leadership core challenges & successes

© 2014 Center for Creative Leadership. All rights reserved. CVD: 09232014 1

Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Today, You Will …

• Share stories and ideas about what it is like to lead from the middle.

• Find out about the six factors that contribute to leadership effectiveness for leaders at your level.

• Receive feedback about how others perceive your current leadership strengths and developmental needs.

• Learn about a tool for more effectively giving and receiving feedback.

• Explore how your personality preferences influence your leadership approach.

• Identify practices for more effectively building resiliency and bringing your “whole self” to the work of leadership.

Leading from the Middle


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Overview

© 2014 Center for Creative Leadership. All rights reserved. CVD: 092320142

You prepared for this program by completing a variety of assessments, interviews or other tasks.

As the program begins, we ask you to fully engage in what the next five days have to offer.

When you return to work, we will support you in applying what you’ve learned. Additional details for staying connected to CCL are shared at the end of this workbook.

Increase your effectiveness as a leader.To ensure that you receive the maximum benefit from this development experience, we challenge you to prepare, engage and apply.


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Overview

The Center for Creative Leadership (CCL®) is a top-ranked, global provider of leadership

development. By leveraging the power of leadership to drive results that matter most to clients,

CCL transforms individual leaders, teams, organizations and society. Our array of cutting-edge

solutions is steeped in extensive research and experience gained from working with hundreds

of thousands of leaders at all levels. Ranked among the world’s Top 5 providers of executive

education by Financial Times and in the Top 10 by Bloomberg BusinessWeek, CCL has offices in

Greensboro, NC; Colorado Springs, CO; San Diego, CA; Brussels, Belgium; Moscow, Russia; Addis

Ababa, Ethiopia; Johannesburg, South Africa; Singapore; Gurgaon, India; and Shanghai, China.

About the Center for Creative Leadership


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Overview

Leadership Development Program (LDP)® Agenda

Monday — Leading from the Middle

• Life in the Center of the Organization • Bring Your Whole Self to Leadership • Leverage the Impact of 360 Feedback • Five Personality Factors That Influence Your Leadership Approach • Resiliency and Learning Agility for 21st Century Leadership

Tuesday — Leading Through Collaboration

• Develop Plans for High Stakes Collaboration (Recorded) • How Interpersonal Needs Impact Communication and Collaboration • Leading Multiplexities • After-Action Debriefing • Digital Recording Review • Resiliency Practice

Wednesday — Leading Within a System

• Leadership within a Complex System: The Organization Workshop • Applied Learning Session (Coach Facilitated) • Resiliency Practice • Individual Consolidation and Reflection • Group Insights • Resiliency Practice

Thursday — Integrating Leadership Perspectives

• Insight Session with Your Leadership Coach • Peer Feedback • Resiliency Practice

Friday — Transferring the Learning

• Planning for a Higher Level of Impact • Resiliency Practice • Assess and Celebrate Results


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Comm

unicationSelf-

Awar

enes

s

SystemicallyThinking and Acting

Learning Agility

Resiliency

Inf u

ence

Managing Organizational

Complexity

LDP Six-Factor Framework


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Thinking and Acting Systemically: Sees the big picture and understands how various parts of the organization function together.

Communication: Encourages and models effective communication across groups and levels in the organization.

Infuence: Uses effective influence strategies to gain cooperation and get things done.

Resiliency: Handles stress, uncertainty, and setbacks well.

Learning Agility: Seeks opportunities to learn and can learn quickly.

Self-Awareness: Has an accurate picture of self and seeks feedback to improve.

Six-Factor Framework Competency Definitions


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

DirectionAgreement on overall goals, aims, missions.

AlignmentAre our knowledge, work, and resources aligned and coordinated?

Commitment Are we actively earning and re-earning everyone’s commitment, or are we just getting compliance?

The Process of Effective LeadershipD-A-C Model

LEADERSHIP

DIRECTION ALIGNMENT

COMMITMENT


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

LEADERSHIP

DIRECTION ALIGNMENT

COMMITMENT

The Process of Effective LeadershipD-A-C ModelWhat does it look like when one aspect is missing?

Coordinated, facing same way but lacking momentum

• Promises without delivery

• Nobody “walks the talk”

• Only easy things get done

• Failure to progress

Buy in but uncoordinated

• Competing for resources

• Failure to agree on deadlines and ways of working

Willing cooperation – lacks purpose

• Inertia

• Running in circles

• Teams going nowhere fast

• Everyone heading in different directions


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

The Process of Derailment

Early Strengths

Bright, ambitious, high standards, drives others, tough on those who are slow or lag behind

Independent, likes to do it alone; or the opposite – extremely loyal to organization, a team player

Controlling, results-oriented, single-minded, quickly grasps technical detailsorExtremely personable, relies on relationships to get things done

Potential Problems/Untested Areas

• Overly ambitious, bruises others

• Needs no one else

• Abrasive

• Lacks composure

• Handles others’ mistakes poorly

• Doesn’t know how to get the most out of people; doesn’t appreciate what they can do

• Doesn’t develop or resolve conflict among subordinates

• Poor delegator

• Hires and promotes in own image

• Has never chosen or built a staff

• Has trouble starting new jobs, situations, people (too ambiguous)

• Gets irritated easily when things don’t go right

• Not developing a strategic perspective

• Doesn’t adapt to new cultures or changes well

• Hasn’t made a transition to an unknown area

Changing Demands

Interpersonal attractiveness, building and mending relationships, stability required for trust to develop

Team-building, staffing, developing others

Giving up on old waysof doing things essentialto succeed at morecomplex assignments

May Slide into Trouble Due to …

Poor treatment of others

Can’t build a team Can’t make transitionsto more strategic, complex roles


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

The Process of Derailment, Continued

Early Strengths

Creative, conceptually strong, strong personality, involved in a variety of projects and areas

Has a single notable characteristic such as a large degree of energy, raw talent, or a long-term mentor

Contentious, loves to argue, takes strong stands, usually right

Potential Problems/Untested Areas

• Lack of attention to detail

• Disorganization

• Moves fast and is not reflective; leaves people dangling

• Hasn’t really completed an assignment in depth

• Has concentrated too much emphasis and effort in a single area

• Staying with same person too long

• Hasn’t stood alone

• Doesn’t know how to sell a position, convince others

• Has to win

• Trouble adapting to those with different styles

• Hasn’t learned how to lose gracefully; influences those over whom one has no control

Changing Demands

Depth required, as well as awareness of how one is perceived if one doesn’t follow through well on commitments and details

Increasing complexity requires broader skills repertoire; i.e., standing on one’s own without a shield (talent, supportive boss), personal balance required to maintain composure

Convincing others, persuasion, understanding of group process required

May Slide into Trouble Due to …

Lacks follow-through;i.e., can’t be trustedto perform

Overdependence on single strength; inability to adapt or learn from experience

Strategic differenceswith upper management; can’t influence in “matrixed” organization


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

How to Give Feedback – SBI

In CCL’s work with business executives, we have found that giving effective feedback to others is

one of the most important skills for any leader or coach to master. It is also often one of the most

difficult skills to apply consistently and well. (Many executives have told us they would far rather

receive feedback about themselves than give feedback to someone else.) Giving effective feedback is

a core skill required of anyone engaged in the development of individuals.

To help you improve your effectiveness in giving feedback to others, we have developed a three-

step process that we teach and practice at CCL: the Situation-Behavior-Impact (SBI) model. The

model provides a structure that helps keep your feedback focused and relevant, and increases the

likelihood it will be received in a clear, nondefensive manner by the recipient.

When practicing SBI feedback, you will:

Describe the situation where the observed behavior occurred. The more specific you can be about

the where and when, the better.

Help the individual understand exactly the behavior you’re talking about. Think of playing a video

only using words to describe what you saw and heard. Avoid interpretations and judgments here,

such as, “You weren’t listening to me.” Instead, simply describe the person’s behavior: “When I was

talking, you pushed your chair away from the table and gazed out the window.”


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

How to Give Feedback – SBI, Continued

Here are some examples of SBI:

Share with the individual the impact of the behavior on you and/or on others who were present. Impact is

what you or others experienced; you’re now making that internal experience known to the individual. Impact

statements are about the speaker, not the other person. When you give SBI feedback, the impact statement is

about yourself.

In an organizational and work context, the impact of the behavior can include work outcomes, client

satisfaction, work team, and/or the larger organization and business. It can also include the impact on the

individual who demonstrated the behavior; in essence, the consequences or result of their behavior on their

reputation, perceived professionalism, capability, etc.

Most often, a description of the impact will start with “I felt …” or “I was …” or “It appeared to me others were

….” If you find yourself saying “You were ...,” you’re probably on the wrong track. An impact statement is not

an interpretation of why the individual showed that behavior, and it is especially important not to label the

behavior in a psychological way or to make a judgment about the person.

Chris, at the end of the team meeting this morning [situation], you gave a summary of the key action steps we had discussed [behavior]. I was really glad you did that [impact on me], and it seemed to bring a good sense of closure to the meeting [impact on others].” (Instead of, “Chris, you were really effective in the team meeting today – thanks!”)

“Pat, during our conference call yesterday afternoon [situation], I noticed that you interrupted others and me on several occasions [behavior]. I felt frustrated at times [impact on me], and I sensed that others were irritated by it as well [impact on others].” (Instead of, “Pat, you were really rude yesterday.”)


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Examples of feedback that is not “Impact”:

I noticed that you were friendly.” [Interpretation or judgment. What behavior constitutes friendly? How did it make you feel?]

“I experienced you as intimidating.” [Interpretation or judgment. What behavior constitutes intimidation? Did that make you feel intimidated, angry, disappointed, etc.?]

“I felt like you knew a lot about the subject.” [Interpretation or judgment. What behavior suggests that someone knows a lot about a subject? How did you feel being around someone who knew a lot?]


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Examples of Behavioral Feedback

In our busy lives, we sometimes fail to notice all the details that flash before our eyes in the form of human

behavior. Even having seen the behavior does not always give us a clear idea of what exactly happened. More

often, we remember the impression the behavior gave rather than the behavior itself.

During this program, we would like you to become a student of human behavior and practice watching

for and identifying behaviors. This is an essential part of the peer feedback process. The following are hints

for what to look for during the course of the program so that you practice collecting and later on giving

behavioral feedback. These behavioral statements are not designed to be evaluative. They are simply

statements of possible behaviors you may observe from your colleagues.

• Finishing other people’s sentences

• Proposing a process to the group

• Acting as a recorder for the group

• Soliciting and asking for input from individuals

• Speaking when someone else is talking

• Interrupting those who are speaking

• Asking questions of the facilitator

• Leaning forward in one’s chair during a conversation

• Leaning backward in one’s chair during a dialogue

• Physically helping to open doors

• Pacing back and forth

• Arriving late to class

• Arriving early to class

• Not speaking in a group

• Telling a joke during a serious discussion

• Joining a joke-telling session

• Avoiding conflict, i.e., by disengaging in a heated or controversial discussion

• Speaking loudly

• Speaking softly

• Frequently using the telephone

• Checking in on the well-being of others

• Saying thank you


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Words with Positive Impact

Impact Words

AffectionateAgreeableAlertAmiableAmusedAppreciatedBefriendedBoldCalmCapableCaringChallengedCharmedCheerfulCherishedCleverComfortedConfident

CongenialContentDelightedDeterminedEagerEcstaticEnchantedEnergeticEngagedEnhancedEnjoyedEnthusedExcitedFascinatedFearlessFreeFriendlyFulfilled

GenerousGladGratifiedHappyHelpfulHonoredHopefulImportantImpressedInfatuatedInspiredIntriguedJovialJoyfulKindLikedLivelyLoved

MellowMesmerizedNicePeacefulPleasedPowerfulProudRefreshedRelaxedRelievedRewardedSafeSatisfiedSettledTenderWarmWelcomeWonderful

AbandonedAgitatedAmbivalentAngryAnxiousBetrayedBitterBoredCheatedConfusedDefeatedDifferentDiminishedDiscontentedDistractedDisturbedEmpty

EnviousExasperatedExhaustedFearfulFlusteredFoolishFranticFrightenedFrustratedGriefGuiltyIrritatedIsolatedJealousJudgedLeft OutLonely

LongingLowMelancholyNervousOddOverwhelmedPainPanickedPersecutedPity PressuredQuarrelsomeRejectedRemorseRestlessRushedSad

ScaredShockedSkepticalStartledStressedStupidSuspiciousTenseThreatenedTiredTrappedTroubledUneasyUncertainVulnerableWeakWorried

Words with Negative Impact


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Situation-Behavior-Impact Observation Form

Person Observed:

(This form is for your use only – you will not turn it in.)

Pat

Observations: #1 #2 #3

SituationAnchor time or place

During Monday morning group discussion

WorkPlace Big Five Presentation

The video review of the Group Planning Exercise

BehaviorObservable action

Facilitated the group by getting responses from everyone and not from just the vocal members.

Shared your concern about your reactive score on the Need for Stability supertrait and your struggle to manage stress.

Gave me some negative feedback about my style.

ImpactWhat I felt and/or thought

I felt appreciative that I was allowed to talk un-interrupted. Appreciated the structure and organization.

I was relieved to know that others are struggling with similar issues. I’m not alone.

At first, I felt embarrassed. Later, I believed that it took some courage to tell me and I was very appreciative.

My perception of the impact on others, the task, the work environment

I noticed a lot of head nodding and many of us struggling with this issue.

RefectionWhy did I pay attention to this? What does it tell me about me?

How frustrated I get when meetings are not planned well or run well. Chaos is very difficult for me.

This seems to get worse as I have greater responsibility within the organization.

I do not know whether I could have given someone that feedback back at work.


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Situation-Behavior-Impact (SBI) Observation Form

Observations: #1 #2 #3

SituationAnchor time or place

On the way back to the hotel, you were on the phone with your family

During Tuesday’s Out of Classroom Exercise

At lunch after the Organization Workshop

BehaviorObservable action

I heard you ask your son about his day. You were smiling, actively listening and engaged in the conversation.

Pat was noticeably quiet – said very little and looked down at the ground a lot.

I asked Pat how he liked it. He said he liked it a lot and learned a lot from the exercise.

ImpactWhat I felt and/or thought

I was pleased to see another side of you. You’ve been all businessthis week and it was nice to see into your personal world.

I felt disappointment.I missed his strong presence.

I was curious. I thought it was ok, but didn’t love the exercise. I wondered if I had gotten as much out of the exercise as I should have.

My perception of the impact on others, the task, the work environment

I noticed a lot of head nodding and many of us struggling with this issue.

RefectionWhy did I pay attention to this? What does it tell me about me?

I need to call home and check in with the family more often.

While I don’t like authority figures, I do like structure.

Am I learning as much from experiences as I should and could be?


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

WorkPlace Big Five Profile™ Worksheet

Listen to the verbal descriptions of the Five Supertraits. Mark an “X” on the continuum where you believe there is a “best fit” between

the trait and the demands of your job.

Descriptors for the continuum are below. (+) indicates At Your Best and (-) indicates At Your Worst. Also, add your own self-

descriptions that come to mind.

N: Need for Stability (N1: Worry, N2: Intensity, N3: Interpretation, N4: Rebound Time)Resilient Responsive Reactive

+ Calm, rational, at ease, optimistic, rapid rebound time

- Unsympathetic, insensitive, under- reactive, uncaring, impersonal

+ Alert, concerned, sensitive, expressive, conscience for the group

- Tense, overreactive, pessimistic, longer rebound time, take things too personally

E: Extraversion (E1: Warmth, E2: Sociability, E3: Activity Mode, E4: Taking Charge, E5: Trust of Others, E6: Tact)Introvert Ambivert Extravert

+ Quiet, works well independently, reflective, allows space and time for others to participate, little need for “spotlight”

- Loner, enigmatic, low energy, avoids taking charge or leading others, cool and aloof

+ Enthusiastic, shares emotions, people- oriented, comfortable with a lot of “action,” high energy

- Overbearing, aggressive, center-of- attention, outspoken to the point of dominating conversation

O: Originality (O1: Imagination, O2: Complexity, O3: Change, O4: Scope)Preserver Moderate Explorer

+ Attentive to details, likes implementation, possesses expert knowledge (knows what works based on experience and tradition), practical, efficient, down-to-earth

- Conservative, narrow perspective, resists change

+ Open to change, future-oriented, imaginative, curious, strategic, inventive, prefers complexity

- Impractical, easily bored, out-of-touch with reality, change for the sake of change

A: Accommodation (A1: Others’ Needs, A2: Agreement, A3: Humility, A4: Reserve)Challenger Negotiator Adapter

+ Tough, competitive, persistent, challenges status quo, independent, willing to go it alone

- Self-centered, aggressive, win at all costs, skeptical, hard-headed, not a team player

+ Tolerant, agreeable, accepting, promotes harmony, team player

- Naïve, acquiescent, submissive, conflict averse, dependent

C: Consolidation (C1: Perfectionism, C2: Organization, C3: Drive, C4: Concentration, C5: Methodicalness)Flexible Balanced Focused

+ Flexible, multi-tasker, spontaneous, comfortable with ambiguity, able to “make do” with less, rules=guidelines

- Distractible, (and distracting to others), disorganized, irresponsible, unproductive

+ Focused, planful, disciplined, sequential, dependable, rules=rules

- Stubborn, demanding, rigid, compulsive, over-driven/ambitious


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

This worksheet helps you explore the strengths and challenges of your unique personality at work, at

either your current job or a future position. Using what you have learned about your traits and personality,

assess your overall effectiveness and how you might choose to develop with respect to the five traits. Select

strategies if they are not too much of a stretch or challenge for you.

Your Case Study Worksheet

How does your level of this trait help you perform your job?

How does your level of this trait cause problems or concerns in your job?

What development strategies could you use?

N

E

O

A

C


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Becoming a More Resilient Leader

Part 1: Individual Reflection

Recall a time in your personal or professional life when you were able to overcome, prevail, bounce back,

or rise above a difficult situation.

Situation: What happened?

Behaviors/Feelings: What were you thinking and feeling at the time?

Actions Taken: What did you do that helped you to get through this situation?

Impact: What did you learn from the experience that made you a more resilient person today?

Part 2: Learning Talk Walk Process

• Find someone in the room with whom you have not had the opportunity to connect and invite that person to join you on a talk walk.

• While walking, discuss your overcoming adversity stories, talk about what you learned from the experience and how that learning helped make you a more effective person today.

• Do not sit for any part of the exchange. Walk briskly, but avoid difficult terrain and overexertion.

• Make sure you manage your time. You will have a total of ten minutes.

• When you return to the classroom, come back with a word, phrase, or very short statement that captures the essence of or communicates in a very clear way what you think it takes for more resilient leadership today.


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Key Points about Building Resiliency and Learning Agility in the 21st Century

• Resiliency is not just a personal issue. It’s a business issue. With the volatility, uncertainty, complexity, and

ambiguity in today’s organizational life, leaders not only have to be personally resilient, but they have to

help their teams and even their organizations develop and implement strategies when faced with

difficult times.

• The way we think about life’s challenges and difficulties is critical to our ability to learn from our

experiences. We have two choices: we can embrace the challenges and learn from our experiences or

surrender to the discomfort of the learning and limit our opportunity for recovery and growth.

• Focus on overall well-being and build resiliency across multiple life dimensions: physical, mental,

emotional, social, and spiritual.


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Learning agility has received much attention as a predictor of success. For several decades CCL has

been heavily involved in research called the Lessons of Experience. Several decades of research at

CCL has shown that:

• The most effective managers are particularly comfortable with new, different, and challenging situations – and they are willing to learn and grow from these experiences.

• A manager’s career is more likely to derail if he or she tends to over-rely on current skills and fails to develop the new capabilities needed to adapt to changing leadership situations and contexts.

Three key factors contribute to agile learning:

Cultivate a Growth Mind-set

• Embrace Challenges

• Persist in the Face of Setbacks

• See Efforts as the Path to Mastery

• Learn from Criticism

• Find Lessons and Inspiration in the Success of Others

Integrate REFLECTION® into Your Work

• Reflect BEFORE Action

• Reflect DURING Action

• Reflect AFTER Action

Make Use of Learning Partners

• Wise Counselors

• Role Models

• Peer Coaches

• Accountability Partners

• Cheerleaders

Strategies for Developing Learning Agility


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Cultivate Your GROWTH MIND-SET

1. Embrace Challenges Is there something you’ve always wanted to do but were afraid you weren’t good at?

Make a plan to do it.

Do you regularly look for opportunities for learning and growth for yourself? For other people? Make learning

goals a regular part of your work plans – for yourself and those who work for you.

2. Persist in the Face of Setbacks Do you give up too easily? Next time you are enjoying something –

playing a new sport or learning a new language – but finding it hard to make progress and wanting to give

up, put yourself in a growth mind-set. Remember there’s a “performance dip” early in the learning curve; if

you push through this difficult period, your learning curve will then take a sharp incline.

Do you feel discouraged when a project runs into obstacles, throwing it off your original time line? Think

about the extra effort you need to put into the project as a constructive force, not a big drag. And keep a

record of what the team is learning as they deal with this particular challenge.

3. See Efforts as the Path to Mastery When others outperform you, do you just assume they are smarter or

more talented? It’s more likely that they used better strategies, taught themselves more, practiced harder, and

worked their way through obstacles. Find ways to learn about the efforts of high performers.

How do you use praise? Remember that praising others simply for their talents or accomplishments can

undermine a growth mind-set. You’ll increase their confidence more if you also focus on the processes they

used – their strategies, efforts, or choices.

4. Learn from Criticism What kind of people do you invite into your circle of friends? Who do you bring

onto your work team? Surround yourself with people who will push back – who aren’t afraid to provide

constructive criticism.

Do you feel judged or bitter when someone criticizes your decisions or actions? See if you can view these

occasions with a growth mind-set – as an opportunity to learn, to better understand the outcomes and

impact of your decisions.

5. Find Lessons and Inspiration in the Success of Others Do you admire someone who has extraordinary

abilities and who seems to achieve with little effort? Go find out about their journey. Learn about the great

effort that went into their accomplishments.

Adapted from Mindset: The New Psychology of Success by Carol S. Dweck, Ph.D., Random House, New York.


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Integrate REFLECTION® into Your Work

REFLECTION® BEFORE Action

• What’s most challenging about this situation?

• Whose help or support is needed to manage this work?

• What are the common areas of interest? Disagreement?

• What would be a successful outcome for this situation? What will I do if that outcome is not achieved?

• What else could happen? What are the different scenarios? What will be my reaction to each situation?

• How else can I think about this situation? Am I placing any limitations on myself?

REFLECTION® DURING Action

• What am I thinking of right now? What’s contributing to those thoughts?

• What am I feeling right now? Why do I think I’m having those feelings?

• How would I describe my energy level? High? Low? What does it mean?

• What’s surprising to me? Why is this surprising?

• Am I disappointed in any way? What changes can I make to increase my level of satisfaction?

• To what degree do I feel involved, that I have influence, or that I’m well connected to others involved in this work?

• What am I doing to help others be energized and engaged in the work?

• To what am I paying most attention? Is there something on the periphery to which I should be paying more attention?

REFLECTION® AFTER Action

• What did I do well?

• What could I do better?

• What were the intended outcomes of the work?

• What were my hopes and aspirations?

• Which of these outcomes, hopes, and aspirations were reached?

• What contributed most to the successes of the work?

• What contributed to the shortcomings?

• What should I (we) do differently next time?


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Making use of LEARNING PARTNERS

Types of Learning Partners When They Are Most Needed Who Could Play This Role

Wise Counselors

• Share their own experiences and insights gained

• Serve as a sounding board for your ideas

• Support you when learning is particularly difficult

When you encounter dilemmas and complex challenges

When you feel frustrated from lack of progress

Who has faced a similar dilemma before?

Who is good at thinking out loud and considering alternatives?

With whom am I willing to share my uncertainties?

Role Models

• Demonstrate what high competence on a particular skill looks like

• Inspire you to higher performance

When you have set a goal to develop a particular leadership skill or competency

Whose abilities in this area inspires me?

Who do I have an opportunity to observe (and would be willing to share their strategies with me)?

Peer Coaches

• Share their own strategies and perspectives on problems you have in common

• Make you aware of other learning resources you can tap into

• Can empathize with your challenges and struggles

When there are others dealing with (or have dealt with) the same problems you have to deal with

Who are my peers in this situation?

Who would understand what I’m going through?

Who has a perspective on this problem different from my own?

Who is good in the role of devil’s advocate?

Accountability Partners

• Check in with you to make sure you are making progress on your learning goals

When your self-improvement goals are difficult or when other priorities might distract you from working on them

Who is particularly interested in seeing me achieve this goal?

Whom do I trust to be straightforward with me?

Cheerleaders

• Encourage you, boosting your belief in what you are capable

• Celebrate the progress you are making

When you set challenging development goals or when you know you will need the encouragement of others to maintain your efforts

Who is great at making others feel competent?

With whom can I share my small successes?


Ove

rview

Monday

Tuesd

ay

Wednesd

ay

Thursd

ay

Friday

Notes

Dimension Description Examples

Physical:

What can we do to build our physical energy?

Get up and move every 90 to 120 minutes by walking while discussing solutions or climbing stairs instead of taking the elevator.

Mental:

What can we do to overcome mental fatigue and exhaustion?

Learn anything new, take a mental vacation by daydreaming, or solve a challenging puzzle.

Emotional:

What can we do to become more conscious of our emotional triggers – know who and what pushes our buttons?

Assess who and what pushes your buttons.

Social:

What can we do to create more meaningful and productive relationships?

Ask a colleague for advice, give positive feedback, or share something you learned about yourself recently.

Spiritual:

What can we do to more effectively align our behaviors with our core values and purpose?

Clarify what you value most, quiet your mind, or think about what inspires you.

Leadership Resiliency

Overview

Your project team is responsible for helping our learning community identify and develop practices that build

resiliency. Your team will have ten minutes on the agenda (Tuesday – Friday) to lead the group in a resiliency

break. During that time you will demonstrate an activity that people can do just in time at work to build their

energy in your assigned resiliency area. At the end of your activity, your team should also provide additional

tips and ideas, but remember you only need to demonstrate and lead the group in one exercise. Prior to your

demonstration, a facilitator will provide a 5-minute overview of your resiliency area, why it’s so critical to

effective leadership, and how it relates to the theme of the day. The table that follows describes five resiliency

areas and example activities.

leadership core challenges & successes

Documents

Transcript of leadership core challenges & successes