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Learning network three Leadership that gets results, Transactional Drivers, Presence and Impact Monday 13 January 2020 Moving up BAME leadership programme The National Skills Academy for Social Care welcomes you to: Learning Network 2
Leadership that gets results, Transactional Drivers, Presence and Impact
Monday 13 January 2020
Leadership that gets Results, Transactional Drivers, Presence and Impact The National Skills Academy for Social Care welcomes you to:
09:30 – 10:00 Welcome and Introductions 10:00 – 11:30 Management and Leadership that Gets Results 11:30 – 11:45 Break 11:45 – 12:45 Vision Boards 12:45 – 13:30 Lunch 13:30 – 14:45 Transactional Drivers 14:45 – 15:00 Break 15:00 – 16:15 Authority, Presence, Impact 16:15 – 16:30 Review 16:30 Close
By the end of the module Learners will be able to:
▪ Explore how leadership really works and what it means to provide “visible/purposeful leadership” ▪ Identify ways to understand and share your multiple perspectives ▪ Recognise the unconscious pressure that can drive individual behaviour and know how to manage and balance those drivers effectively in the workplace ▪ Use self-awareness to enhance your presence and engagement ▪ Identify how to inspire and motivate others, and how to build effective interpersonal relationships ▪ Enhance capability to create an effective development environment for self and others to optimise potential
1. What’s been happening for you since the last session 2. What are you more aware of about your leadership as a consequence of the last session? 3. What do you need to be doing more of and what do you need to do less of?
“The world we have made, as a result of the level of thinking we have done thus far, creates problems we cannot solve at the same level of thinking at which we created them.”
Albert Einstein
Working in pairs: ▪ One person takes the role of listener, while the
you when to stop) ▪ Do not interrupt each other
Leadership creates the systems that managers manage and changes them in fundamental ways to take advantage of opportunities and to avoid hazards: ▪ Creating vision and strategy ▪ Communicating and setting direction ▪ Motivating action ▪ Aligning people ▪ Creating systems and transforming them when needed to allow for growth, evolution, opportunities, and hazard avoidance.
Management makes systems of people and technology work well day after day, week after week, year after year: ▪ Planning and budgeting ▪ Organizing and staffing ▪ Controlling and problem solving ▪ Taking complex systems of people and technology and making them run efficiently and effectively, hour after hour, day after day
▪ “Leadership is about coping with change. Management is about coping with complexity” John Kotter ▪ “Managing is helping to make happen what is supposed to happen anyway; Leadership is making happen what isn’t going to happen anyway” Richard Pascale ▪ “Effective leadership is putting first things first. Effective management is discipline, carrying it out” Stephen Covey ▪ “Management is doing things right; leadership is doing the right things” Peter Drucker
1. Trait Theories 2. Behavioral Theories 3. Contingency or Situational Theories 4. Power and Influence Theories
Great man theories
Based on the belief that leaders are exceptional people, born with innate qualities, destined to lead. The nature
Transformational theory
The central concept here is change and the role of leadership in envisioning and implementing the transformation of organisational performance.
Attribution theory
Here the emphasis is on the power of the followers and the factors which cause them to attribute leadership to a particular person
Transactional theory
This approach emphasises the importance of the relationship between leader and followers, focusing on the mutual benefits derived from a form of ‘contract’ through which the leader delivers such things as rewards or recognition in return for the commitment loyalty of the followers.
Trait theories
The list of traits or qualities associated with leadership exist in abundance and continue to be produced. They draw on virtually all the adjectives in the dictionary which describe some positive or virtuous human attribute, from ambition to zest for life.
Contingency theory
This is a refinement of the situational viewpoint and focusers on identifying the situation variable which best predict the most appropriate or effective leadership style to fit the particular circumstances.
Power and influence approaches
These focus on the exercise of power and influence and assume the centralisation of decision making and a passive role for subordinates.
Behaviourist theories
Concentrate on what leaders actually do rather than on their qualities. Different patterns of behaviours are observed and categorised as ‘styles of leadership’. This area has probably attracted most attention from practising managers.
Situational leadership
This approach sees leadership as relatively specific to the situation in which it is being exercised. For example, military leadership may demand skills, qualities and behaviours which differ from those associated with successful leadership in industry or the Church.
Leadership ‘School of thought’
Since the early 20th century, 4 main groups of theories have emerged.
Trait theories argue that effective leaders share a number of common personality characteristics, or "traits”. However, none of these traits, nor any specific combination of them, will guarantee success as a leader.
Behavioural theories focus on how leaders behave. For instance, do leaders dictate what needs to be done and expect cooperation? Or do they involve their teams in decision-making to encourage acceptance and support?
Influence Good Leadership? The realisation that there is no one correct type of leader led to theories that the best leadership style depends on the situation. These theories try to predict which style is best in which circumstance.
Power? Power and influence theories of leadership take an entirely different approach – these are based on the different ways that leaders use power and influence to get things done, and they look at the leadership styles that emerge as a result.
John Adair
Developing individuals Building the team Achieving tasks
Task ▪ Achieving objectives ▪ Defining task ▪ Planning work ▪ Allocating Resources ▪ Defining role ▪ Quality control ▪ Progress review Team ▪ Maintaining morale ▪ Building team spirit ▪ Setting standards ▪ Communication ▪ Training (learning) ▪ Appointing sub-leaders Individual ▪ Matching needs ▪ Giving praise ▪ Personal problems ▪ Training (learning) ▪ Resolving conflict
Task Team Individual
What kind of things might you produce as a manger to show you were looking ahead? What information/materials have you needed from a manager in the past as part of a team? What would help you feel secure as part of a team and support you working to your full potential?
John Adair ™
Individuals Team Tasks
Needs:
Task
▪ Plans. ▪ Milestones. ▪ Actions plans. ▪ Blueprints. ▪ Projections.
Team
▪ Data. ▪ Reports. ▪ Expert advice. ▪ Case studies. ▪ Management reports. ▪ Business reports. ▪ Sector information. ▪ Sales figures. ▪ Customer data. ▪ Extra people. ▪ Space. ▪ Time. ▪ Technology.
Individual
▪ Feedback. ▪ Responsibility. ▪ Job information. ▪ Training. ▪ Appraisals. ▪ Open door to the manager. ▪ Freedom to discuss problems.
As well as the 3 elements of Action Centred Leadership, Adair sets out these core functions of leadership which are vital to the Action Centered Leadership model: ▪ Planning - seeking information, defining tasks, setting aims ▪ Initiating - briefing, task allocation, setting standards ▪ Controlling - maintaining standards, ensuring progress, ongoing decision-making ▪ Supporting - individuals' contributions, encouraging, team spirit, reconciling, morale ▪ Informing - clarifying tasks and plans, updating, receiving feedback and interpreting ▪ Evaluating - feasibility of ideas, performance, enabling self assessment
Adair’s '50:50 rule’ applies to various situations involving two possible influencers, eg the view that 50% of motivation lies with the individual and 50% comes from external factors, among them leadership from another. This contradicts most motivation gurus who assert that most motivation is from within the individual. He also suggests that 50% of team building success comes from the team and 50% from the leader.
▪ S1 Directing/Telling ▪ S2 Guiding/Coaching/Selling ▪ S3 Supporting/Participating ▪ S4 Delegating
▪ D1 Low Developmental ▪ D2 Medium Developmental, Limited Skills ▪ D3 Medium Developmental, Higher Skills but Lacking Confidence ▪ D4 High Developmental
▪ D1 Low Developmental ▪ D2 Medium Developmental, Limited Skills ▪ D3 Medium Developmental, Higher Skills but Lacking Confidence ▪ D4 High Developmental
▪ Emotional intelligence (EI) is the ability to understand and manage both your own emotions, and those of the people around you. People with a high degree of emotional intelligence usually know what they're feeling, what this means, and how their emotions can affect other people. ▪ For leaders, having emotional intelligence is essential for success.
According to Daniel Goleman, an American psychologist who helped make the idea of EI popular, there are five main elements of emotional intelligence: ▪ Self-awareness. ▪ Emotion management or Self-regulation ▪ Self Motivation ▪ Relationship Management ▪ Empathy ▪ The more that you, as a leader, manage each of these areas, the higher your emotional intelligence.
Leadership That Gets Results
▪ 6 Styles Underlying emotional intelligence competencies ▪ When each particular style works best ▪ Overall impact on climate
Demands immediate compliance ‘Do what I tell you’ In a crisis, to kick start a turnaround, with problem employees Sets high standards for performance ‘Do as I do, now.’ To get quick results from a highly motivated and competent team Forges consensus through participation ‘What do you think?’ To build buy-in or consensus, or to get input from valuable employees Creates harmony & builds emotional bonds ‘People come first’ To heal rifts in a team or to motivate people during stressful circumstances Mobilises people toward a vision ‘Come with me’ When changes require a new vision,
Develops people for the future ‘Try this’ To help an employee improve performance or develop long-term strengths
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
The leader’s modus
Demands immediate compliance Mobilises people toward a vision Creates harmony & builds emotional bonds Forges consensus through participation Sets high standards for performance Develops people for the future The style in a phrase ‘Do what I tell you’ ‘Come with me’ ‘People come first’ ‘What do you think?’ ‘Do as I do, now.’ ‘Try this.’ Underlying emotional intelligence competencies Drive to achieve, initiative, self- control Self- confidence, empathy, change catalyst Empathy, building relationships, communication Collaboration, team leadership, communication Conscientiousness drive to achieve initiative Developing
empathy, self- awareness When the style works best In a crisis, to kick start a turnaround, or with problem employees When changes require a new vision, or when a clear direction is needed To heal rifts in a team or to motivate people during stressful circumstances To build buy-in
from valuable employees To get quick results from a highly motivated and competent team To help an employee improve performance or develop long- term strengths Overall impact
Negative Most strongly positive Positive Positive Negative Positive
Coercive Authoritative Affiliative Democratic Pacesetting Coaching
The leader’s modus
Demands immediate compliance Mobilises people toward a vision Creates harmony & builds emotional bonds Forges consensus through participation Sets high standards for performance Develops people for the future The style in a phrase ‘Do what I tell you’ ‘Come with me’ ‘People come first’ ‘What do you think?’ ‘Do as I do, now.’ ‘Try this.’ Underlying emotional intelligence competencies Drive to achieve, initiative, self- control Self- confidence, empathy, change catalyst Empathy, building relationships, communication Collaboration, team leadership, communication Conscientiousness drive to achieve initiative Developing
empathy, self- awareness When the style works best In a crisis, to kick start a turnaround, or with problem employees When changes require a new vision, or when a clear direction is needed To heal rifts in a team or to motivate people during stressful circumstances To build buy-in
from valuable employees To get quick results from a highly motivated and competent team To help an employee improve performance or develop long- term strengths Overall impact
Negative Most strongly positive Positive Positive Negative Positive
With the current situations that you are facing: 1. What are the most appropriate styles? 2. Can you step into that style of leadership? 3. What do you need to develop? 4. How does your ethnicity play into this?
5 minutes reflection
Talk it through with a buddy
10 minutes
Values Result in Message Result in Driver
Achievement, autonomy, success, being right Don’t: Make a mistake, take risks, be natural, be childlike Be Perfect Consideration, Kindness, Service Don’t: Be assertive, important, different, say no Please People Courage, strength, reliability Don’t: Show your feelings, give in, ask for help Be Strong Persistence, patience, determination Don’t: Be satisfied, relax, give up Try Hard Speed, efficiency, responsiveness Don’t: Take too long, relax, waste time Hurry Up
In groups: Take one Driver What are the benefits of working with this Driver, and what are the challenges of being led by this Driver? In pairs: What does this mean to you? What areas do you think you need to dial up or down?
Presence Impact Authority
This is about how you work with your critical others in terms of what you bring with you (i.e. past) authority. How you are in the moment / present – presence, how you use that authority. What you can contribute in terms of the future – your impact. This is about personal power.
Exuding gravitas & credibility. What do you bring into the room with you in respect to titles, track record, references &… non-verbal credibility? What you bring with you into a meeting, a relationship and conversation Credibility with which you’re seen – foot in the door, the reason to be in the conversation in the first place
▪ What have you done; What you have achieved; What you know and Who you know.
So be clear / sure about what your authority is.
You picking up on the subtleties of what’s happening around you & inside you in the here & now. Creating a deep rapport space where others feel completely heard, seen & felt around you – eye contact, listening & empathy play a strong role here. At the same time can you command respect – use the authority that you have to build confidence in the client / person you need to influence that you “are the one”.
How you are in the moment, here and now? Do you have the interpersonal skills to engage with others? How easy are you to relate to/compelling to be with? Do you shuffle into the room or bring a presence with you? How well do you build rapport? How do you use your authority to command respect? Do you find common ground; join the other person in their world - enabling them to connect with you; giving full attention and questioning and disclosing? Do you hold your own and are you distinctive enough to be different?
Using your insight to cut through the interference & reframe situations; to make a shift in people’s thinking, feeling & behaving. It may be through a question, an observation or a non-verbal. So, how do you make a difference? When you have left the room do people remember you the next day, the next week in 3 months time? How do you help establish new agendas or ways of thinking – challenge the status quo, say yes and (i.e. are you challenging enough?)
So how prepared are you to take a risk, and ask that awkward question? For example telling a SCS they’re are wrong How do you help create energy and commitment in the room? Have you created the commitment and energy for people to change?
Can you add a different perspective? ▪ Question / challenge the thinking in the room, rather than letting go ▪ Clearly label the issue that people are skirting round ▪ Notice / observe what is going on around you bring in new thinking ▪ Look at the emotional field as well as the rationale. (feeling and thinking) (what is the moose under the table or the elephant in the room?) Saying: “How come this is the 3rd time we’ve talked about this?”. Can you join them as equals?
In pairs: How will I ensure that I cover all 3 aspects to be as influential and successful as I possibly could be?
Preparation: TED Talk by Roselinde Torres (2013)
Stay in the space of you leading your learning in a proactive way. Use the programme components to support your personal aspirations. ▪ Find a mentor ▪ Create 2 compelling learning goals for yourself ▪ Support the development of others – be the role model, you will learn in the process ▪ Be an active participant in the workshops and learning sets ▪ Use the project to raise your profile and learn some thing new.
Learning requires us to change – this may be specific to the work arena and can also cross over to other parts of our lives. Use the wheel of balance to review what you would like to enhance to support your aspirations. What needs:
▪ celebrating ▪ changing ▪ stopping ▪ starting
Read article: How Does Leadership Make A Difference to Organisational Culture and Effectiveness? (handout) Watch video: Bicultural Competence – Dr Eden Charles (People Opportunities Limited) https://www.youtube.com/watch?v=3VIK4tjRmvw
Before leaving today, take some time to think of the following questions: ▪ What reflections do you have from the day? ▪ What will you take action on?