Professional Documents
Culture Documents
Learning Objectives
By end of session, you will be able to: Identify key factors that enable the development of sustainable leadership. State the role that coaching plays in contributing to sustainable leadership. State the relationship between emotional intelligence (EI) and sustainable leadership. Identify at least one next step you can take to further sustainable leadership.
Factors to Consider
Changing environments will demand new and changing organizational structures (ways of organizing) and new ways of leading. Leaders may resist new ways of organizing because:
Previous success Perceived importance of own part of the business (silos) Difficulty with new organizational complexity Effort to develop teams Diversity of workforce and values
Sustainable Leadership
Called leadership capacity by Weiss & Molinaro. Defined as the extent to which organizations can optimize their current and future leadership to drive business results and successfully meet the challenges and opportunities of an everchanging business environment.
If gap isnt closed, organizations may jeopardize their competitive ability. Conference Board (U.S.) research: Percentage of senior leaders who believe their organizations have serious leadership gap increased from 50% to 67% from 1997 to 2001. Conference Board (Canada) research: 70% of Canadian CEOs identified leadership as top business concern.
According to RHR Consultancy, among the 500 largest U.S. companies, they will lose 50% of their senior managers in next five years. The rate will be even higher among the most senior managers in civil service.
Up to 70% of CEOs surveyed see their own organizations leaders as being fair or weak in ability to build teams, gain employment commitment, make employees feel valued. Employees doubt extent to which senior management has their best interests at heart (as expressed by their accessibility, visibility and inspirational leadership) or communicates openly about important business issues
Sources: reported in Weiss & Molinaro (2005, p. 19); Towers Perrin HR Services (2006)
Talent
Capability
Development
Values
Leaders accountability for development of their competencies Organizational accountability (through HR as agent) for integrating systems, processes, programs, etc.
Embed leadership through organization Focus on critical positions & key talent Integrate leadership development
Managing change Solving problems and making decisions Managing politics and influencing others Taking risks and innovating Setting vision and strategy Enhancing business skills and knowledge Understanding and navigating the organization
Leading Others
Managing effective teams and workgroups Building and maintaining relationships Developing others Communicating effectively
Leading Oneself
Developing adaptability Increasing self-awareness Managing yourself Increasing capacity to learn Exhibiting leadership stature Displaying drive and purpose Developing ethics and integrity
Business strategy Culture and values Customer leadership Organizational leadership Team leadership Personal leadership
Embedded leadership process to ensure that sustainable leadership is seen and becomes integral part of fabric of organization Foundational strategies
Ensure secure supply of talent Develop compelling leadership stories Anchor to well-developed organizational process
Critical positions Vulnerable incumbents and potential candidates Development plans Retention Onboarding Expatriation and repatriation integration
Sources: Weiss & Molinaro (2005, chapter 12); Charan, Drotter, & Noel (2001); Watkins (2003)
Coaching is an informed dialogue whose purpose is the facilitation of new skills, possibilities, and insights in the interest of individual learning and organizational advancement. Coaching may focus on:
Behavior Decision-making Fundamental beliefs, values and purposes Overall business performance
Sources: Bacon and Spear (2003, p. xvi); Pomerantz and Bergquist (2005)
All
Coaching Distinctions
Non-judgmental listening is the key. Theres value when another person is a stand for you to be your word. Theres leverage when one can distinguish experience from explanation. Coaching unconceals our blind spots and makes choice possible. Moods are contagious. Noticing them is essential. Being able to shift them is a precondition for personal power. Humor (especially not taking oneself too seriously) lightens the mood and enables learning.
Skill/Knowledge
Motivation
Environmental support
Training
Additional or fewer responsibilities Role or goal clarification Motivational feedback Values clarification Coaching Task variation
Process, output or outcome feedback or evaluation Reward Praise Punishment Contingency management Removal of reinforcement
Simplify work
Change process Improve tools/equipment Change policy Change work conditions Replace performer
Managers
Directors; Above plus Project Mgrs. Effective project management practices. C-level; Vice Presidents; General Managers
Source: Lazar (2006c)
Above plus Increase ability to manage and lead change Shift old habitsthen develop new habits & S/K Provide reflection and thought partnership.
Different definitions
EI underlying capability to recognize and use emotion EC personal and social skills that lead to superior performance in work world Personality theory Performance theory Combination of above, plus more
MEIS (Mayer, Caruso, & Salovey) MSCEIT (Mayer, Caruso, & Salovey) EQ-I (Bar-On) ECI (Goleman & Boyatzis) EQ Map (Cooper & Orioli)
Others
SelfAwareness
Social Awareness
Regulation
SelfManagement
Relationship Management
Positive impact on others
Social Awareness
Self-Management
Relationship Management
Influence Inspirational leadership Developing others Change catalyst Conflict management Teamwork and collaboration
(1 of 2)
(2 of 2)
Competencies consist of behaviors that are developmentally scaled (from easy to difficult). For each competency, there is a target level of behavior that, when met or exceeded, positively and differentially impacts performance.
4. Develops behind the scenes support 3. Uses indirect influence Anticipates impact of actions or words Level 2. Anticipates impact of actions or words 1. Engages audience Competency levels increase by degree of difficulty.
Target
Social Awareness
Empathy Organizational Awareness or Service Orientation
E Self-Management
Self-Control Transparency or Adaptability Achievement or Initiative Optimism
Managing Relationships
Influence Inspirational Leadership or Developing Others Teamwork and Collaboration or Conflict Management Change Catalyst
With self-awareness, person has 50-50 chance (49%) of demonstrating selfmanagement; without it, person has virtually no chance (4%). With self-awareness, person has 38% chance of having social awareness; without it, person has 83% chance of lacking social awareness.
Some competencies are easier to develop (e.g., for Social Skills) than others (e.g., for SelfAwareness, Self-Management and Social Awareness). Some competencies are more important than others. Certain combinations of competencies may contribute to outstanding performance. One competency may compensate for another. You do not need to master every competency to be successful.
Poor service. Poorly handled complaints. Unpleasant interactions. Didnt go the extra mile. No follow-up. Lack of human connection.
(2 of 3)
Unsatisfactory team leadership during challenging times. Inability to handle interpersonal issues. Inability to adapt to change. Inability to elicit trust.
(3 of 3)
Creates vision for a better future Sets direction, tone and context Sets priorities and tempo Sets, models and maintains standards Engages, influences and rallies others Encourages fresh approaches to problems Listens for what is common and uniting
Differences: Leadership
Includes intellectual/cognitive and business skills and performance Includes technical skills and performance May include personality traits
Congruency of personal values and ethical behavior Self-awareness, self-management and motivation Awareness of others and social environment Building relationships and working well with others
In any human group the leader has maximal power to sway everyones emotionsThe effects of primal leadership extend beyond ensuring that a job is well done. Followers also look to a leader for supportive emotional connection for empathy.
Sources: The Effective Leader, cited in Orioli (2000); Goleman, Boyatzis, & McKee (2002, p. 5)
3.
4.
Follow andragogical principles to learning Use and support integrated approach to developing sustainable leadership Discover, create and refine coaching models that leverage benefits while reducing per person cost Pair coaching with other interventions to provide synergy for results
4.
5.
6.
Need to know why they need to learn something before starting to learn it. Have self-concept of being responsible for their own decisions. Come to educational activity with greater volume and different quality of experiences from youth. Implications for individual differences and richest resources source. Become ready to learn what they need to know to cope effectively with their real-life situations. Are life-centered (vs. subject-centered) in their orientation to learning. They learn most effectively when they are presented in context of application to real-life situations. Generate most potent motivators as internal pressures (desire for increased job satisfaction, self-esteem, etc.)
Executive/management accountability
HR accountability
Leadership as strategic priority Personal responsibility for development Model required behaviors & attitudes
Aligned people & organizational initiatives Provide conditions where managers act as people managers Value demonstrated through people alignment with strategic direction & core values
Sources: Weiss & Molinaro (2005, chapter 14); Cherniss (n.d.); Cherniss & Caplan (2001)
Group coaching Team coaching Peer coaching Shadow coaching Cross-supervisory coaching Coaching culture
4. Coaching Plus
Coaching to support:
Training & education Onboarding & orientation Expatriation & repatriation Promotional transitions Job changes Leadership changes Health and work-life balance concerns
Crisis in sustainable leadership Requires integrated approach, with leader & organizational accountabilities Coaching one of several important interventions to develop leadership Emotional intelligence and leadership competencies significantly overlap Developing EI (throughout organization) supports embedding leadership & engagement
Allstate Talent Management Program Talent Management An enterprisewide system for defining future requirements and identifying, assessing, and developing talent to place the best qualified people in critical leadership positions.
Hire
Perform Role
Officers Directors/Senior Managers Managers Professional Individual Contributors (Exempt) Individual Contributors (Non-exempt)
Different development experiences for different management levels. Development experiences designed for enterprise & business unit activities. Development experiences include:
We need the best leaders at all levels but we also need to understand where talent has the greatest impact on business results. Top and line management (plus HR & individuals in leadership development) are responsible for its success.
References
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(2006, October 7). The battle for brainpower. A survey of talent (Special section). The Economist, 1-24. Bacon, T. & Spear, K. (2003). Adaptive coaching. Mountain View, CA: Davies-Black Publishing. Bergquist, W. (2004). Appendix D. Professional coaching: A preliminary taxonomy. In the Research Council of the ICCO and the Research and Development Committee of the ICF, The Stewarship Forum: Research and Theory for Coaching in Organizations, proposal submitted to Wingspread Foundation. Bossidy, Larry and Charan, Ram. Execution: The discipline of getting things done. New York: Crown Publishing, 2002. Boyatzis, R.E. (1982). The competent manager. New York: John Wiley & Sons, Inc. Buckingham, M. (2005). The one thing you need to know. New York: Free Press. Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline. San Francisco: Jossey-Bass. Cherniss, C. (n.d.). Guidelines for securing organizational support for emotional intelligence efforts. Paper drafted from research for Consortium for Research on Emotional Intelligence in Organizations. Cherniss, C., & Caplan, R.D. (2001). Implementing emotional intelligence programs in organizations. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 286-304). San Francisco: Jossey-Bass.
References
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Cherniss, C., & Goleman, D. (2001). Training for emotional intelligence. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 209233). San Francisco: Jossey-Bass. Collins, J. (2001). Good to great. New York: HarperCollins Publishers, Inc. Conger, J.A., & Benjamin, B. (1999). Building leaders. San Francisco: Jossey-Bass. Fernandez-Araoz, C. (2001). The challenge of hiring senior executives. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 182202). San Francisco: Jossey-Bass. Gallwey, W.T. (2000). The inner game of work. New York: Random House. Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78-90. Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 82-91. Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership. Boston, MA: Harvard Business School Press. Goleman, D., & Cherniss, C. (n.d.). Guidelines for best practice. Paper developed for the Consortium for Research on Emotional Intelligence in Organizations. Gowing, M.K. (2001). Measurement of individual emotional competence. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 83131). San Francisco: Jossey-Bass.
References
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Groff, D. (2005). Talent management. Presentation at OD Network Chicago meeting, Deerfield, IL. Hargrove, R. (1995). Masterful coaching. San Francisco: Jossey-Bass/Pfeiffer. Heller, S., & Surrenda, D.S. (1994). Retooling on the run. Berkeley, CA: Frog, Ltd. Kegan, R., & L.L. Lahey. (2001). How the way we talk can change the way we work. San Francisco: Jossey-Bass. Knowles, M.S., Holton III, E.F., & Swanson, R.A. (1998). The adult learner. (Fifth edition). Houston, TX: Gulf Publishing. Kram, K.E. & Cherniss, C. (2001). Developing emotional competence through relationships at work. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 254-285). San Francisco: Jossey-Bass. Lazar, J. (1991). Ensuring productive meetings. In Richard Swanson and Bonnie Knapp (Eds.), Innovative meeting management. Austin, TX: 3M Meeting Management Institute, 35-50. Lazar, J. (2005). Coaching and the HPT toolkit: Where it fits and when to use it. Invited presentation made to ISPI Wisconsin Chapter, Milwaukee, Wisconsin. Lazar, J. (2006a). Focus and attitude, support and practice: Leverage for success. Invited presentation at Success Mastery Conference, Miami, Florida. Lazar, J. (2006b). Coaching A valuable tool for human capital management. Invited plenary address at 14th International Congress of Strategic Management, Ciudad Obregon, Mexico.
References
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Lazar, J. (2006c). Coaching Leverage for developing human capital. Invited workshop at 14th International Congress of Strategic Management, Ciudad Obregon, Mexico. Lazar, J. (2006d). Contracting as context for effective coaching. Presentation at ICF European Coaching Conference, Brussels, Belgium. Lazar, J. (2006e, November). Emotional intelligence and leadership: Connecting the dots. Invited presentation for ICF Metro DC chapter, Bethesda, MD. Nadler, R.S. (2006). Leaders playbook. Santa Barbara, CA: Psyccess Press. Orioli, E.M. (2000). Leader know thyself: Measuring and developing leadership using the EQ Map. Workshop presentation at Linkage Emotional Intelligence Conference, Chicago, IL. Pomerantz, S., & Bergquist, W. (2005). Summitry coaching program. Sacramento, CA: Professional School of Psychology. Powell, C. (2001). A leadership primer. Powerpoint presentation. Schlosser, B., Steinbrenner, D., Kumata, E., & Hunt, J. The coaching impact study: Measuring the value of executive leader coaching. International Journal of Coaching in Organizations, 4(3), 8-26. Sieler, A. (2003). Coaching to the human soul. Blackburn, Victoria, Australia: Newfield Australia. Sloan, K., with Pollak, L. (2006). Smarter, faster, better. San Francisco: Jossey-Bass.
References
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Spencer, L.M. (2001). The economic value of emotional intelligence competencies and EIC-based HR programs. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace (pp. 45-82). San Francisco: Jossey-Bass. Spencer, L.M., & Spencer, S.M. (1993). Competence at work. New York: John Wiley & Sons, Inc. Spreier, S.W., Fontaine, M.H., & Malloy, R.L. (2006). Leadership run amok. The destructive potential of overachievers. Harvard Business Review, 84(6), 72-82. Towers Perrin HR Services. (2006, November). Winning strategies for a global workforce. Global workforce study - executive report presented at Emotional Intelligence: Engaging Human Capital briefing, Pittsburgh, PA. Watkins, M. (2003). The first 90 days. Boston, MA: Harvard Business School Press. Weisinger, H. (1998). Emotional intelligence at work. San Francisco: Jossey-Bass. Weiss, D.S., & Molinaro, V. (2005). The leadership gap. Mississauga, Ontario: John Wiley & Sons Canada, Ltd. Zaleznik, A. (2004). Managers and leaders. Are they different? Harvard Business Review, (82)1, 74-81.