Post on 14-May-2015
description
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Leading Teams
People Acting Authentically and Adaptively
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Leading Teams Agenda
1. Is about applying immunity to change
2. Is about leveraging your leadership map using the seven zones for leadership
3. Is about being in the fundamental state of leadership
4. Is about creating emotional intelligent teams
5. Is about enabling your personal assessment data and previous learning from workout sessions
6. Is about developing an “Adhocracy” Mindset
7. Is about applying Applied Behavioral Analysis
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Leading Teams Is about Overcoming
Immunity to change
* Developed by Dr. Robert Kegan and Lisa Laskow Lahey
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Continuation on Background ITC
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Overcoming Immunity: Three Premises
• Overcoming immunity does not require the elimination of all anxiety-management systems– Ingredient #1: the Gut – a vital source of motivation for change
• It is not change that causes anxiety; it is the feeling that we are without defenses in the presence of what we see as danger that causes anxiety– Ingredient # 2: Head and Heart – the work must simultaneously engage
thinking and feeling
• Our immune systems can be overcome– Ingredient # 3: Hand – the work is simultaneously about mindset and
behavior
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Adaptive Formulation
• Thinking Level (change prevention system)
– How you systematically generate the very behaviors that prevent progress towards goal
• Feeling Level (anxiety-management system)
– How generating these behaviors helps to ward off some of your worst fears, which are associated with your actually making progress you hope for
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Adaptive Solution
• Knowing Level - The Heart of the ITC process
– Designing running and interpreting tests of the big assumptions
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3 Dimensions of Immunity
• First Dimension (Thinking System) - ITC map gives us a picture of how we are actively preventing the very change we wish to make– But it also shows us how a given place in the continuum of
mental development is at once a way of knowing the world and of managing a fundamental anxiety
• Second Dimension (Feeling System) – Reveals in the way persistent anxiety is managed
• Third Dimension (Knowing System) – the epistemological balance that must be preserved if we are to maintain our way of knowing the world and ourselves
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Using ITC Requires
Taking a Developmental Stance
• We can all keep growing
• We will need to, in order to accomplish our goals (as an organization, department, or team)
• We will want to, in order to experience the greatest vitality and satisfaction in our work
Features of a Genuinely Developmental Stance
1. It recognizes that there is life after adolescence; that adulthood, too must be a time for ongoing growth and development
2. It honors the distinction between technical and adaptive learning agendas
3. It recognizes and cultivates the individual's intrinsic motivation to grow
4. It assumes that a change in mindset takes time and is not evenly paced
5. It recognizes that mindsets shape thinking and feeling, so changing mindsets needs to involve the head and the heart.
6. It recognizes that neither change in mindset nor change in behavior alone leads to transformation, but that each must be employed to bring about the other.
7. It provides safety for people to take the kinds of risks inherent in changing their minds.
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Types of Learning ChallengesTechnical Challenge (TC)Technical challenges are not
necessarily easy, nor are their results necessarily unimportant or insignificant.
• Is where the skill set necessary to perform complicated behaviors is well known
• Is when the routines and processes by which help make a novice and accomplished practitioner are well practiced and proven
Adaptive Challenge (AC)Complexity is really a story about the relationship between the complex demands and arrangements of the world and our own complexity of mind
– When we look at this relationship we discover a gap: our own mental complexity lags behind the complexity of the world demands
Can only be met by:
– Transforming one’s mindset
– Advancing to a more sophisticated stage of mental development
Biggest error is when one
applies technical means to
solve adaptive challenges
Biggest error is when one
applies technical means to
solve adaptive challenges
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The Immunity to Change X-ray
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Is about applying Immunity to ChangeStep 1 Step 2 Step 3 Step 4
Define “One Big Thing” from list of goals to be attained
Gain visible commitment through behavioral improvement goals
Uncover what one is doing/not doing instead of improvement goals in Step 1
List behaviors that work against these goals
Determine Hidden Competing Commitments
List those commitments that reinforce you doing Step 2 behaviors
Reflect on what insights are revealed between reviewing disconnects and conflicts of Steps 3 and Step 1
Decide and test the validity of what constitutes our “big assumptions”, the tenets in our mental models, that sustain our immune system
First, list these big assumptions that are uncritically taken as being true
Second, experiment in a safe environment to test their validity – modify assumptions accordingly which should have impact on Step 2 behaviors
1. Be receptive to more new ideas
2. Create a culture of mutual trust and unwavering support
1. Giving curt responses to new ideas, “closing off”, cutting off” or overruling tone
2. We are judgmental and critical of each other
1. To have things done my way
2. We are committed to preserving the pleasure of harshly criticizing and judging each other
1. If I don’t find a way to get things done, I’ll stop being valuable.
2. Our individual judgments are superior to any collective judgment.
The X-rayThe X-ray The SolutionThe Solution
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Immunity to Change Template Generating Ideas
Pre-work
Step 1- Commitment Improvement goals
Step 2 – Doing/not doing
Step 3 – Hidden Competing Commitment
Step 4 – Big Assumption (BA)
Use SMART
Safe, Modest (S/M)
Actionable (A)
Research stance, Test (R/T)
Use 360 degree input to get perspectives on one big thing that would clearly make you add more value to the organization
Decide “Big Goal” based on iterating through following thought process:
(1) It is really important to you it is a big deal if you could get dramatically better at it; there is sense of urgency about getting better at it; there is not just a feel good perspective but a need to attitude
(2) It is important to others; others would value it highly if you/team got better at it.
(3) Accomplishing goal directly implicates you focus of improvement is on yourself, not others
(4) State your goal in the affirmative, not the negative
Take fearless inventory of all the things you are doing (or not doing) that work against your 1st column goal.
1. The more concrete behaviors you can list the better. Indicate what you actually do or fail to do – don’t be general in your description like stating being impatient or feeling discomfort or have unpleasant feelings
2. The more items you enter, and the more honest you are, the greater the eventual diagnostic power of your map will be
3. Make sure everything you enter provides a picture of you working against your goal in step 1
4. We are not interested in why you are doing these things, or for ideas or plans about how you can stop doing these things and get better
First, complete worry box.
Second, based on this raw material from the fear box, generate your hidden competing commitments.
• These commitments are intended to minimize at all costs these fears from happening.
Brainstorm all the possible assumptions that Step 3 commitments might hold.
Write a testable version of the your BA
Use the language tool of: I assume if I make a Step 3 commitment, I will not be able to ….
Evaluate big assumptions against following criteria:
1. Some of the big assumptions you may regard as true
2. It is clear how each of the big assumptions, if taken as true, makes one or more of Step 3 commitments inevitable
3. You see how your big assumptions constitute a “Danger”
Adaptation will involve some recognition of and correction of, our blindness (our assumptions)
We begin with designing running and interpreting tests of the big assumptions.
First pick one big assumption you want to test based on:
1. It is a powerful assumption
2. It is testable
Use associated questionnaire to help make decision on picking big assumption.
Use Guide Sheet for designing a good test of the big assumption.
Use Guide Sheet for running tests of the big assumption.
Use Guide Sheet for interpreting tests of big assumption.
Consolidate your/team learning by identifying hooks and releases
• Use Guide Sheet for Identifying hooks and releases
Once unconsciously released from big assumption, reengage ITC process for future success
Worry Box:
If you/team imagine yourself trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for you.
Worry Box:
If you/team imagine yourself trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for you.
Do as many drafts as necessary based on meeting 4 criteria before moving on
the next step….
Do as many drafts as necessary based on meeting 4 criteria before moving on
the next step…. Usually are out of sight – typically we are blinded to them
Usually are out of sight – typically we are blinded to them
Used Individually – start here firstUsed Individually – start here first
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Immunity to Change Template Generating Ideas
Pre-work
Step 1- Commitment Improvement goals
Step 2 – Doing/not doing
Step 3 – Hidden Competing Commitment
Step 4 – Big Assumption (BA)
Use SMART
Safe, Modest (S/M)
Actionable (A)
Research stance, Test (R/T)
Use 360 degree input to get perspectives on one big thing that would clearly make the team add more value to the organization
Decide “Big Goal” based on iterating through following thought process:
(1) It is really important to team; it is a big deal if team could get dramatically better at it; there is sense of urgency about getting better at it; there is not just a feel good perspective but a need to attitude
(2) It is important to others; others would value it highly if you/team got better at it.
(3) Accomplishing goal directly implicates team; focus of improvement is on team, not others
(4) State team goal in the affirmative, not the negative
Take fearless inventory of all the things team are doing (or not doing) that work against team 1st column goal.
1. The more concrete behaviors team can list the better. Indicate what team actually do or fail to do – don’t be general in your description like stating being impatient or feeling discomfort or have unpleasant feelings
2. The more items team enter, and the more honest team is, the greater the eventual diagnostic power of team map will be
3. Make sure everything team enter provides a picture of team working against team goal in step 1
4. We are not interested in why team are doing these things, or for ideas or plans about how team can stop doing these things and get better
First, complete worry box.
Second, based on this raw material from the fear box, generate team hidden competing commitments.
• These commitments are intended to minimize at all costs these fears from happening.
Brainstorm all the possible assumptions that Step 3 commitments might hold.
Write a testable version of the Team’s r BA
Use the language tool of: Team assumes if team makes a Step 3 commitment, team will not be able to ….
Evaluate big assumptions against following criteria:
1. Some of the big assumptions team may regard as true
2. It is clear how each of the big assumptions, if taken as true, makes one or more of Step 3 commitments inevitable
3. Team sees how team big assumptions constitute a “Danger”
Adaptation will involve some recognition of and correction of, our blindness (our assumptions)
We begin with designing running and interpreting tests of the big assumptions.
First pick one big assumption team wants to test based on:
1. It is a powerful assumption
2. It is testable
Use associated questionnaire to help make decision on picking big assumption.
Use Guide Sheet for designing a good test of the big assumption.
Use Guide Sheet for running tests of the big assumption.
Use Guide Sheet for interpreting tests of big assumption.
Consolidate your/team learning by identifying hooks and releases
• Use Guide Sheet for Identifying hooks and releases
Once unconsciously released from big assumption, reengage ITC process for future success
Worry Box:
If team imagines team trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for team.
Worry Box:
If team imagines team trying to do the opposite of step 2 behaviors, what is the most uncomfortable or worrisome or outright scary feeling that comes up for team.
Do as many drafts as necessary based on meeting 4 criteria before moving on
the next step….
Do as many drafts as necessary based on meeting 4 criteria before moving on
the next step…. Usually are out of sight – typically we are blinded to them
Usually are out of sight – typically we are blinded to them
Can be used collectively – once people experience individuallyCan be used collectively – once people experience individually
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Immunity to Change WorksheetGenerating Ideas
Pre-work
Step 1- Commitment Improvement goals
Step 2 – Doing/not doing
Step 3 – Hidden Competing Commitment
Step 4 – Big Assumption (BA)
Use SMART
Safe, Modest (S/M)
Actionable (A)
Research stance, Test (R/T)
Worry Box:Worry Box:
Used Individually or CollectivelyUsed Individually or Collectively
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Associated BA Questionnaire
• Which BA jumps out at you/team as the one that most gets in your/team way?
• If you/team could change any single BA, which one would make the biggest, most positive difference for you/team?
• Is the BA so catastrophic that you/team could never test it?
• Can you/team imagine some kind of information or data that would cast doubt on the big assumption? Is your/team assumption falsifiable?
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Guide Sheet for Designing Test1. Write below what you/team are doing to do (Make sure you/team are doing something different
from what your/team BA would normally have you/team do.)• Jot down how you/team think your/team test will get you/team information about your/team big assumption.
2. Next, what data do you/team want to collect? In addition to how people react to you/team, your/team feelings can be a very rich data source.
• How will that data help you/team to confirm or disconfirm your/team BA? (What results would lead you/team to believe your/team BA is correct? What results would lead you/team to question the validity of your/team BA?
• Is there anyone you’d like to give a “heads-up” to ask to serve as an observer who can give you/team feedback after the fact?
3. Review your/team test on these criteria:• Is it safe? (If the worst case were to happen, you/team could live with the results)• Is the data relevant to your/team BA?• Is it valid? (The test actually tests your/team BA.)• Are the data sources valid? (Choose sources who are neither out to get you/team nor trying to protect or
save you/team.)• Might it actually reinforce your/team BA? (Is it designed so that it surely will lead to bad consequences, just
as your/team BA tells you? Are you setting yourself/team up to fail? Is there any data you/team could colloct that would disconfirm your/team BA?)
• Can it be done soon? (The person or situation you/team need in order to enact the test is available, you/team are reasonably certain you/team know how to do what you/team plan, and you/team can run the test within the next week or so.)
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Guide Sheet for Running Test
• What did you/team actually do?• What happened?
– What did people actually say or do when you/team ran your/team test?
– If you/team asked someone for feedback, what did she or he say?
– What were your/team thoughts and feelings at the time? (These are your/team data points)
• Check the quality of your/team data to make sure it is valid. – Is the data about other people’s responses to you/team directly
observable, or have you/team snuck in an interpretation?– Would someone else in the room agree with your/team
description? – Were there any unusual circumstances in your/team test
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Guide Sheet for Interpreting Test
• Take a look at the data you/team collected. – What is your/team interpretation of what happened?
• What alternate interpretation can you/team think of for that same data? – When our BAs have a powerful hold on us to predictable interpretations – ones
that keep the BA alive and well. An antidote to this tendency is to push yourself/team to generate at least one additional interpretation of the data
• What does your/team interpretation tell you/team about the BA you/team tested?
– What aspects of the BA do you/team believe the data confirm?– Which do the data disconfirm?– Did any new assumptions emerge?
• What are your/team thoughts about a next test of your/team BA? Pick up on what you've learned about your/team BA.
– What next test could you/team design to learn more?– If you/team have additional Bas, you/team might want to test those too.
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Guide Sheet for Hooks and Releases
1. Comment on where you/team see yourself/team on the developmental sequence.2. Have you/team reached any conclusions or developed any hunches about conditions under
which your/team BA is valid? Think about particular situations – who, what, where, and when.3. Have you/team reached any conclusions or developed any hunches about conditions under
which your/team BA is invalid? Think about particular situations – who, what, where, and when.4. Do you find your/team BA asserting itself in situations you/team know it shouldn’t? If so, can
you/team generalize about the conditions under which you/team are likely (more or less) to find yourself/team being sucked into the old patterns associated with the BA?
– What still sometimes hooks you/team?5. Have you/team developed key releases (e.g., self-talk that unhooks you/team) that you/team can
readily use to help yourself/team when recaptured by your/team BA in real time?6. Have you/team developed new behaviors or ways of talking to yourself/team in situations that
used to activate your/team BA?7. To what extent/how often can you/team use these “releases” to help you/team from being pulled
into old patterns?8. Consider situations in which you/team think your/team BA is no longer accurate. What new
beliefs or understandings do you/team hold about “how things work” or what will happen in these situations?
9. Any thoughts about what has enabled you/team to make the changes you/team have?
Unconsciously Immune
Unconsciously Immune
Consciously Immune
Consciously Immune
Consciously Released
Consciously Released
Unconsciously Released
Unconsciously Released
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Developmental Sequence• Socialized Mind
– We are shaped by the definitions and expectations of our personal environment– Our self coheres by its alignment with, and loyalty to, that with which it identifies– This can express itself primarily in our relationships with people, with “schools of
thought” (our ideas and beliefs) or both• Self-Authoring Mind
– We are able to step back enough from the social environment to generate an internal “seat of judgment” or personal authority that evaluates and makes choices about external expectations.
– Our self coheres by its alignment with its own belief system/ideology/personal code; by its ability to self-direct, take stands, set limits, and create and regulate its boundaries on behalf of its own voice
• Self-Transformational Mind– We can step back from and reflect on the limits of our own ideology or personal
authority; see that any one system or self-organization is in some way partial or incomplete; be friendlier toward contradiction and opposites; seek to hold on to multiple systems rather than projecting all but one onto the other.
– Our self coheres through its ability not to confuse internal consistency with wholeness or completeness, and through its alignment with the dialectic rather than either pole.
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Leading Teams
Is about leveraging your leadership map using the seven zones for leadership
* Developed by Dr. Robert Terry
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Leadership Action WheelExistence -- the history that limits and launches what
we do (What is the history of this event or situation?)
Resources -- the things that we use in what we do (What are the resources?)
Structure -- the form and processes that support and sustain what we do (What are the plans and processes?)
Power -- the commitment and passion that energize what we do (What is the stakeholders’ level of commitment?)
Mission -- the aim and priority that give direction to what we do (What is the direction?)
Meaning -- the justification and significance that tell us why or for what we do what we do (What is at stake?)
Fulfillment -- the completed action that embraces existence, resources, structure, power, mission, and meaning (What is the event in its completed state?)
Answers Question: What is going on?Answers Question: What is going on?
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Fixable and Knowable I call them as they are
Understandable I call them as I see
them
Unfixable and Unknowable There is not anything till I call them
Three Worlds of Reality
Certainty of Outcomes
Agr
eem
ent
on D
irect
ion
Stability
Change
High Low
Tight
Loose
Zone 1 Serving the Past
Zone 2 Building Core Competencies
Zone 3Systems Thinking
Zone 4Creating
Ownership
Zone 5Focusing on
the Future
Zone 6Creating
Meaning in Chaos
Zone 7Serving the Promise of Authenticity
Evolving Existence
Evolving Resources
Evolving Structure
Evolving Power
Evolving Mission
Leadership MapZone 7a
Making Wise Choices
Zone 7bProbing Deeper
Zone 7cLiving the Promise
Chaos
=
Evolving Meaning
Fulfillment
Zone 3aDesigning
Sustainable Systems
Zone 3bAffirming Shared Identity
Zone 5aSetting the
Direction
Zone 5bAnticipating
Change
I serve balls and strikes as I serve the promise of baseball
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Leadership Zones and Action Wheel
Zone 1 Existence -- the from of action: our history, past, and memories in which the action is rooted or from which it arises
Zone 2 Resources -- the with which of action; valued items, both tangible and intangible, that we use in the action
Zone 3 Structure -- the through which of action: how processes and procedures are designed and implemented to get the action accomplished
Zone 4 Power -- the by which of action: the energy or spirit that infuses the action
Zone 5 Mission -- the toward which action: the direction of the action
Zone 6 Meaning -- the for which of action: the significance and rationale of the action
Zone 7 Fulfillment -- the into which of action: the completed action
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Zones Polarity Criteria Metaphor
“Life is a ..
Core Ethical Principle
Derailment
1. Serving the Past Stability/change Correspondence gift Sacred History Elimination
2. Building Core Competencies
Potential/actual Consistency machine Freedom Exclusion (Discrimination)
3a. Designing Sustainable Systems
Form/Dynamic Connectedness body Justice as fair inclusion
Double Standards
3b. Affirming Shared Identity
Form/Dynamic Coherence body/living system
Justice as constructive inclusion
Rigidity
4. Creating Ownership
Conceal/reveal Codetermination conflict between ups and downs
Participation Oppression and abuse
5a. Setting Direction Ends/Means Convergence journey with focus on destination
Caring as Sharing Discounting
5b. Anticipating Change
Ends/Means Conveyance journey with focus on trip
Caring as listening Ignoring
6. Creating Meaning in Chaos
Seriousness/playfulness Co-creation & connectedness
art Responsibility Abdication
7a. Making Wise Choices
One/many Congruence & Comprehensiveness
polarity Authenticity Inauthenticity and evil
7b. Probing Deeper Part/whole Configuration paradoxical puzzle
Authenticity Inauthenticity and evil
7c. Living the Promise
Inside/outside and on to paradox
Configuration welcoming promise
Authenticity Inauthenticity and evil
Leadership Zone Matrix
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Zones Commitments and Abilities that Require Development Stirrings
1. Serving the Past Historical sensibility and knowledge; core value identification; willingness to face hard truths from the past; commitment to preserve the best by means of celebration, orientation, seminars, speeches, and other Past share events
Negative: stuck in the past, denial; Positive: Desire to do something
2. Building Core Competencies Mastering of technical skills of the discipline or subject matter needed: Finance and accounting knowledge and skills; Assessment of consistency of service or product quality; Project management; Supervisory excellence
Negative: arrogance, narrow focus Positive: Get in touch with more people
3a. Designing Sustainable Systems Systems thinking: System design; Team participation; Awareness and need for needs-assessment surveys; Willingness to break out of silos and share wisdom across boundaries
Negative: rigid, inflexible; Positive: Desire to know where system is going
3b. Affirming Shared Identity Commitment to develop the full array of emotional intelligence competencies; Team building and group participation; Ethical awareness and sense of core and shared values; executive strategic thinking and planning; Knowledge of the critical importance of identity affirmations
Negative: workers left out; Positive: workers seeking voice
4. Creating Ownership Conflict negotiation skills; Personal empowerment with exit card; Buffalo self assessment -- know what decisions to keep, what to share, and what to release; Commitment to participatory actions and events
Negative: fear of being surprised by something; Positive: curious about future
5a. Setting Direction Commitment to participatory visioning processes with appropriate foundations and planning skills; Awareness of the necessity of clarifying the destination; Confidence to move forward; Collective strategic planning process skills
Negative: anxiety because too far out there; Positive: awareness that unknowable can happen
5b. Anticipating Change Pattern recognition; Scenario writing; Scanning; Framing; Metaphorical thinking; New insight generation; Commitment to authenticity thinking
6. Creating Meaning in Chaos Process wisdom; Courage that moves beyond risk-taking; Framing; Pattern recognition and serious writing; A profound understanding of serious play
Negative: angst, what is meaning; Positive:deep quest for meaning
7a. Making Wise Choices Negative: self righteousness; Positive: desire for committed service
7b. Probing Deeper
7c. Living the Promise
Deep self-awareness; Faith in the promise of hope; Wisdom; Adeptness; Learning agility and inquiry; Listening to the stirrings; Mapping complex issues; Polarity and paradoxical thinking and living; A commitment to face spirituality, even theology, without getting trapped by exclusionary religious boundaries
Leadership Zone Competencies
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Leadership PerspectivesLeadership Perspectives
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Seven Zones of Leadership SummarySeven Zones of Leadership Summary
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Leading Teams
Is about being in the fundamental state of leadership
* Developed by Dr. Robert Quinn
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What is the Normal State?Self-Focused Internally Closed
Externally Directed Comfort-Centered
I tend to be ego driven, putting myinterests ahead of the collectiveinterests in a given relationship orset of relationships.
I tend to stay in my comfort zone,denying external signals for change.
I tend to define myself by how Ithink (perceive) I am seen and howwell I am able to obtain externalresources.
I tend to engage in problem-solvingactivities, thus living in a reactivestate.
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What is the Fundamental State?Other-Focused Externally Open
Internally-Directed Purpose-Centered
I am transcending my ego, putting the common good and welfare of others first, increasing in authenticity and transparency, nurturing trust, and enriching the levels of connectivity in my networks.
I am moving outside my comfort zone, experimenting, seeking real feedback, adapting, and reaching exponentially higher levels of discovery, awareness, competency, and vision.
I am continually examining my hypocrisy and closing the gaps between my values and behavior. I am reaching higher levels of personal security and confidence.
I am clarifying what result I want to create. I am committed and engaged, full of energy and holding an unwavering standard as I pursue a meaningful task.
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What are Four Change Strategies?
The Participating Strategy The Transcending Strategy
The Forcing Strategy The Telling Strategy
Emphasis: Relationship and open dialogueAre all included in open dialogue?Do I model supportive communication?Is everyone’s position being clarified?Am I surfacing the conflicts?Are decisions made participatively?Are the people cohesive?
Emphasis: Potential and transcending selfAm I internally directed?Is my purpose clear?Am I externally open, moving forward into uncertainty?Are people walking with me into uncertainty?
Emphasis: Authority and LeveragingIs my authority firmly established?Is the legitimacy of my directive clear?Am I capable of imposing sanctions?Is there a clear performance-reward linkage?Am I using maximum leverage?Are the people complying?
Emphasis: Facts and rational persuasionAm I within my expertise?Have I gathered all the facts?Have I done a good analysis?Will my conclusions withstand criticism?Are my arguments clear?Are the people listening?
Interpersonal Perspective
Political Perspective
Transformational Perspective
TechnicalPerspectiveLogic
Compliance
Trus
t Vision
Structure and Control
Preservationof the
System
External Alignment
of the System
Possibility and Emergence
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Fundamental State Leadership Competencies
Being able to deal with Polarities
Compassionate vs. concerned/assertive vs. boldSpontaneous vs. expressive/self disciplined vs. freedom Mindful vs. reflective/active vs. energeticPrincipled vs. integrated/engaged vs. involvedRealistic vs. questioning/optimistic vs. constructiveGrounded vs. factual/visionary vs. hopefulConfident vs. secure/humble vs. flexibleIndependent vs. strong/humble vs. open
ResponsibleFreedom
DetachedInter-
dependence
AppreciativeInquiry
AuthenticEngagement
AdaptiveConfidence
ToughLove
ReflectiveAction
GroundedVision
Ever-IncreasingIntegrity
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-3 -2 -1 1 2 3 4 5 4 3 2 1 -1 -2 -3
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Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Stagnate;Inactive Mindful/Reflective Reflective & Active Active/Energetic Mindless/unreflective
Self-righteous;withdrawn Principled;integrated Principled & Engaged Engaged;involved Compromised;unprincipled
Unrealistic;unquestioning Optimistic;constructive Constructive & Analytic Realistic;questioning Pessimistic;destructive
Ungrounded;deluded Visionary;hopeful Grounded & visionary Grounded;factual Visionless;hopeless
Reflective Action
Authentic Engagement
Appreciative Inquiry
Grounded Vision
Fundamental State Leadership Competencies’ Assessment
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Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Negative Positive Integrative Positive Negative
Uncertain;insecure Adaptive;flexible Adaptive & Confident Confident;secure Rigid;inflexible
Dependent;weak Humble;open Humble & strong Independent;strong Arrogant;closed
Undisciplined; Spontaneous; Self-disciplined & Self-disciplined & Unexpressive; spontaneous irresponsible expressive responsible guarded
Indulgent; Compassionate; Compassionate Assertive; Oppressive; permissive concerned and assertive bold overbearing
Adaptive Confidence
Detached Interdependence
Responsible Freedom
Tough Love
Fundamental State Leadership Competencies’ Assessment
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Leading Teams
• Is about using effectively previous learning on:– overcoming the five dysfunctions of teams– applying leadership and self deception
principles– enabling your personal assessment data
dealing with thinking preferences, work preferences and information processing styles
04/12/23 38
Eight Characteristics of Effective Working Groups
1. Enthusiastically focus on results rather than on doing particular duties or following certain processes.
2. Enthusiastically help others get results.
3. Actively learn and teach.
4. Focus on solutions to problems, not on the problem itself or who is to blame.
Comes from sessions on
Leadership and Self Deception
04/12/23 39
Eight Characteristics of Effective Working Groups
(continued)
5. Take correction easily.
6. Hold themselves accountable.
7. Take responsibility and acknowledge
mistakes.
8. Inspire trust.
Comes from sessions on
Leadership and Self Deception
04/12/23 40
Gaining Trust
Mastering Conflict
Achieving Commitment
Embracing Accountability
Focusing on Results
Overcoming the Five Dysfunctions of TeamsComes from sessions on
Leadership and Self Deception
04/12/23 41
Working on TrustProfiling Tools Are Useful in Building Trust -- Having refreshing conversations and sensitivities around MBTI, TMP, IOPT and EQ-I helps
04/12/23 42
Working on Conflict Resolution
04/12/23 43
Working on Commitment
04/12/23 44
Working on Accountability
04/12/23 45
Working on Results
Distractions include ego, career advancement, money, priority on leading team versus being member
04/12/23 46
Team Analysis and the IOPT
* Developed by Dr. Gary Salton
04/12/23 47
Input-Output Strategies GraphInput-Output Strategies Graph Unpatterned Input
Action Output
Structured InputThought Output
Unpatterned InputThought Output
Structured InputAction Output
REACTIVESTIMULATOR
LOGICALPROCESSOR
RELATIONAL INNOVATOR
HYPOTHETICAL ANALYZER
04/12/23 48
The Strategic Styles DynamicThe Strategic Styles DynamicStyles Combination
ReactiveReactiveStimulatorStimulator
RelationalRelationalInnovatorInnovator
LogicalLogicalProcessorProcessor
HypotheticalHypotheticalAnalyzerAnalyzer
Team Work
Cha
nger
Cha
nger Perform
er
Performer
Conservato
r
Conservato
rPerfector
Perfector
04/12/23 49
The Team DynamicThe Team Dynamic
Effective teaming requires an understanding of our different interaction styles and an ability to utilize the appropriate style necessary to produce the resultsproduce the results needed by the team or organization at any given time.
04/12/23 50
The IOPT and Team DynamicsThe IOPT and Team Dynamics
• As part of a system, Teams are like the RNA that help deliver the Organization’s focused vision (Individual’s are like the DNA)
• Closing the performance gaps of teams are challenges that require a highly effective leadership.
• Being effective as a team means to maximize our combined strengths and minimize our combined vulnerabilities.
• There is a cost attached to a lack of team effectiveness, e.g.:
• quality and speed of actions, decisions, strategies
• transaction cost of relationship
04/12/23 51
Strategic Styles & Teams
04/12/23 52
Strategic Styles & Teams
Core orientation: 100% overlap in same basic orientation. Consensus decisions likely to reflect orientation of this area. Decisions made wouldn’t compromise preferences
Secondary orientation: 50% or more overlap in same basic orientation. Majority decisions likely to reflect orientation of this area
Tertiary orientation: Reflects minority of team’s orientation. Area of council/recommendation
04/12/23 53
Team Analysis and the STDP
Developed by:Developed by:
04/12/23 54
All processes need to be implemented with a strong emphasis on Linking
THE HIGH ENERGY TEAMS MODEL
What Should happen
compared withWhat Does happen
What Should happen indicates
Importance or Priority
The difference between what Should
and Does occur indicates Satisfaction
of Performance
04/12/23 55
Team Analysis - TOW and TMP
Developed by:Developed by:
04/12/23 56
What Should happen
compared withWhat Does happen
What Should happen indicates
Importance or Priority
The difference between what Should
and Does occur indicates Satisfaction
of Performance
Every project contains these 8 activities
04/12/23 57
The Types of Work Model
Key Research Finding
To sustain high performance, teams and individuals need to find balance in the performance of the
various work functions
04/12/23 58
ADVISING
Gathering
and
Reporting
Information
04/12/23 59
INNOVATING
Creating and experimenting with ideas
04/12/23 60
PROMOTINGPROMOTING
Exploringand
PresentingOpportunities
04/12/23 61
DEVELOPING
Assessing and Testing the Applicability of New Approaches
04/12/23 62
ORGANIZING
Establishing andImplementingWays of Making Things Work
04/12/23 63
PRODUCING
Concluding and Delivering Outputs
04/12/23 64
INSPECTING
Controlling andAuditing the Working of
Systems
Inspecting
04/12/23 65
MAINTAINING
Upholding and Safeguarding Standards and Processes
04/12/23 66
LINKING
Integrating and Coordinating the Work of Others
THE “KEY”
TO SUCCESS!
Linking
04/12/23 67
Types of Work Summary
ADVISING – Gathering & reporting information.
INNOVATING – Creating & experimenting with ideas.
PROMOTING – Exploring & presenting opportunities.
DEVELOPING – Assessing & testing the applicability of new ideas.
ORGANIZING – Establishing & implementing ways of making things work.
PRODUCING – Concluding & delivering outputs.
INSPECTING – Controlling & auditing the working of systems.
MAINTANING – Upholding & safeguarding standards & procedures.
LINKING– Coordinating & integrating the work of others.
04/12/23 68
MEASURES OF WORK PREFERENCE
RELATIONSHIPS
INFORMATION
DECISION MAKING
ORGANIZATION
Extroversion (E) Introversion (I)
Practical (S) Creative (N)
Analytical (T) Beliefs (F)
Structured (J) Flexible (P)
Where do we go to trust the source of our information?
How do I like to look at my Information?
How do I like to make judgments about my information?
How do I prefer to plan concerning my information?
04/12/23 69
MEASURES OF WORK PREFERENCE
RELATIONSHIPSExtroversion (E) Introversion (I)
Extroversion
• Will often think things out by talking them through.
• Enjoy meeting other people in the work environment and will often seek out these opportunities.
• Enjoy a variety of tasks and activities.
• Are often stimulated by unanticipated interruptions.
• When speaking publicly will often talk impromptu.
• Likely to contribute readily at meetings.
• Can be impulsive.
Introversion
• Prefer to think things out before speaking.
• Do not have a high need to meet regularly with others.
• Like to concentrate in depth at a few tasks at a time.
• Tend to dislike unanticipated interruptions.
• When speaking publicly will prepare in depth and speak to a plan.
• May be more quiet at meetings or take more time to contribute.
• Likely to consider things before acting.
04/12/23 70
MEASURES OF WORK PREFERENCE
INFORMATIONPractical (Structured) Creative (iNtuition)
Practical
• Prefer defined problems.
• Oriented towards the present.
• Likes to work with tested ideas.
• Down to earth and like to work with real things.
• Patient with routine work.
• Prefers schedules, standard systems and procedures.
• Pays attention to facts and details.
• Usually sound on details but may struggle to see the big picture.
Creative
• Enjoys ambiguous problems.
• Oriented towards the future.
• Regularly generate new ideas.
• Like to work with possibilities, theories and implications.
• Tend to get bored with routine work.
• Always looking for a new way to do things.
• May lose sight of details and jump beyond the facts.
• Will often see the big picture first but struggle with the details of that picture.
04/12/23 71
MEASURES OF WORK PREFERENCE
DECISION MAKINGAnalytical (Thinking) Beliefs (Feeling)
Analytical
• Tries to establish objective decision making criteria.
• Measures decisions against payoffs.
• Sometimes seen as detached.
• Will emphasize deciding based on the logic of the given situation.
• Will negotiate on evidence.
• Concerned for fairness based on the rules.
• Likes analysis and clarity.
• Task oriented and will set objectives based on the needs of those tasks.
Beliefs
• Prefer personal, subjective decision making criteria.
• Measures decisions against personal beliefs.
• Sometimes seen as over committed to a point of view.
• Often decide on personal considerations.
• Will negotiate on rights and wrongs of the issues.
• Concern for fairness based on beliefs.
• Likes harmony based on common values.
• Tasks and objectives will emerge from beliefs.
04/12/23 72
MEASURES OF WORK PREFERENCE
ORGANIZATIONStructured (Judgment) Flexible (Perception)
Structured
• Likes clarity and order.
• Concerned with bringing issues to closure.
• Will develop and stick to a plan.
• May rush decisions in the drive for closure.
• Tends to keep to deadlines.
• Reluctant to change once decisions and plans are made.
• Tends to dislike ambiguity.
• Enjoys decision making over diagnosing.
Flexible
• May appear disorganized compared to typical work standards.
• Concerned with gathering information about issues.
• Plans may be altered regularly.
• May delay decisions for more information.
• May see deadlines as irrelevant.
• Open and comfortable with change.
• Tends to tolerate ambiguity well..
• Enjoys diagnosing over decision making.
04/12/23 73
TYPES OF WORK MODEL
E
I
C
P
F
SB
A
04/12/23 74
Team Management Profile
04/12/23 75
RELATIONSHIPS
INFORMATION
DECISION MAKING
ORGANIZATION
+ =
The Types of Work Model
The Measures of Work Preference
The Team Management
Wheel+ =
04/12/23 76
Team Analysis and Comparing MBTI with TMP
Work Preferences
04/12/23 77
MBTI/TMP Sixteen Fold Model Comparison
ISTJ
ESFJ
ESTJINTJ
ENTJ
ESTP
ENTP
ENFJ
INTP
INFP ESFP
INFJ
ISFP
N
ISFJ
ISTP
ENFP
S
P
J
T
F
04/12/23 78
Leading Teams
Is connecting people and task skills with leadership
04/12/23 79
INTEGRATING AND COORDINATING THE WORK OF OTHERS
04/12/23 80
Linking Leader Skills
04/12/23 81
People Linking Skills
04/12/23 82
Six People Linking SkillsSix People Linking Skills
People Linking Skills create the atmosphere in which the team works
They foster harmony and trust
04/12/23 83
Listening to others and showing them you are interested by:
*Asking questions *Building on what they say *Summarizing what has
been said.
04/12/23 84
Vary your communication style by ‘pacing’
Use the ‘Platinum rule’ rather than the ‘Golden rule’ " The Golden Rule implies the basic
assumption that other people would like to be treated the way that you would like to be treated.
The Platinum Rule implies "Treat others the way they want to be treated."
Use the Power of Future Conversations
04/12/23 85
Respect
Understanding
Trust
04/12/23 86
Be Available
Be Responsive
Help them look for both the opportunities and the obstacles
04/12/23 87
Involve all in key decisions
Ownership increases commitment
Balance effectiveness between telling people what to do and wasting time in endless meetings to achieve consensus
04/12/23 88
Internal Linking
External Linking
Informal Linking
04/12/23 89
Task Linking Skills
04/12/23 90
Five Task Linking SkillsFive Task Linking Skills
Task Linking Skills create a solid core or foundation for teamwork
They promote harmony and stability
04/12/23 91
Assign tasks to match competence AND preference
04/12/23 92
Balance your team
Stretch people’s skills
Use their strengths but improve their weaknesses
04/12/23 93
Outputs
Outcomes
Clear Accountability
Stretch goals
04/12/23 94
Selection
Training
Competence
Confidence
Trust
04/12/23 95
Agreed standards
Monitored procedures
Deliver the ‘right’ quality but always continuously improving
04/12/23 96
Leadership Linking Skills
04/12/23 97
Articulates a compelling vision of the team’s future
Inspires team members to perform Is someone team members want to
follow Can make others feel optimistic
about the future Focuses unwaveringly on clear
goals Takes a stand on controversial
issues affecting the team.
04/12/23 98
Is an effective strategic thinker Analyzes situations clearly and
logically Critically examines assumptions to
discover potential weaknesses Keeps in focus all elements of a
complex issue Is able to think ahead and see
problems before they arise Knows ‘where we are going’ and
‘how to get there’
04/12/23 99
Pacing - Appreciating that different people
prefer different ways of communicating.
- Altering your style to match the person you are communicating with.
04/12/23 100
PACING THE REPORTER-ADVISER
• Be flexible
• Develop personal relationships
• Be cooperative
• Give personal thanks
• Establish harmony
• Allow them to express their concerns
• Don’t put the facts before feelings
• Don’t move too fast
• Don’t be insincere
04/12/23 101
• Explore ideas
• Be enthusiastic
• Ensure you have some knowledge of the area under discussion
• Give personal thanks
• Tolerate their disorganized ways
• Record important agreements in writing
• Don’t be too structured
• Don’t force them into difficult deadlines
• Don’t be too convergent in your thinking
PACING THE CREATOR-INNOVATOR
04/12/23 102
PACING THE EXPLORER-PROMOTER
• Explore ideas
• Allow them to talk
• Concentrate on the future
• Be enthusiastic
• Record important agreements in writing
• Be flexible
• Don’t talk about details
• Don’t take issue with their opinions unless they persist
• Don’t dwell unnecessarily on the past
04/12/23 103
PACING THE ASSESSOR-DEVELOPER
• Be prepared
• Analyze issues fully
• Explore possibilities
• Be factual
• Speak clearly, logically, and precisely
• Think laterally
• Don’t talk about subjects you know little about
• Don’t give too many opinions
• Don’t waste time
04/12/23 104
PACING THE THRUSTER-ORGANIZER
• Be factual
• Be goal-oriented
• Be punctual
• Make things happen
• Summarize regularly
• Don’t attack personally but focus on the facts surrounding disagreements
• Don’t be ambiguous
• Don’t get off the subject
04/12/23 105
PACING THE CONCLUDER-PRODUCER
• Be structured
• Give notice of proposed changes
• Be practical
• Stick to your word
• Keep to deadlines
• Focus on results
• Don’t change your mind too frequently
• Don’t waffle
04/12/23 106
PACING THE CONTROLLER-INSPECTOR
• Use memos
• Send written information prior to meeting
• Slow down your pace
• Take time to understand them
• Talk about details
• Think before you speak
• Don’t surprise them• Don’t rush them • Don’t concentrate on the future at the expense
of the past
04/12/23 107
PACING THE UPHOLDER-MAINTAINER
• Develop personal relationships
• Be clear and precise
• Encourage them to talk
• Be supportive
• Don’t dominate discussions
• Don’t ignore their feelings
04/12/23 108
Leading Teams
Is designing and redesigning oneself through Adhocracy
* Developed by Dr. Sheila Sheinberg
04/12/23 109
* Developed by Dr. Sheila Sheinberg
04/12/23 110
“We have learned that…the past will be a poor guide tothe future and that we shall foreverbe dealing with unanticipated events.Given that scenario, organizations…will need individuals who delightin the unknown.
- Charles Handy
04/12/23 111
The ADHOCRACY:The Creative, Adaptive,
Responsive, AgileOrganization
04/12/23 112
The AdhocracyThe Adhocracy
Organization
Self-ManagingProcess
Project Teams
Self-ManagingProcess
Project Teams
Linkages
04/12/23 113
The organization has the ability tosystematically and dynamicallychange it’s scope to respond tosignals from the environment.
THE ADHOCRACY
04/12/23 114
A continually changing businessand social environment requires a
continually changeable organizationjust to keep pace.
Leaders must learn tothink of organizing
as a verb,an active verb...
04/12/23 115
Self Managing ProcessProject Teams
What do they “Manage”?
• Manage and improve their process• Manage their relationships with• customers and suppliers• Manage the team’s collaboration• Manage “action” learning• Manage oneself
04/12/23 116
The Process Structured Organization
The “Value” of Process:
• Organize around process (es)• Listen to the “voice” of the
process• Improve the process (es)• Manage the process (es)• Measure the process (es)• Evaluate the results• Develop people
04/12/23 117
A B C D
1
2
Horizontal Workflow OrganizationsVersus
Vertically Structured Organizations
Creating New Organizational LifelinesFrom Bureaucracy to Adhocracy
04/12/23 118
The ADHOCRACY:The Creative, Adaptive,
Responsive, AgileOrganization
04/12/23 119
• Designed to be designed and redesigned as needed.• Designed to repeatedly succeed in an erratic, often
unpredictable, for sure, constantly changing environment.• Designed to provide a superior capacity to address
unanticipated challenges and opportunities, to be creative.
• Designed to redefine and re-deploy human,physical and financial resources, as needed.
• Designed to facilitate multiple, evensimultaneous reconfigurations ofvarious components of theorganizational structure.
Design Specifications:
The Adhocracy: An Adaptive Enterprise
04/12/23 120
• Designed for a flexible workforce that can accept frequent new deployments, multiple simultaneous team assignments, continual reprioritization of priorities, and process ownership.
Design Specifications:
The Adhocracy: An Adaptive Enterprise
•Designed to help people view a continuous flow of unplanned activities as simply the inevitable price to be paid for living and working in a changing world.
•Designed to be boundary adaptable.
04/12/23 121
The AdhocracyThe Adhocracy
Organization
Self-ManagingProcess
Enterprise Teams
Self-ManagingProcess
Project Teams
Linkages
04/12/23 122
The ADHOCRACY:The Creative, Adaptive,
Responsive, AgileOrganization
04/12/23 123
• Who works in the Adhocracy?
• What skills do they need?
• What knowledge must they possess?
• How are they managed?
Questions:
The Adhocracy: Some Important Questions to Ponder
04/12/23 124
• Share a deep sense of shared purpose.• Feel valued because of “performance,” not tenure.• Believe they will earn advancement because of their
ability to build knowledge and master change.• Refuse to be trapped by past success or current
pathologies.
Who Works In The Adhocracy ?People who must…
The Adhocracy: An Adaptive Enterprise
•Operate well within flexible interpretations of their existing roles and assume they may face completely new job responsibilities on a periodic basis.
04/12/23 125
• Be comfortable and productive working in synergistic, process focused and cross-functional work teams.
• Be comfortable dealing with constantly evolving initiatives and an abundance of diverse ideas.
• Be comfortable engaging in uninhibited dialogue, straight-forward feedback, and open, constructive conflict.
The Adhocracy: An Adaptive Enterprise
Who Works In The Adhocracy ?People who must…
04/12/23 126
The ADHOCRACY:The Creative, Adaptive,
Responsive, AgileOrganization
04/12/23 127
• People who find order within what appears to be chaos.
• People who proactively engage change.
What skills and Knowledge must they possess?
“In the Adhocracy, You need to develop, or hire, the “ADHO” mind-set and skill-set.”
The Adhocracy: An Adaptive Enterprise
•People who are resourceful, multi-skilled, highly motivated.
•People who have a high tolerance for ambiguity.
04/12/23 128
• People who are positive they can succeed in unfamiliar circumstances.
• People who remain focused on objectives during times of confusion.
• People who are flexible concerning how to address barriers.
The Adhocracy: An Adaptive Enterprise
What skills and Knowledge must they possess?
“In the Adhocracy, You need to develop, or hire, the “ADHO” mind-set and skill-set.”
04/12/23 129
People who have a desire to experiment.
The Adhocracy: An Adaptive Enterprise
•People who are willing to appropriately challenge authority.
•People who focus on the success of the entire enterprise.
What skills and Knowledge must they possess?
“In the Adhocracy, You need to develop, or hire, the “ADHO” mind-set and skill-set.”
04/12/23 130
The AdhocracyThe Adhocracy
Organization
Self-ManagingProcess
Project Teams
Self-ManagingProcess
Project Teams
Linkages
04/12/23 131
ClientA
ProcessA
ProjectA
ProcessB
ProjectB
VisionStrategic PlansCorporate Goals
Philosophy Realism
Critical LinkageMission Statement
Values
KnowledgeKnow-HowKnow-WhoKnow-Why
Know-WhenKnow-WhatKnow-Where
04/12/23 132
The ADHOCRACY:The Creative, Adaptive,
Responsive, AgileOrganization
04/12/23 133
The ADHOCRACY
The “Kaleidoscope” Model
…same components,multiple configurations.
TransformationTransformation
04/12/23 134
Leading Teams
Is Reinforcing the System Using Applied Behavioral Analysis
04/12/23 135
Applied Behavioral Analysis
Developing Leadership Behavior That Drives Profitability In Your Organization*
* Based on the Work of Leslie Braksick, Ph.D.
04/12/23 136
Discretionary Performance
Poor Leadership
Coercive Leadership
Effective Leadership
Desired
Acceptable
Undesired
Discretionary Performance
Acceptable but minimal performance
Unsatisfactory performance
04/12/23 137
Key Takeaways
• Your behavior -- everyone’s -- is a response to the environment you work in
• Your leadership behavior profoundly and directly affects everyone within your organization
• Leaders have both an economic and moral imperative to unlock behavior in their organizations
• Powerful behavioral tools are at your fingertips for improving your own leadership behavior and unlocking everyone;s performance
04/12/23 138
IMPACT Model
Step 1 & 2
Identify and Measure
Target Results
Step 3
Pinpoint
Critical Few Behaviors
Step 4
Activate & Consequate
Desired Behavior Step 5
Transfer
Fluency to Sustain Behavior
04/12/23 139
Takeaways on Pinpointing• Always start by identifying the business opportunity and concrete results measures• Results measures are always the foundation for behavioral targets (pinpoints)
– Select the right behavior– Describe the behavior
• Use Norms of Objectivity to help– Not an Interpretation– Observable– Reliable– Measurable– Specific
• Pinpointing is not always enough to create success– You must ensure pinpoints are aligned
04/12/23 140
Activate & Consequate• Begins with ABC analysis
AAntecedents
BBehavior
CConsequences
Every behavior has one or more antecedents that
prompt or trigger it to happen
The arrow between Behavior and
Consequences points right because
consequences follow behaviors, and left
because consequences determine whether the
behavior will recur
Every behavior has consequences, which are powerful, for they control whether the behavior will recur.
Conduct a Consequence Analysis
E-TIPEffect: Encouraging or Discouraging
Timing: Immediate or Delayed
Importance: High or Low
Probability: Likely or Unlikely
04/12/23 141
Four Ways to Deliver Consequences
• Feedback Consequences– Positive Feedback– Constructive Feedback
• Tangible Consequences
• Activity Consequences
• Work Process Consequences
Align Consequences
04/12/23 142
> Encouraging Consequences through
• Being there helps• The receiver judges impact• Consistency counts• Variety counts• Combine short term and long term consequences• Use 4:1 ratio• Ask people what they like• Watch carefully to create a list of positive consequences• Teach others to praise
04/12/23 143
Takeaways On Consequences
• There is a consequence for every single behavior
• Consequences either encourage or discourage behavior
• Encouragers for desired behaviors are the primary tool for unlocking discretionary performance in your organization
04/12/23 144
Feedback and Coaching
• Feedback is information given to a person or group about their behavior, and its impact– Positive– No feedback– Constructive Feedback
• Coaching is working with an individual to build on the feedback to enhance performance– Coach the person with objective feedback (use
NORMS of Objectivity)– Coach the person by sharing the effect of their
actions– Coach the person by demonstrating your desire to
help not harm
Positive Feedback
No Feedback ?
Constructive Feedback
Desired
Behavior >
Desired
Behavior >
Undesired Behavior <
B
E
H
AV
I
O
R
Executives rarely get feedback
The tenure of an executive has never been shorter or more performance dependent
Sustained levels of high performance withinOrganizations begin with the effectiveness
Of executive leadership
04/12/23 145
The Art & Science of Shaping
• Start with end goal in mind, know where individual is specifically at, develop meaningful intermediate steps to reach end goal
• Size of behavioral steps matters– Too big– Too Small– Just Right (Challenging & Realistic)
04/12/23 146
Takeaways about Shaping• Shaping is the process of differentially encouraging successive
approximations of behavior toward a goal• The first step in shaping is to carefully pinpoint the desired
behavior and discuss it with the performer• Use your pinpointing skills to identify the behavioral steps
between the current behavior and the desired behavior• Use ABC analysis to identify the antecedents and consequences
required to influence the selected behaviors• Use your feedback and coaching skills to see every interaction
as a shaping opportunity• Rely on the shaping opportunity grid
Target Audience Opportunity Purpose Plan & ApproachWho will be influenced
through the contactEvents available for use as
shaping opportunitiesBusiness objectives,
focus of encouragement
Actions to take things to look for, how I will get information
prior to contact
04/12/23 147
Make-IT Model For Organizational Change
Make It Real Pinpoint
Critical Few Behaviors
Make It Happen Activate &
Consequate
Desired Behavior
Make It Clear Identify and
Measure
Target Results
Make It Last Transfer
Fluency to Sustain Behavior
Its all about Outcomes
Business Results
Leadership Effectiveness
ExecutionCulture
04/12/23 148
Make It Clear
• The right business opportunity upon which to focus change
• The right means for measuring progress for that opportunity
• The right key performers to drive the change in the organization
• And when they committed to the right leadership behaviors
All members are aligned and agree
Understand Your Corporate
Culture &
Consequence History
04/12/23 149
Make it Real
• New results require new behaviors so the work in make it real is complete:– All leaders confirm results they are targeting for improvement
and they identify the Pinpoints for the right behaviors to make it happen
• This is where preparation happens for the right way to get the right behaviors– It is key to go slow to go fast
Forget Supply-Push -- Create Demand - Pull
04/12/23 150
Make It Happen
• Its all about implementation• Requires lots of coaching and feedback plus tracking of
employee success• Requires active removal of barriers• It is not a delegation stage -- requires activate and
consequate leadership behavior• A lot of leadership encouragement goes into making it
happenShape, Shape,
ShapeBehavior
04/12/23 151
Make It Last
• Typically left out -- focuses on sustaining the change• Make sure HR practices are selecting for and evaluating
new behaviors• Requires organizational systems realignment to ensure
that processes and systems are consistent with the new vision/ways of working -- and are actively prompting and encouraging the new way.
Align ConsequenceSystems
04/12/23 152
The Stage-Gated Model
Stage1 GateSenior Leaders aligned on biz
ops, target results, metrics?
Stage 3 GateTarget results improving and
positive cultural changes evident?
Stage 2 GateReady to
implement change?
Stage 4 GateNew ways of working now business as
usual?
Make It Real Pinpoint
Critical Few Behaviors
Make It Happen Activate & Consequate
Desired Behavior
Make It Clear Identify and Measure
Target Results
Make It Last Transfer
Fluency to Sustain Behavior
Stage 1 Goal: Prioritize business opportunities
Stage 2 Goal: Align organization to pinpointed behaviors & prepare leaders to execute
Stage 3 Goal: Prompt and encourage new behaviors to achieve new results
Stage 4 Goal:Integrate new behaviors into the routine business processes
•Key Leaders (and other sponsors supporting the change) understand Behavioral Science and the important role in coaching/supporting new behaviors
•Senior Leaders aligned to business opportunities and targeted results
•Other key leaders (as needed)aligned to business opportunities/change being implemented
•Business opportunities prioritized by high ROI potential and fragility in implementation (requires focused effort for success).
•All organizational levels aligned on key performers, pinpointed behaviors, targeted results
•Next-level leaders and implementation field leaders prepared to support change
•Results tracking systems operational to monitor successes & quickly respond to issues
•Leaders at all levels prepared to coach/give feedback on new behaviors
•Leadership teams approve detailed change implementation plan
•Leadership teams (all levels) routinely using data to encourage change implementation & act on quick-fix areas
•Evidence of desired leadership practices occurring, plus frequent feedback delivery (all levels)
•Sustainability Plan developed
•New ways of working integrated into organization’s management systems
•Consequence systems aligned to consistently prompt & reinforce desired behaviors
04/12/23 153
Make it Last - Build the IMPACT Culture
Make It Clear
Make It Clear
Make It Clear
Make It Clear
Make It Real
Make It Happen
Teams & Individuals
Organization
Reviews & assessments (weekly, monthly, annually) Review behavior & results indicators Identify opps to improve Identify individuals to recognize & advance
Execute plan For each biz opportunities, targeted results, critical path behaviors, key performers
Prioritization & Resource Allocation Includes priorities for biz opps based in behavioral change Provides resources to support IMPACT methodology (coaching, training)
Corporate goals & metrics released
BU Planning Identify & prioritize biz opps due to planned behavior
Corporate priorities announced Include corporate-wide leadership behaviors
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Four Elements of DCOM*• Direction - operationalization of vision, mission, and values that results in a clear focus,
priorities, and the alignment of all employee group efforts– Sense of purpose– Values that have been behavioralized and are used to judge/evaluate manager’s decisions and
actions– Performance measurement system focused on how value is delivered to the customer– Limited set of priorities, often one to three
• Competence -- the employee’s and organization’s abilities for managing and conducting work and work processes
– Necessary skills to collaborate with one another, plus economic literacy at all levels -- understanding the operating and financial leverage points of the organization
• Opportunity -- availability of resources such as technology, process design, time, finance, and empowerment
– Having the right level of authority to act, clear boundaries, and the ability to refine and adapt work processes to enable performers to operate more efficiently
• Motivation --leader’s use of consequences to create an environment where people “want to”, rather than “have to” perform at high levels
– Real Time data-based feedback to all performers– Effective design and management of positive and negative consequences– Align consequences of all systems not just with direction
* Developed by Dr. James Hillgren
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Hitting on all Four
D C O M Results
High Performance
xChaos
xBankruptcy
xFrustration
xLethargy