For coordination For answers For group goals Group members Group members Group members feel overcontrolled feel blocked and feel committed only underused. to their own goals. Group members feel lower commitment and sense of responsibility; strive only for adequate performance.

10. Consequences of Facilitating For coordination For answers For group goals

11. Knowledge and Skills Needed for Facilitation your behavioral style group process and dynamics coaching motivation decision-making patience!

12. Leader Effectiveness Skills from Herrmann Intl (www.hbdi.com)

13. Behavior Styles Supervisors/managers are successful to the extent they: can understand their own strengths and limitations, can evaluate the needs of others, and can adapt or adjust their style to meet those needs.

14. Johari Window Unknown Information neither of us know * childhood * potential Private Self Information only I know * feelings * opinions * past history Blind Spot Information you know, but I don’t * habits * body language Public Self Information you and I both know

15. Background: Johari Window Two Ways to Increase Size of Public Self Blind Spot Feedback Private Self Self Disclosure

16. Background: Johari Window "aha” insights Unknown Information neither of us know Private Self Information only I know Blind Spot Information you know, but I don’t Public Self Information you and I both know

17. Core behavior patterns determine our strengths and limitations consistent throughout our lifetime give us a sense of identity change rarely (e.g., parenthood, divorce, death of a loved one, career failure) our perception is likely to be distorted by our defense mechanisms

18. DiSC Instrument: Purpose/Goals Identify own behavior style(s) Understand personal strengths and ways to increase effectiveness Discover which work environments are most likely to suit your style Learn how to work with other styles

19. Important Features Self Assessment —taken from your own perception of yourself Focused —assesses behavior in a specific context/environment Immediate Feedback —provides information to you right away

20. History & Validity Based on theories of William Moulton Marston ( Emotions of Normal People ) Developed by John Geier, 1969 Correlates with well-established personality and psychological instruments ( Myers-Briggs, Minnesota Multiphasic Personality Inventory ) Correlates with observed behaviors

21. Keep in Mind . . . No “good” or “bad” profiles Measures only normal behavior Captures preferences not absolutes Measures behavioral preferences not personality

22. Directions: Responding Select a response focus From each word grouping, select one word that MOST describes you and one that LEAST describes you With a coin, rub the oval next to the word you choose in each column Note: Go with your first instinct!

23. Example Most Least Enthusiastic Daring Diplomatic Satisfied

24. Directions: Scoring Tear out perforated area on page 3 to reveal the Tally Box on page 5 Count the number of times each symbol appears in your MOST column; write total for each in the MOST column of Tally Box Repeat step two for symbols appearing in LEAST column Subtract numbers in Tally Box LEAST column from numbers in Tally Box MOST column; write difference in column 3

25. What Do the Graphs Mean? Graph I : represents the behavior you believe is expected of you by others Graph II : represents your instinctive response to pressure; your “natural” behavior Graph III : represents your self perception

26. DiSC Dimensions of Behavior D : shaping environment by overcoming opposition to accomplish results I : shaping environment by influencing or persuading others S : cooperating with others to accomplish tasks C : working within existing circumstances to ensure quality & accuracy

27. Dimensions/Emphases/Orientations Product Emphasis D ominance I nfluence task people people task S teadiness C onscientiousness Process Emphasis

28. Task vs. People Orientation Level of situational control high moderate low Relative performance low high Source: Fiedler and Chemers, Improving Leadership Effectiveness , 1984 task people

29. Alternatives to Behavior Change 1. Surround yourself with people who have complementary styles. 2. Change the level of situational control. 3. Change jobs.

30. Project Team Scope Statements Project name Example: “Status Alert: One NYPL” What are you going to do? Example: “Our team is going to create a website that contains up to date information on One NYPL.” What issue is this meant to address or problem to solve? Example: “This website will create one centralized location for complete and current information for all NYPL staff.”