“Learning is defined as a change in behavior. You haven’t ...morassociates.com/UWSystem/files/UWISC-ITLP-Session-I-Book.pdf · Creating an Individual Development Plan Coaching

COPYRIGHT 2010

MOR Associates, Inc.

462 Main Street, Watertown, MA 02472

tel. 617.924.4501 fax. 617.924.8070

www.morassociates.com

Brian McDonald, President

[email protected]

“Leadership can be learned; in fact, it has to be learned. There are very few born leaders.”

Peter Drucker

“Learning is defined as a change in behavior. You haven’t learned a thing until you take action and use it.”

Don Shula and Ken Blanchard

About MOR AssociatesMaximizing Organizational Resources (MOR) Associates was founded in 1983 by Brian McDonald. His goal, then as now, has been to provide consulting services that enable organizations to continuously improve. MOR Associates’ work has been marked by long-standing relationships with a limited number of clients and the pursuit of a deeper under-standing of their individual cultures and needs.

Leadership Training

A great deal of our work is in leadership development. Hundreds of IT professionals from universities across the country have benefited from the skills-sets learned through the IT Leaders Program. We’ve provided campus-wide leadership training for senior leaders at MIT, University of Washington, University of Pennsylvania, Stanford, as well as for senior staff at MIT’s Office of the Vice President for Finance. We also have delivered on-campus IT Leadership Programs at Penn State, the University of Washington, the University of Iowa, and Indiana University.

Strategic Thinking

Another area of focus for us is what we refer to as “strategic thinking work.” We have assisted a wide variety of organizations in the public, private and educational sectors to develop strategic plans to guide the entire organization and/or facilitated strategic planning around specific efforts.

Surveys and Metrics

A significant line of work for us is the gathering, analysis and reporting of useful information. We have performed large-scale IT client satisfac-tion surveys at a number of institutions, including Stanford, MIT, The University of Washington, Northeastern, UC Berkeley, USC, NYU, and others. Our survey services are virtually turnkey and we provide expert assistance on survey design, methodology, administration, analysis, reporting and communication. In addition to our client satisfaction work, we have provided survey services to gather information for stra-tegic planning efforts, for workplace satisfaction surveys, and surveys to gauge the success of specific efforts. We conduct 360 surveys as part of many of our leadership development programs and we offer cus-tomized 360 surveys as well.

MOR Associates Staff

Brian McDonald, PresidentLeadership Development Program Leader and Coach

Jim BruceIT Leaders Program LeaderIT Leaders CoachFormer CIO, MIT

Lori GreenSenior ConsultantIT Leaders Coach

Annie StundenFormer CIO, University of WisconsinIT Leaders Presenter and Coach

J.Gary AugustsonFormer CIO, Penn StateIT Leaders Presenter and Coach

Chris PaquetteSenior ConsultantSurvey Services

Rick FredricksSenior ConsultantLeadership Coach

Susan WashburnSenior ConsultantIT Leaders Coach

Jack WolfeSenior ConsultantExecutive Coaching

Maria CorsoFinancial Manager

Alexis BywaterSurvey Services Manager

Dan McDonaldAdministration and Production

2010-2011 Penn State IT Leaders Program

IntroductionIT Leaders Program

i IntroductionIT Leaders Program

i

Workshop Themes

ThemesDefining Leadership and ManagementThe Immediate Versus the ImportantDelegation, Development, and Decision MakingCoaching and Setting Developmental Goals

DatesOctober 7-8, 2010

Madison

Session One: Defining Leadership and Management

DatesDecember 14-16, 2010

Oshkosh

Session Two: Strategic Thinking and Focusing on the Important

DatesFebruary 10-11, 2011

Green Bay

Session Three: Leading Change

ThemesStrategic Thinking in a Higher Ed IT EnvironmentDeveloping PracticesImproving Your Coaching Skills

ThemesLeaders Focus on the Future

The Leader’s Role in Bringing About Change

How Culture Can Support Change or the Status Quo

DatesApril 14-15, 2011

La Crosse

Session Four: Communication, Negotiation, and Exercising Influence

ThemesEmotional IntelligenceBuilding Relationships and NetworksCommunications and Exercising Influence

Session Five: Developing People and Delivering Results

Dates May 25-26, 2011

Milwaukee

ThemesDelivering ResultsMeasures and Metrics

The Leader’s Role in Developing People

Continuing Your Leadership Journey

Graduation


ii

IT Leaders @ University of Wisconsin System

Program RosterUW-Madison

Jeanne Blochwitz [email protected]

Jeff Bohrer [email protected]

Monica Bush [email protected]

Chris Grosspietsch [email protected]

Lisa Jansen [email protected]

Ty Letto [email protected]

Diane TeBeau [email protected]

UW-Milwaukee

Dave Crass [email protected]

Steve Brukbacher [email protected]

Mark Jacobson [email protected]

Pete Amland [email protected]

Michael Hostad [email protected]

UW System Administration

Andy Taylor [email protected]

David Winter [email protected]

Chris Liechty [email protected]

UW Green Bay

Bill Hubbard [email protected]

Marlys Brunsting [email protected]

UW-Oshkosh

Ryan Van Scyoc [email protected]

Brandon Heise [email protected]

UW-La Cross

Janice Ward [email protected]

UW-Eau Claire

Kent Gerberich [email protected]

UW-Stevens Point

Scott Trzebiatowski [email protected]

Peter Zuge [email protected]

UW-Parkside

Jose Noriega [email protected]

WiscNet

Kika Barr [email protected]

Craig Stephenson [email protected]


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Day One: Defining LeadershipThursday, October 7, 2010 – University of Wisconsin - Madison Meeting Location: Grainger Hall, room 5120, 975 University Avenue

I Opening Comments 8:30 am Overview on IT Leaders Participant go-around First impressions exercise II Presence and Presentation Leaders need to have presence III Perspectives on Leadership Participants compare and contrast thought leaders Small groups present a synopsis from advance readings:

A) Bennis B) Heifetz/LaurieC) Kotter D) Raelin/UseemE) Leadership within UW System

Lunch 12:30 pm IV Balancing Leading, Managing, and Doing Introduction to coaching V Your Leadership Journey Discussion: What are the lessons you’ve learned in regard to leadership?

VI Wrap Up 5:00 pm

Session Outlines: Session One


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Day Two: The Immediate Versus the ImportantFriday, October 8, 2010 – University of Wisconsin - Madison Meeting Location: Grainger Hall, room 3190

I Opening Comments 8:00 am Reflections on yesterday’s session Overview on the agenda Leadership journeys Understanding Group Process and Group Dynamics

II A Perspective on Leadership Joanne Berg, Associate Vice Chancellor

III The IT Lanscape @ UW-Madison John Krogman, Associate Director for Information Technology

IV Being a Leader Means Being More Strategic Leading – Managing – Doing; Finding a balance Does the immediate pre-empt the important? Focusing on the big picture and priorities requires certain skill sets

o Setting priorities; Capacity planningo Being decisive: What decisions should you own?o Delegation is a process, not a single acto Selecting and developing your people

V Creating Your Development Plan Designing your goals Smart goals Lunch 12:30 pm VI Coaching on Your Development Coaching skills Coaching practice Focusing on goals and practices

VII Wrap Up 2:00 pm Next steps Feedback


v IntroductionIT Leaders Program

Three Track Approach to Leadership Development

IT Leaders @ University of Wisconsin System Program Overview and Goals

The IT Leaders @ University of Wisconsin System Program has been designed:

• To enhance the professional and personal development of individuals who will play increasingly important management and leadership roles within information technology.

• To broaden each participant’s understanding of the strategic and technological issues facing the University of Wisconsin System.

• To strengthen the relationships within and across the participating schools to foster the collaboration needed to leverage resources when working on common interests.

A Workshop Track

This track consists of workshops focused on building the agreed to competencies needed to fulfill the leadership and management roles particular to University of Wisconsin.

This track encompasses sessions spaced over eight months with pre-work and application assignments to be completed between workshops. Leaders at University of Wisconsin will be invited to address and work with the group.

An Applied Learning Track

An applied learning track will engage participants in real-time work that provides opportunities to meaningfully practice the leadership ideas and lessons presented during the course of the program. This will mean participants will apply what they learn to their current work; they will engage in small experiments to test out new approaches; and they will explore strategic, systemic and technical topics relevant to University of Wisconsin’s future.

An Individual Development Track

Each participant will be expected to commit to an individual development plan that includes receiving feedback from a 360° survey process, filling out a self-assessment, establishing goals, and participating in one-on-one coaching sessions.


vi

Notes:

Session ILeadership, Management, and the

Immediate versus the Important

IT Leaders - University of Wisconsin System

October 7-8, 2010

Session Outline

Presence and Presentation

Defining Leadership

Your Leadership Journey

The Immediate Versus The Important

Developing People

Creating an Individual Development Plan

Coaching for Commitment

Adopting Practices

Presence and PresentationIT Leaders Program

3

First Impressions Exercise

First impressions are influential.

Based on your limited exposure and observations, please write down three to five phrases or words to characterize each individual in your group. At least one must be a “critical” observation. Then see the question further below.

Name:

Descriptive phrases or words:

Name:


Name:


Name:


What phrases or words might others have used to describe you?

First Impressions ExerciseIT Leaders Program

3

Presence and Presentation

The Power of Presence

Presentation Do’s and Don’ts

“Leadership is about relationships, which are more important than being right. Relationships permit you to ask the hard questions.

Leaders are paid for presence; not for work. The answer is in the room.”

Bill ClebschStanford University

IT Leaders - February 9, 2005

Presence and PresentationIT Leaders Program

7

Presentation Dos and Don’ts

Do’s...

Be clear about your purpose: What are you trying to get across?

Understand your audience: Where are they listening from?

Select your medium: What medium would be most effective to achieve your objective?

• Would a talk be appropriate?

• Would a presentation using PowerPoint be the best means?

• Would a demo work better?

• Would an interactive session be a better means?

• Would a story help make the point and leave people with an image?

Select a speaking style that works for you and the group.

Use prompts if helpful (i.e., outlines, notes, handouts, slides, etc.).

Engage people if appropriate: Active modes are usually better than passive modes.

Use a question to entice the group to think with you. Even if you don’t involve them in interacting with you, it may engage them.

Step out of your comfort zone and experiment, try extend-ing your range of voice intonation or the use of your physical presence, or incorporate stories that make the point or use graphics that capture the supporting image.

Don’ts...

Rely on overheads or worse yet, read the slides while looking at the screen.

Put too much text on the slides.

Lull your group into a passive state—you’ll lose their attention.

Fall into a monotone.

Lose your composure no matter what people throw at you. If people ask critical questions, challenge you or use sarcasm, you may feel defensive, but avoid reacting this way. Take a deep breath and ask a question. (e.g. What do others think?)

Contrasting Views on Leadership

What is Leadership?

Leadership and Management at Penn State

Leadership InquiriesBennis, Heifetz/Laurie, Kotter, Raelin/Useem

Leadership InquiriesIT Leaders Program

10

Contrasting Views on Leadership

Please summarize how each author described what leadership is and how this is distinctive from one of the other perspectives.

1. Warren Bennis on Leadership:

What’s distinctive?

2. Ron Heifetz/Donald Laurie on Leadership:



11

3. John Kotter on Leadership:


4. Joe Raelin/Michael Useem on Leadership:


5. Leadership and Management within the University of Wisconsin System:



13 Defining LeadershipIT Leaders Program

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Defining Leadership

Please outline your initial thoughts on:

What is leadership?

How is leadership different from management?

What is different about leadership and management within IT environments?

What is Leadership?

What Leaders Do

Leading Versus Managing

Defining Leadership

Leadership Is:

• Holding out the vision

• Modeling that vision

• Being true to yourself

• Putting resources behind the vision

Leaders don’t pass blame.Leading is like a circus not an army.A coordinated set of activities, not a bunch of independent ones.

Annie Stunden, CIO - University of WisconsinIT Leaders Program - April 13, 2005

Defining LeadershipIT Leaders Program

16

Defining Leadership

“A leader’s job is to make sure the organization does the right things while a manager’s job is to make sure we do those things right.”

Warren BennisWhy Leaders Fail

“The only true leader is someone who has followers. An effec-tive leader is not someone who is loved or admired. He or she is someone who has followers who do the right things. Popularity is not leadership. Results are. Leaders are highly visible. They, therefore, set examples. Leadership is not rank, privileges, titles or money. It is responsibility.”

Peter Drucker

“The essence of leadership is found in the ability to transform vision into significant actions. The two dimensions are vision and the ability to implement. To this end, the leader’s chief resource is power: the capability to get things done.”

William HittThe Leader Manager: Guidelines for Action

“I’m talking about leadership as the development of vision and strategies, the alignment of relevant people behind those strat-egies, and the empowerment of individuals to make the vision happen despite obstacles.”

John KotterWhat Leaders Really Do


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Defining Leadership

Leadership: The activity or process of mobilizing people and groups to do adaptive work. This includes getting people to con-front and deal with problematic realities on behalf of improving the human condition and generating progress.

Adaptive Work: The challenging work of shifting values, norms, belief systems and world views so that progress can be made. In doing adaptive work, the problem is often unclear and therefore the solution is unclear. Adaptive work is generally messy work that requires persistence, creativity and courage to work through.

A Leader: What one is “being” when one exercises leadership. Not a formal position, but a function that anyone can do irrespective of title or status. One is never “always” a leader as it is usually a momentary activity.

Ronald Heifetz, Riley Sinder, and Dean Williams“Political Leadership: Managing the Public’s Problem

Solving,” in The Power of Public Ideas Robert B. Reich, Ed. Harvard University Press,

Cambridge, MA

Leadership is:• A collective phenomenon (not individualistic

and not leader as hero)• Linking leadership to innovation• Accomplishing things that have real meaning

Leadership must tap and align the natural desire to do something new and better.

Leadership is the capacity of a human community to shape its future. [It is] collective versus individual act.

Leadership is about releasing the energy in the community to cre-ate what they would like to create.

Peter SengeMIT Leader to Leader Program

Begin, Carter, and Sadat

Lincoln

Roosevelt

Ghandi


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What Leaders Do

Specific things leaders do:

• Creating vision and strategy

• Communicating vision/strategy and getting buy-in

• Motivating action

• Helps an organization grow, evolve, and adapt to changing circumstances

John Kotter Leading in the New Economy

The four leadership competencies are:

• Management of Meaning

• Management of Attention

• Management of Self

• Management of Trust

Warren Bennis Why Leaders Fail

Five leadership practices common to successful leaders:

• Challenging the process (the status quo)

• Inspiring a shared vision

• Enabling others to act

• Modeling the way

• Encouraging the heart

Kouzes & Posner The Leadership Challenge

The transforming leader gets us to transcend our self-interests by con-stantly focusing our attention on the mis-sion and goals of the larger organization.

William D. Hitt

CIO Leadership Agenda

CIO magazine’s editors have iden-tified the five must-dos that make up the successful CIO’s agenda for great leadership:

• Drive innovation and growth while managing costs

• Prove the strategic value of IT

• Run IT efficiently and effectively

• Develop the next generation of IT leaders

• Manage CXO expectations


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“Leadership can be learned; in fact, it has

to be learned. There are very few born leaders.”

Peter Drucker

What Teaches Leadership Skills

70%Challenging jobs and work assignments, on-the-job skill practices

20%Feedback, mentoring/coaching

10%Course work and study

The Leader’s Key Responsibilities According to Bill Weisz, Former Chairman and CEO of Motorola

1. Determine the long term direction by:

• Scanning the environment

• Envisioning the future

• Selecting the strategy

2. Shape the organization by:

• Selecting the people

• Underscoring key principles

• Selecting the structure

• Using reinforcements and rewards

3. Build the capacity to respond:

• Identify threats and opportunities and how much to manage them

• Let guiding principles provide grounding

• Push down decision-making/responsibilities


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Edge is defined by Jack Welch to mean:

• Insatiable appetite to learn

• Acute listening skills and ability to sort facts

• Applies intuition and sound judgement for speed/impact

• Strong convictions and courageous advocacy

Characteristics of a good leader at GE:

• Integrity

• Intelligence

• Drive – sense of urgency

• Ability to work with others

• Humility

Dennis Dammerman CFO & Vice Chairman, GE

4 Es of Leadership at GE

ENERGY

ENERGIZE

EDGE

EXECUTION

Leadership at GE

“The world of the 1990s and beyond will not belong to ‘managers’ or those who can make numbers dance. The world will belong to passionate, driven leaders – people who not only have enormous amounts of energy but who can energize those whom they lead. In an environment where we must have every good idea from every man and woman in the organization, we cannot afford management styles that suppress or intimidate.”

Jack Welch


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LeadersProvide direction

• Establish the vision

• Develop the strategies

• Cope with change

Align people

• Communicate the direction

• Engage people in implementation

• Build commitment

Motivate

• Hold up the banner

• Coach and empower

• Recognize and reward success

ManagersPlan

• Set goals and targets

• Establish goals to achieve the plan

• Allocate resources

Organize

• Create structure

• Develop staffing

• Communicate the plan

Coordinate and control

• Identify deviations

• Solve problems

• Measures results against plans

Leading versus Managing

Adapted from What Leaders Really Do,John Kotter, Harvard Business Review

Leaders impart values: • In the way they work• When making decisions in the best interest of the institution• By listening and learning

Tracy FutheyCIO - Duke

IT Leaders - March 8, 2005


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Mistakes Managers Make

Move up to the Next Job and Take Your Old One with You• It can be comforting to hang onto the familiar but you will be very busy trying to do your new work along with much of the old. In the end, you in all likelihood will come up short on both accounts.

Staying Busy Usually Means You Don’t Have Time to Think• If your plate is too full or you find yourself so busy you can’t find time to think, you are surely some-one who will be flailing in your job if not failing. How often do you take time to reflect and think about the bigger issues?

Focusing on the Immediate Versus the Important is Easy• Taking on whatever comes your way or whatever shows up on your schedule means you have little say over your own time or focus. Meetings, mail, e-mail and numerous interactions during the day take countless hours out of your schedule. Do you get to the important things only you can do?

Working Harder as a Strategy is a Sign of Slippage Not Success• Most people need to work harder at one time or another, but if your long-term strategy is to double up then you’ll probably double over at some point. Is there a way to sort out tasks? Is there a way to del-egate? Is there a way to work smarter?

Being Tactical Doesn’t Require Heavy Lifting + Maintains a Short Term Approach• Most managers live in a tactical world with the focus on execution. Strategic thinking can be a bit of a stretch and a tad abstract. So most managers stay focused on the day to day without ensuring that the priorities, the process, or the strategy makes sense for the long term. Are you doing the right things?

Few Big Ideas Get Implemented Through Solo Performance• As many folks work harder and harder they don’t have time or the inclination to develop their staff or to build the relationships they need in the organization. Few people make it all on their own given suc-cess usually requires interdependence with others who need to contribute to the task. Are you develop-ing your staff? Are you building the relationships your group needs to be effective?

Brian McDonaldMOR Associates

Doing - Managing - Leading Self Assessment

What percentage of your time do you spend in leading activities or managing activities versus doing the work?

The risk is the immediate tasks preempt the important ones. Hence, people who are looked to for leadership are too busy with current priorities to provide what is needed.


25

DOERSDo the task

MANAGERSFacilitate operational

excellence

LEADERSCreate future viability

AGENDA FOCUS

Personal producer• focus on operational tasks

• get core work done

• do high risk, high visibility items

Planning and budgeting• draft goals and operational

plans

• allocate resources

• submit budgets

Establishing direction• develop vision and strategies to

achieve goals

• track external trends

• anticipate future needs

PEOPLE FOCUS

Self and boss• high ownership for the work

• want to succeed, please the boss

• personal statistics

Organizing and staffing• individuals, teams

• establish structure to accomplish plan

• assign responsibilities

• develop policies and procedures

• develop systems to monitor implementation

Inspiring commitment and aligning people• communicate direction

• engage others in formulating and undertaking strategic pursuits

• role model leadership

• work on raising people’s commitment levels

PROCESS FOCUS

Being the best player• do it myself

• whatever it takes

• do it right

Controlling and problem-solving• monitor results vs. plan

• identify deviations, variances

• facilitate problem-solving

• develop systems for repetitive processes

Developing capability needed for the future• build organizational capability

required to accomplish strategic goals

• oversee high-potential leader development

• challenge and coach

• recognize and reward

RESULTSFOCUS

Individual results• produce outcomes

• produce high quality individual contributions

• role model style to others

Operational results• produce stakeholder outcomes:

quality, service cost, on budget

• produce degree of predictability and order via systems

Strategic results• produce organizational change

and improvement

• new business direction and strategies

• new processes, products

• new organizational capabilities


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Leading - Managing - Doing

How do you think you spend your time currently? Between activities related to Leading-Managing-Doing?

Would you look to change this in any way?

Where are there opportunities for you to play more of a leadership role?

What do you need to do to enhance your ability to act in leaderly ways?


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28

A Practical Guide for Leading

Focus at the strategic level to ensure the organization is doing the right things.

• A leader’s most important responsibility is to determine the overall strategic direction for the enterprise.

• A strategic focus requires the leader to be at times externally focused on the trends shaping the future while understanding the strengths, weaknesses and core capabilities of the organization.

• Charting the strategic path for the organization will have enormous consequences for the ultimate success or failure.

Focus on the results; go for the goals.

• Organizations exist to fulfill certain needs.

• Needs are better defined in specific, outcome oriented goals.

• Goals can then be measured to assess progress and allow for adjustments.

• At the end of the day results do matter.

Don’t let the immediate preempt the important.

• Too many leaders are constrained in their efforts to move the enterprise forward by the compelling tendency of many people to pull the leader into the immediate issue or day to day concerns.

• Identify the top five areas critical to your success and select the three you personally will champion.

• Block out time, schedule events to focus, focus, and focus on the priorities you believe are critical to your success.

Develop the discipline, build the practices.

• “Best Practices” companies got that way for a reason.

• Select the practices you believe will make excellence a habit not a chance act.

• Practices can sustain the desired changes if they are incorporated into the rhythm of the business.

Having passion for what you do will make an incredible difference.

• If you care intensely about what you are doing, this will influence those you lead in a positive way.

• Having passion behind what you are doing means you genuinely believe this effort has value and this conveys sincerity to others.

• You bring the energy to your role that will help build the support you will need to succeed.


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Understand the environment, the politics, and the world around you.

• Where there are people there are politics, issues of influence, and power.

• You don’t need to play the political game but you don’t want to be blind-sided.

• Build the alliances needed to get support for the initiatives you are sponsoring that are key to success.

Be self aware, know your own strengths and shortcomings.

• Be reflective, know yourself and play to your strengths.

• Make the best of what you have to work with and develop yourself where gains are likely.

• Ask others to give you feedback and coaching.

• Recognize your shortcomings, where you aren’t likely to be able to develop and figure out how to compensate or complement yourself with others.

• Draw on your experiences to develop yourself.

Surround yourself with absolutely the best people.

• Finding the best talent will make an incredible difference.

• Select the best people you can find, don’t compromise on quality.

• Develop people, don’t settle for less or you’ll continually pay the price.

Being decisive is a requirement for most leaders.

• It helps to be able to sort through considerable information and cut to the chase with some dispatch.

• It is important to have the ability to move expeditiously and to have the courage of your convictions.

• Moving sooner is usually better than moving later, few leaders ever look back and wish they went slower.

Know where the money is.

• Understand the financials, don’t delegate the balance sheet.

• Analyze what the prime contributors to improved performance are and track cause and effect relationships.

• Target a few strategies directly at the financials.

Brian McDonaldMOR Associates


30

Leadership:

• Hire good people who know more than you do.

• Know when they are bluffing.

• Pick your battles carefully.

• Get the faculty on your side. Tallman Trask

EVP - Duke UniversitySpeaking at IT Leaders

March 9, 2005

Leadership:

• Appreciate leadership when you see it.

• The leader rallies people for the future.

• Be who you are.

• Don’t be afraid to have an opinion.

• Have integrity.

• Be true to your values.

• Be compassionate, even when someone does something very dumb.

• Be willing to challenge others, even your boss.

• Your community is more than just your institution.

• Don’t forget your family.

• Don’t forget why we do this. Gary Augustson

Former Vice Provost for ITPenn State University

IT Leaders - May 12, 2005

Perspectives on Leadership


Your Leadership Timeline

Leadership Lessons

Self-Awareness: Know thyself-it’s advice as old as the hills, and it’s the core of authenticity. When you know yourself, you are comfortable with your strengths and not crippled by your shortcomings. Self-awareness gives you the capacity to learn from your mistakes as well as your successes. It enables you to keep growing.

Lawrence Bossidy and Ram Charan

Do not be too timid and squeamish about your actions. All life is an experiment. The more experiments you make the better. What if they are a little coarse, and you may get your coat soiled or torn? What if you do fail, and get fairly rolled in the dirt once or twice. Up again, you shall never be so afraid of a tumble.

Ralph Waldo Emerson

Your Leadership JourneyIT Leaders Program

33


Everyone has a learned point of view on leadership that comes from the sum of their life experi-ences. Think over the leadership experiences you have had in your life. Think of the most impor-tant lessons you have learned about leadership from your life experiences, parents, teachers, schools, mentors, work, etc. Think about how you learned these lessons. Identify the lessons learned or values that influence your leadership story. Event Leadership Lesson or Value


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EVENTS

0

+

-TIME

8th GradeAlliancesAnti-authoritarian

UMassIdeasInitiatives

MRCVisionStakeholdersSocial change

H2OChange agendaBridge builderCapital

Deputy to Gov.• Balance policy and politics • Influence • Ethics

ElectionMomentumExtend the circleTake risks

Post El.Self-discoverySystemsNew arena

New ChapterSelf-discoveryMindful of selfOD

DIVChangeChoiceShape it

Desired future stateEnergizing

RenewalReinvent

Brian's Leadership Timeline

* Note lessons learned relating to leadership

*

Your Leadership Timeline

Construct a drawing similar to the one below on a flipchart or on the following page. Plot the major leadership events you identified and specify the learning derived from each event. Add any major life events that have had a big impact on what you believe about leadership. The drawing represents positive and negative events that have shaped your point of view on your leadership.

This drawing will help you define and articulate your personal “teachable points of view” on leadership.

Plot the ups and downs of your development as a leader. Label the critical events, lessons learned, and peaks and valleys.


35

E V E N T S

0+ -TI

ME


36

Leadership Lessons

From my leadership timeline:

From other leadership timelines:

Session One/Day Two IntroductionIT Leaders Program

37

Session One/Day Two


Day Two: The Immediate Versus the ImportantFriday, October 8, 2010 – University of Wisconsin - Madison Meeting Location: Grainger Hall, room 3190

I Opening Comments 8:00 am Reflections on yesterday’s session Overview on the agenda Leadership journeys Understanding Group Process and Group Dynamics

II A Perspective on Leadership Joanne Berg, Associate Vice Chancellor

III The IT Lanscape @ UW-Madison John Krogman, Associate Director for Information Technology

IV Being a Leader Means Being More Strategic Leading – Managing – Doing; Finding a balance Does the immediate pre-empt the important? Focusing on the big picture and priorities requires certain skill sets

o Setting priorities; Capacity planningo Being decisive: What decisions should you own?o Delegation is a process, not a single acto Selecting and developing your people

V Creating Your Development Plan Designing your goals Smart goals Lunch 12:30 pm VI Coaching on Your Development Coaching skills Coaching practice Focusing on goals and practices

VII Wrap Up 2:00 pm Next steps Feedback

Session One/Day Two IntroductionIT Leaders Program

39

Reflections Practice

What are the take-aways you have from yesterday?

Name one on-the-job application of what you listed.

The Leadership Challenge

The tasks on the following pages have been designed to give you an opportunity to apply some of the tools and approaches you have learned. You will have some time during these three days to tackle several situations that may reflect chal-lenges you face back at the workplace.

The Leadership ChallengeIT Leaders Program

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Leadership Challenge

The task below has been designed to give you an opportunity to tackle several situations that may reflect challenges you face back at the work-place. As you do this simulation, assume you are a manager and that you have four direct reports with a total of 20 people reporting to them.

It is the beginning of the day and as you arrive on this Monday morning your to do list has a large number of tasks. Decide in what order to handle the following pending tasks; indicate your reasoning for assigning the priority that you did, estimate how long the task might take and classify it as Leading, Managing or Doing:

A. Prepare for a presentation of your group’s priorities to be given a week from today to the staff in your group as well as the staff from the two groups dependent on your work flow. (place a # 1 to 12) Priority____

L-M-D

- Why this ranks as a priority where you placed it? _______________________________________

B. Develop the agenda for tomorrow’s all-staff meeting of your group. Priority____

L-M-D


C. Write the section on the organization’s strategic goals for the planning session to be held with the senior management group next Tuesday. Priority____

L-M-D


D. Respond to email from the VP about yesterday’s service issue and the effect this had on the clients you serve. Priority_____

L-M-D


E. Screen the resumes for candidates for the open Director’s position (a peer). Priority______

L-M-D


The Leadership ChallengeIT Leaders Program

43

F. Design the performance review process and questions for this year’s review cycle for your group that will begin next month. Priority______

L-M-D


G. Follow up on the service problems encountered during the past two days. Priority______

L-M-D


H. See Ann about the process improvement project to see if there are some ways to work together on the requests received. Priority______

L-M-D


I. Deal with the customer complaint sitting on your desk. Priority______

L-M-D


J. Provide coaching to Jim on how he handled the breakdown that occurred last week. Priority______

L-M-D


K. Triage the email in your inbox. Priority______

L-M-D


L. Review the agenda for the meeting at 2pm on improving service that the Customer Services Director is leading. Priority______

L-M-D


Reflections on LeadershipIT Leaders Program

45

Reflections on Leadership

Joanne Berg, Associate Vice Chancellor

Notes:


46

Notes:


47

The IT Landscape @ UW-Madison

John Krogman, Associate Director, Information Technology

Notes:

The IT Landscape @ UW-MadisonIT Leaders Program

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48

Notes:

The IT Landscape @ UW-MadisonIT Leaders Program

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Leading, Managing and Doing

The Immediate Drives Out the Important

Leading-Managing-Doing Self-Assessment

The Immediate versus the Important

Senge’s System Model

Planning for Success

Decision-Making Styles

Balancing:The ImmediateThe Important

DoingLeading

LifeWork

Managing

Vs.

Leading-Managing-Doing IT Leaders Program

51

Leading-Managing-Doing Self Assessment

LEADING

MA

NA

GIN

G

DO

ING

LEADING

MA

NA

GIN

G

DO

ING

100% •90% •80% •70% •60% •50% •40% •30% •20% •10% •

0% •

100%

•

90%

•

80%

•

70%

•

60%

•

50%

•

40%

•

30%

•

20%

•

10%

•

0%

•

100% •

90% •

80% •

70% •

60% •

50% •

40% •

30% •

20% •

10% •

0% •

• • • • • • • • • • •

•

• •

• •

• •

• •

• •

• •

• •

• •

• •

• •

•

What percentage of your time do you spend in leading activities or managing activities versus doing the work?

The risk is the immediate tasks preempt the important ones. Hence, people are looking to you for leadership and you are too busy with current priorities to provide what is needed.


53

LeadersProvide direction

• Establish the vision

• Develop the strategies

• Cope with change

Align people

• Communicate the direction

• Engage people in implementation

• Build commitment

Motivate

• Hold up the banner

• Coach and empower

• Recognize and reward success

ManagersPlan

• Set goals and targets

• Establish goals to achieve the plan

• Allocate resources

Organize

• Create structure

• Develop staffing

• Communicate the plan

Coordinate and control

• Identify deviations

• Solve problems

• Measures results against plans

Leading versus Managing

Adapted from What Leaders Really Do,John Kotter, Harvard Business Review

Leading-Managing-DoingIT Leaders Program

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The Immediate Drives Out the Important

“’Nobel laureate James Franck has said he always recognizes a moment of discovery by “the feeling of terror that seizes me... I felt a trace of it that morning. My discovery was this: I had become the victim of a vast, amorphous, unwitting, unconscious conspiracy to prevent me from doing anything whatever to change the university’s status quo. Even those of my associates who fully shared my hopes to set new goals, new directions, and to work toward creative change were unconsciously often doing the most to make sure I would never find the time to begin.”

Warren Bennis, Why Leaders Can’t Lead, The Unconscious Conspiracy Continues, p.14 (1989)

Examples

Immediate Important

Email Strategic priorities

Meetings Planning for the future

Crisis of the day Critical business projects

Interruptions Developing talent

Strategies for Focusing on the Important

• Identify the top five areas critical to your success and select the three you personally will champion.

• Block out time, schedule events to focus on the priorities you believe are critical to success. Plan to spend time on the important. Manage your calendar, don’t let it manage you.

• Be reflective, know yourself and play to your strengths.

• Delegate to others in ways that provide people with the chance to take ownership for the decisions and actions needed.

• Develop the people who work with you. Give yourself an unfair advantage.

From Steven Covey’s Seven Habits of Highly Effective People:

Put first things first.

Begin with the end in mind.

Be proactive.


55

Tension Exists Between the Immediate and the Important

Immediate and Less/Not Important

Immediate and Very Important

Not Immediate and

Not Important

Not Immediate and

Very Important

Things to do:

1.

2.

3.

4.

5.


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The Immediate Versus the Important Worksheet

Please enter the tasks that currently make up your work days in the appropriate boxes

Immediate and Less/Not Important

Immediate and Very Important

Not Immediate and

Not Important

Not Immediate and

Very Important

What might you do differently?


58

Systems Thinking Model

Systems thinking requires you to look at the whole versus any one part.

Systems thinking acknowledges the interdependence within the system.

Peter Senge, Senior Lecturer, Sloan School of Management

SYMPTOMATICSOLUTION

FUNDAMENTALSOLUTION

PROBLEM/SYMPTOM

SIDEEFFECTS


59

Providing LeadershipMeans focusing on the strategic

Requires us to balance our time on immediate demands with the important priorities

Requires most of us to create capacity

Strategies to ConsiderEstablish clear priorities.

Create a capacity planning practice.

Take command of your calendar.

Become more decisive.

Become a more effective communicator.

Refine your delegation process.

Develop your people via exposure, experience, and stretch assignments.


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October 2010 - March 2011

What are the highest priorities?

What actions, meetings or tasks do you need to sponsor or take to move the top two priorities forward?

Priority Action Needed Who Else?

What entries do you need to make in your calendar to advance these initiatives?


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Capacity Planning

How do you currently spend your time? Conduct a one month audit. What do the results tell you?

How can you gauge your capacity to get things done?

By estimating time, hours, and days

By determining level of effort required

Projecting forward, how could you better manage supply (your time and energy) with the considerable demand?

What strategies or practices might enable you to open some capacity to devote to the important priorities?


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MONDAY, OCTOBER 11 MONDAY, OCTOBER 18

TUESDAY, OCTOBER 12 TUESDAY, OCTOBER 19

WEDNESDAY, OCTOBER 13 WEDNESDAY, OCTOBER 20

THURSDAY, OCTOBER 14 THURSDAY, OCTOBER 21

FRIDAY, OCTOBER 15 FRIDAY, OCTOBER 22

SATURDAY, OCTOBER 16 SATURDAY, OCTOBER 23


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MONDAY, OCTOBER 25 MONDAY, NOVEMBER 1

TUESDAY, OCTOBER 26 TUESDAY, NOVEMBER 2

WEDNESDAY, OCTOBER 27 WEDNESDAY, NOVEMBER 3

THURSDAY, OCTOBER 28 THURSDAY, NOVEMBER 4

FRIDAY, OCTOBER 29 FRIDAY, NOVEMBER 5

SATURDAY, OCTOBER 30 SATURDAY, NOVEMBER 6


64

Leaders and managers recognize there are a range of decision making styles available to you. It is important to think about what decision making mode is most appropriate to the situation.

Decision Making Continuum

Directing

Make a decision and inform

people

Selling

You or someone above you makes a decision, then

you sell the direction

“How will we do this?”

Consulting

You ask for input and then make a

decision

“I’ll take into consideration

what I’ve heard and then decide.”

Participating

Is used when you ask and want a

consensus

“Let’s decide.”

Delegating

You hand off to someone else

“You decide.”

Despite a cultural tendency toward consultation and consensus building, it is helpful to remember this is most useful when you want to get input or increase ownership. In some instances, there is little benefit to taking the time yet managers fall into the habit of always deferring to the group. This can be an inefficient way to manage expectations as well as decision making. Oftentimes consultation, that is asking for input, will provide people with a sufficient opportunity to be heard and lessen the time required to work the decision. In any case, it is helpful if you are clear as a leader what decision making style is best for the issue being addressed. Be intentional so you create expectations in alignment with what you will be doing.

D-M Shorthand

D1 I decide.

D2 What do you think? Then I’ll decide.

D3 We need to come to a conclusion.

D4 Consult me, then you decide.

D5 You decide.

Delegation

Delegation Is a Process

Delegation Self-Assessment

Delegation Task Assessment Form

Delegation Task Tracking Form

“Effective leaders give team members the self confidence to act, to take charge of their responsibilities, and make changes occur rather than merely perform assigned tasks. In short, leaders create leaders!”

Larson and LaFasto, Teamwork: What Must Go Right, What Can Go Wrong

DelegationIT Leaders Program

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Delegation Is a Process, Not a Single Act

INCOMING

REQUESTS

TASKS

PROJECTS

DAY-TO-DAY

(MAKING THE DOUGHNUTS)

PROBLEMS

CRISES

A: PASS THROUGH

Unspoken understanding

Forward the task/issue

Let me know you did it.B: PUSH BACK

See this as their job

Ask, "What are you going to do?"

Leave the problem with him/her.

I don't need to hear back.

C: PROMOTE POTENTIAL

Move to expand capability

Ask, "What help do you need?"

Let me know how you make out.

Who can handle this?

What does he or sheneed to know?


68

Defining Delegation

Delegation is:

• Assigning specific tasks to others, along with clear criteria for success, and the authority to complete those tasks

Delegation is not:

• Abdicating responsibility for a task

• Dumping work on the unprepared or unwilling

• A new and fun way to micromanage your staff

Why Delegate

“Effectively delegating to others is perhaps the single most powerful high-leverage activity there is”

- Steven Covey

The Benefits of Delegation

• Frees up the manager’s time to focus on the important

• Draws on the strengths and expertise

• Develops your staff

- Challenging assignments

- Exposure to wider experiences

- Creates opportunities


69

What to Take “Off Your Plate”

• The routine and the necessary

• Tasks that don’t contribute to group goals

• “Occupational hobbies”

• Developmental opportunities

• Consider succession

• Over-delegating is rarely a problem

“He who has no faith in others shall find no faith in them.”

- Lao Tzu

What Should Stay “Yours”

• Tasks which require a level of authority

• Policy/direction setting tasks; strategic

• Personnel/confidential matters

• Crisis management ????

• Internal group communication strategy

Your Responsibilities

• Willingness to delegate

• Select the right task (s) to delegate

• Select the right person to delegate to – assess competence, commitment, time

• Ensure person:

- Knows what you want, clear expectations

- Has the authority to achieve it

- Knows how to do it or how to find out

- Has access to necessary, relevant information

• Delegate not only tasks, but decisions

• Evaluate the risk

• Focus on results, not how it’s done

• Expect only as well as necessary

• Do not solve problems for the delegatee

• Monitor progress along the way


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Habits of Highly Effective Delegators

#1 Think “Delegation” First

#2 Set Out Expectations Clearly

#3 Establish the Timeframe

#4 Level of Authority Established

- Level 1: Recommend

- Level 2: Inform and Initiate

- Level 3: Act

Checklist

To ensure successful delegation

þ Expected results clearly described?

þ Deadlines established?

þ Authority granted?

þ Responsibility clearly defined?

þ Employees empowered to get results?

þ Required resources provided?

þ Desired learning discussed?

þ Follow up?


71

Delegation Worksheet #1

What holds you back from delegating?

Barriers to delegation:

What have you tried that worked?


72

Delegation Worksheet #2

What among the many tasks on your list, can be delegated?

To whom might you delegate this task?

What are your expectations?

How much authority will the person have?

Where is this individual on the competency and commitment scales?

What information will this person need?


73

Delegation Self-Assessment

For each of the following questions, circle Yes or No regarding the way you usually deal with delegation. Don’t think too long on a question; go with your first reaction.

1 I spend more time than I should doing work my subordinates could do. YES NO

2 I often find myself working while my subordinates are idle. YES NO

3 I believe I should be able to personally answer any question about any project in my area. YES NO

4 My “in box” is usually full. YES NO

5 My subordinates usually take initiative to solve problems without my direction. YES NO

6 My operation function smoothly when I am absent. YES NO

7 I spend more time working on details than I do planning or supervising. YES NO

8 My subordinates feel they have sufficient authority over personnel, finances, facilities, and other resources for which they are responsible.

YES NO

9 I have bypassed my subordinates by making decisions that were part of their jobs. YES NO

10 If I were incapacitated for an extended period of time, there is someone who could take my place.

YES NO

11 There is usually a big pile of work requiring my action when I return from an absence. YES NO

12 I have assigned a job to a subordinate primarily because it was distasteful to me. YES NO

13 I know the interests and goals of everyone reporting to me. YES NO

14 I make it a habit to follow up on jobs I delegate. YES NO

15 I delegate complete projects as opposed to individual tasks whenever possible. YES NO

16 My subordinates are trained to maximum potential. YES NO

17 I find it difficult to ask others to do things. YES NO

18 I trust my subordinates to do their best in my absence. YES NO

19 My subordinates are performing below their capabilities. YES NO

20 I nearly always give credit for a job well done. YES NO

21 Subordinates refer more work to me than I delegate to them. YES NO

22 I support my subordinates when their authority is questioned. YES NO

23 I personally do those assignments only I can or should do. YES NO

24 Work piles up at some point in my operation. YES NO

25 All subordinates know what is expected of them in order of priority. YES NO


74

Delegation Task Assessment FormTASK RETAIN SHARE DELEGATE

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Developing People

Selecting and Hiring the Best

On-Boarding

Assessment

Developing PeopleIT Leaders Program

76

Developing People

Selection

• Expand the Pool

• Establishing Competencies and Criteria

On-Boarding

• Establish Expectations

• Provide a Way to Lean the Landscape

• Have the Culture Explained

• Share Key Themes

• Provide a Stretch Assignment

Situational Leadership

• Asses the Person’s Level of Competence

• Asses the Level of Commitment

• Adapt Your Leadership Style

Professional Development

• Set Goals and Strategies

• Identify Opportunities

• Agree on Practices

“Coming together is a beginning. Keeping togeth-er is progress. Workingtogether is success.”

Henry Ford

“George Marshall under-stood that leaders must spend the time to recruit the right people for the job and then support them completely, so that they can do the job. The excep-tional leader sees his or her job as enabling peopleto do their jobs.”

Peter Drucker

“When You are looking for talent, you have a license and an obligation to go hunting for the best person possible, don’t settle for good enough.”

Jim BruceCIO Emeritus, MIT

Process Timeline

Developing PeopleIT Leaders Program

77

Hire the Best, Develop Your People

“Recruit well—develop your people.

Exploit strengths of people.

Err on the side of delegation—everybody wins.

Match project phase and talent.”

Dave Briggs Director Lincoln Lab, MIT

Give yourself an unfair advantage: develop your people.

• Establish clear expectations, measurable goals, and simple feedback systems.

• Provide opportunities for continued development.

• Create stretch assignments.

• Use coaching or mentoring within your unit.

• Change assignments from time to time.

• Offer timely feedback.

• Ask for feedback frequently.

• Acknowledge progress in visible ways.

Delegation Tips

What is Delegation?

Delegation is the work a manager does to entrust responsibility and authority to others and create new accountability for results. Delegation is a process that ensures people are empowered.

Creating an Individual Development Plan

Selecting Growth Opportunities

Components to Consider When Selecting Goals

Initial Development Goals

The simple fact of yourself ... there it is ... just you ... no excitement about it ... a very simple fact ... the only thing you have ... keep it as clear as you can.

Georgia O’Keefe

Outlining a Development PlanIT Leaders Program

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Premises

This program provides numerous opportunities: It’s a place to take risks, to test out your ideas

or new behaviors, and to solicit feedback.

The classroom is a learning lab. This is a practice field. Stepping up or stepping out of the familiar requires

many of us to operate outside our comfort zone.

Dialogue and real-time feedback are great sources of insight, though they require us to acclimate to being vulnerable.

You haven’t learned anything unless you have demonstrated your ability to do something at an increased capability.

Learning takes place more readily when the learner is at the center of the process.


81

Development Plan Components

Feedback and Self-AssessmentSelf-Assessment

Input from Manager and Others360° Feedback

Leadership CapabilityLeadership Opportunities

StrengthsLeadership Model

Growth Areas

Establishing GoalsOutline Possibilities

Work with CoachFocus on Initial Goals

Identify Additional Opportunities Throughout Program

Learning in ActionApply Learnings in Current Role

Use Change Initiatives to ExperimentExplore Additional Practice FieldsSolicit Feedback, Use Reflection


82

Components To Consider When Selecting Goals

Leadership Development

On becoming a leader: who you are, how you show up, and what you do. Are there developmental opportunities that pertain to your evolution as a leader?

Strengths

What are your primary strengths? Are there strengths you want to build on? What did the 360° survey tell you about your strengths?


83

Growth Areas

Are there aspirations you have that this leadership program would support your pursuing in the year ahead? Are there gaps in your knowledge or exposure to the organization that you would like to fill? Are there opportunities you are aware of that are important for you to tackle this year?

360° Feedback

What areas from your survey stand out as improvement opportunities?


84

Strategic Thinking/Planning

Increase my read of the strategic landscape so I see the strategic issues first and focus on the long-term rather than the tactical.

Develop strategic thinking competency: effort-lessly step back and actively focus on the bigger picture, defining the needs of the department and company rather than the situation/issue encountered.

More Leading, Less Managing

Expand the time I spend focusing on the future by setting the bar higher for performance and by delegating

Develop my organization and myself so I can devote more time to being strategic and man-aging the business, rather than doing the work itself.

Improving Communications, Developing Communication Skills

Become a more effective communicator in the context of the different constituencies within the organization

Improve on effectiveness of communication, distilling ideas into focused messages that inspire support or action from others

Learning the Culture

Develop an understanding and sensitivity to the organization’s culture that increases my awareness and my effectiveness as a change agent

Developing Relationships

Develop better working relationships in several areas throughout the organization that can offer useful perspectives to advance and sup-port our mission.

Work on Self

Develop a clear focus that enables me to iden-tify the important few from the many competing tasks and to create practices that will ensure progress on these priorities

Consciously take time at the end of each day to reflect on the learning moments that took place and what I might take away from them

To listen first and speak last

Sample Leadership Goals


85

Potential Development Goals

Take-Aways From Coaching Conversation

Input From Discussions With Your Manager


86


Only 3% of people in the United States have written goals, and according to research, these people accomplish 80% more than those that don’t.

Please select 4 goals.

Areas you might consider when setting goals are: work/life balance, building relation-ships, networking, strategic planning, developing people or self, communication skills, organizational skills, creating a leaderful environment, etc.

We encourage you to make your goals “SMART” goals:

Specific

The more specific a goal is the greater the chance that it will be accomplished. Include in your goal statement:

What: Clearly define the outcome you want to create. Be very specific.

Why: Why is it important to you? What is the benefit to accomplishing this goal?

Measurable

If you can’t measure it, you can’t manage it. What are the specific criteria you will use to mea-sure your progress towards accomplishing your goal? How will you know when you have reached your goal? Measurable include time, frequency or duration and measure the process of your performance.

Attainable

Your goals should require a commitment on your part and stretch you slightly, yet are attainable. Once a goal is identified you might see opportunities that were previously missed.

Realistic

Is this goal really do-able? Set the bar high and devise a plan to achieve your goal, but make sure that it is realistic and achievable. This does not mean “easy”!

Timely and Tangible

A time frame gives you a clear target to work towards and creates accountability. When you can experience it with one of your senses (tangible) you have a better chance of making it specific and measurable.

The following page shows an example of a goal that follows these precepts.


87

Sample GoalGoal: Delegate higher-level work to people in my group to enhance their development while freeing up time for me to be more strategic.

Actions & Timeframe:

Action Timeframe1. Learn about best practices related to successful

delegation and create a checklist which I will refer to and maintain to track my performance. Share with ITLP coach.

Begin immediately. Expected completion by _______.

2. Create a list of all the tasks I currently reserve for myself and consider which could be done reason-ably well by others in my group.

Begin immediately. Expected completion by ________.

3. Delegate writing of at least one project plan and one project definition document to each project manager.

After Item 2 is completed. No later than __________. Make a practice by _____.

4. Delegate estimating for at least one project to each project manager and each senior technical staff member.

After Item 2 is completed. No later than __________. Make a practice by _____.

5. Communicate weekly with all staff to check in on their work and ensure appropriate support of their efforts, including, but not limited, to delegated work. Refer to my best practices checklist to maintain my focus.

Schedule weekly meetings beginning _________.

6. Regularly scan for new challenging opportunities for staff.

Begin immediately and scan weekly

7. Create a list of all the tasks I currently reserve for myself and consider which of these could be done reasonably well by others in my group. Compare this list with that created in Item 2.

______________ (Six months after Item2 complet-ed.)

Support/Resource:Project Managers in my groupSenior technical staffMy bossMy ITLP coach


88


Please select a goal that pertains to enhancing something about yourself. Work on self is one of the most important things you will undertake this year, so identify one change you’d like to make in yourself that can serve as a developmental goal.

Goal 1 (Self):

Actions:

Timeframe:

Support/Resource:

Please select a goal based on your 360˚ review.

Goal 2 (360˚):

Actions:

Timeframe:

Support/Resource:


89

Please select a professional or workplace goal you want to pursue this year.

Goal 3 (Professional):

Actions:

Timeframe:

Support/Resource:

Please select a second professional or workplace goal that you want to pursue this year.

Goal 4 (Professional):

Actions:

Timeframe:

Support/Resource:


91

Leaving Your Comfort Zone by Brian McDonald

“The relief is palpable when we stand on the other side knowing, that we did something even though it was hard or we didn’t want to do it. On the other hand, when we cling to our comfort zone, never addressing the things we don’t know or are reluctant to face, we cut ourselves off from flow and growth.”

Learning new skills or adopting new practices or experimenting with new behaviors requires you to let go of your current way of doing things. Yet, people tend to find comfort in the predictabil-ity of the habits and routines we develop. In some cases these habits or routines are the function of conscious choices we have made, or in other cases simply the result of repeated behaviors. Our brain assimilates these habits and routines into patterns that influence its functioning, simplifying daily decisions and behavior.

Hence, when you get up in the morning, you need not spend mental energy working through decisions about whether to brush your teeth first or wash your face. You can get through the first hour of the day in many cases on autopilot. You can drive to work some days, and notice you arrived at the parking lot won-dering exactly how you got there, given you were thinking about something else during the drive.

These long-standing patterns sometimes serve us well and other times, they can be described as “falling into a rut.”

When you sign up to embark on a new venture, you usually recognize the initiative may require you to change some routines or possibly require you to cover some unfamiliar ground. Other times you may be on the brink of making some fundamental changes. At these times, some level of apprehension is usually present. After all, you will be leaving the comfort of the familiar.

Learning new behaviors requires us to get used to being outside our “comfort zone.” The old routines and predictable behaviors that served us well for so long, may now actually hinder our ability to behave in new ways. Our brain may resist moving away from these familiar patterns that guide our daily actions. These “familiar ways” have become scripts that can be followed with minimal mental effort being expended by our brain.


92

Writing new scripts and having these inform our behavior will take practice. To grow, no matter the context, you must be willing to step out of your comfort zone, to approach the future with a sense of adventure and anticipation about the discover-ies you can make. If you stay in your comfort zone, it is unlikely you will try out new behaviors. So, step out, experiment with new practices. Who knows what kind of leader you are capable of being? What tools you will learn to use in your daily life? How much you will add to your repertoire this year?

Get used to being uncomfortable and you will open up the path toward becoming a continuous learner.

Chapter TitleChapter Subtitle

Coaching for Commitment

“To coach is to facilitate, to “make easy”, not less demanding, less intense, or less interesting, but less discourag-ing.”

Tom PetersPassion for Excellence

Why We Coach?

Learning to Be a Coach

The Coaching Conversation

The Coach’s Tool Kit

A Good Coach Asks Good Questions

Coaching Role Play

Coaching Practice/Triads

Guidelines for Feedback

Coaching for CommitmentIT Leaders Program

94

Why We Coach

The person being coached develops his/her own ideas, goals and actions and thus has a greater commitment for results.

With coaching, your partner is more likely to attain the goals and commitments (s)he has made.

As a coach, you help develop the person’s thinking and perspective. These skills enrich the future beyond the goal – setting framework.

Learning Objectives – Session I:

• Acquire the coach’s “tool-kit”.

• Shape a coaching conversation so the partner can reach a commitment on one or more specific actions in support of a goal.

• Avoid being a pal, create productive tension that enhances partner’s accountability for action.


95

Learning to Be a Coach

Coaching is a skill that takes practice. Like many skills, there is a progression from novice to master. The four steps in this progression are:

1. Acquiring the “tool-kit” - Foundation Skills (Session I)

• Acquire the language and listening skills to manage an effective coaching conversation

• Develop the self-control to “manage the moment” and focus wholly on your partner

• Understand the framework of a coaching conversation

2. Coaching for a Commitment (Session I)

• Shape a coaching conversation so the partner can reach a commitment on one or more specific actions in sup-port of a goal

• Avoid being a pal, create productive tension that enhances partner’s accountability for action

3. Coaching for Results/Working Through Breakdowns (Session II)

• Effectively plan and manage a series of conversations so the partner is able to build new practices

• Give feedback that sustains new practices or redirects lack of progress

• Identify breakdowns and chart a course for correction

4. Coaching for a Breakthrough (Session III)

• Help partner envision a goal that represents a break-through to a new level of performance or a new realm of knowledge and skill

• Escalate your partner’s ability to set and attain goals to work on something bigger.


96

The Coaching ConversationAn effective, highly focused coaching session follows a process:

1. Set the right Context – Remind the partner why you are getting together and emphasis the track that a coaching conversation follows.

2. Converge on actions – A lot of ground can be covered in a coaching conversation. A good coach can help narrow the conversation to a few key topics.

3. Seek Commitments – A good coach draws out promise phrases such as “I will …,” and avoids potential phrases such as “I’ll try …” Without commitment to action, you have just had a chat.

4. Create a plan for Continuity – Intentions are more like to form into results when follow-up milestones are agreed upon. Setting a timeline and planning the next coaching session creates accountability.

Context Converge Commit Continue

“Coaching is the universal language of change and learning.”

Tom PetersCNN

Sentence Stems

Open:“It seems to me ...”Mayce you can ...”Another way of ...”“If you play this out ...”

Closed:“You are ...”“You should ...”“I believe that ...”“You are probably wrong ...”


97

The Coach’s Tool Kit

Skill #1 - Managing the Moment

Maintaining focus – “Turning down the screen” to remove all distractions.

Active listening – Maintain the body language of a listener. Recasting or summarizing what you hear. Processing input/Plotting a response – Note taking. Probe for additional meaning.

Skill #2 - The Art of Language

Foster exploration – Raising the bar through probes, nudges and challenges• Open – ended questions to encourage the partner’s thinking• Follow – up to learn more and force deeper thought• Cross examinations” to question assumptions

Build tension/maintain focus – Leaning in/pushing back without being (too) disagreeable • Constructive questioning to push back • Feedback to challenge thought processes or effort

Keep the partner “open” – Sentence structures that declare neutrality and encourage dialog • Sentence Stems to draw out (Avoiding declaratives and judgments) • Avoid “you” to prevent defensiveness

Silence• Sometimes it is just better to let the other person do the talking

Skill #3 - Following the Roadmap

Set the right Context.

Converge on Actions.

Seek Commitments.

Create a plan for Continuity.


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A Good Coach ... Asks Good Questions

…. Builds a context for the conversation that focus-es on an issue or outcome that is of interest. “Tell me what is going on?”

“What are some of the things that you might want to work on?”

“What are some of the things that might be holding you back?”

… Builds clarity so the conversation can converge on one of two high priority topics that could trans-late into a goal.How might this look if you pull it off, is it worth doing?”

Would this be a high priority where you could devote time and energy?”

… Builds a commitment for action.“If you take this on, what would be the first two or three steps?”

“When might you get started?”

… Creates continuity so that follow-up is planned and forward progress is maintained.When do you want to meet to review how you have done?”

How do we want to check in case of a breakdown?”

Listening With CareListening requires you to manage your mental process

Concentrate• Eliminate noise and distractions• Decide to listen• Stay tuned in

Ask questions• Inquire• Draw out

Recap• Paraphrase• Gather information

Express interest• Non-verbal body language and gestures

AUTOBIOGRAPHY

ADVICE

Context Converge Commit Continue


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Coaching Role Play

Pay attention to your thought processes as you are observing. How well are you able to focus? What dis-tracting thoughts are intruding?

What types of questions are being asked? List examples of:

Questions creating a good context for the conversation:

Questions that shape the conversation so it converges on one or two ideas:

Questions that help the partner reach a commitment for action:

Questions that build continuity so partner feels both empowered and obligated to practice their commitments:


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Coaching Practice

With a peer coach you will practice the skills of purposeful listening, managing the conversation and asking open-ended questions.

Meet with your partner and exchange one goal.

My partner’s goal is:

Spend two or three minutes of I-time to write down a few questions that you might ask:

Have the coaching conversation. If necessary, jot a few notes so that you can capture your partner’s thoughts without bogging down.

Debrief. List 2 or 3 things that you did well (+’s) and 2 or 3 opportunities (deltas).

+’s Delta’ s

1. 1.

2. 2.

3. 3.

Knowing Oneself

Using Feedback

Gaining an Accurate Self-Assessment

Knowing Oneself IT Leaders Program

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Jo-Hari’s Window

A model for learning more about myself and helping others learn about me. (Rationale for Feedback)

Myself

My Subconscious Self

• Things about me I don’t know and they don’t know.

• There are some things about me which I, or anyone else, may never know.

My Secret or Hidden Self

• I know things about me which they don’t.

• In order for others to learn things about me that they don’t know, which I would like for them to know, I must take RISKS and tell them.

My Blind Self

• They know things about me which I don’t.

• In order to learn what others know about me that I would like to know, I must ask for and receive feedback.

Free and Open Areas

• I know and they know.

Things others know about me that I know also

Things I know about myself which others do not know

!Objective

To strive to make the “Free and Open Areas”part of the window larger

Leadership and Practices

Most goals are simply good intentions unless you adopt the practices need-ed to build a new habit/capability.

This is no different than the child who wants to play a musical instrument but doesn’t want to practice.

Leadership and PracticesIT Leaders Program

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Practices DefinitionsPractice

• to study, exercise one’s skill regularly or fre-quently so as to win greater command (e.g., to practice the act before the performance or to practice the violin, or practice your serve in tennis)

• a customary action or customary code of behavior (e.g., it is their custom to dine early; it is their custom to defer to the authority figure, it is their custom to meet each morning as a team...)

• observable and actionable steps that can be repeated for the purpose of learning or acquiring

proficiency (e.g., the practice of a profession)

Best Practice

• a deliberate pattern of activity that accom-plishes its objective with outstanding efficiency and effectiveness, contributing to exceptional performance

Developing Practices

“If I miss one day’s practice, I notice it.

If I miss two days, the critics notice it.

If I miss three days, the audience notices it.”

Ignacy Paderewski. Polish concert pianist

Practices Facilitate Learning

If an individual has a commitment to develop a new competence, then practices can facilitate the learning needed to achieve the desired proficiency.

Coaches Need to be Competent at Designing Practices

Managers, who often fulfill the role of coach in team-based work systems, need to become com-petent in designing practices. It is also important that coaches makes sure the practices are imple-mented. During the early stages, teams may need some reinforcement for carrying through on the practices.


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PRACTICES

If you look in the dictionary you will find practices defined as:

* Performing an act or exercising a skill repeatedly in order to achieve greater command.

* A customary act or code of behavior.

* A repeated performance or systematic exercise for the purpose of learning or acquiring proficiency.

All of these are accurate of course, but in the work environments that many of us find ourselves in today, what practices are we talking about and how can prac-tices actually be used to improve individual and team performance?

Anyone who has ever attempted to acquire or develop a particular skill knows that it is not what you intend to do but what you actually do that makes the difference. Practices are the specific actions that turns an inten-tion into actuality. A person can intend to become a better listener but unless they develop a practice, such as asking more questions, an old habit of interrupting people may take over and they will respond before the other person has finished speaking. The person who dominates meetings needs to develop a practice regard-ing the frequency and duration of their participation. Developing practices are critical to any improvement effort because, in most instances, people are trying to overcome long term patterns of behavior which create habits that are difficult to change.

People first need to be aware that change is needed or could be a benefit. This can happen either

through self reflection or more typically through the observations or feedback from others. At this point the person chooses to accept this feedback and the reason for change or to reject it, in which case nothing happens. If the person accepts the need or rationale for change and sees the benefits of making this change, then they can identify specific actions or results they intend to achieve. For these intended actions to become actuality, practices need to be developed that will drive the intended changes.


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Step 1 - AwarenessAwareness can be raised by noting that specific tasks and goals set each week are not being achieved. It seems that more effort is going into accomplishing less. A typical day finds that whatever plan was in place has been scrapped by 10 am and the manager becomes a firefighter, attending to the numerous blazes that come up each day.

Step 2 - AcceptanceAcceptance of the need to change must happen next. While one might think this would be a foregone conclusion in this situa-tion, that may not be the case. Many supervi-sors and managers see the problem solving and crisis management associated with the role of firefighter as of value. The recognition associated with solving problems and helping others deal with crisis situations is rewarding for many and in some organizations has led to promotional opportunities.

Step 3 - Action To ChangeAt this point the manager identifies those actions they intend to take that will address the issue and improve the situation, in this case, for staff to take more responsibility for resolving their own issues, and also, to focus more attention and time on the important issues. But will it actually happen? Not unless practices are implemented that will create more constructive habits, replacing the ineffi-

cient ones. Hindering the manager from using limited time more efficiently.

Step 4 - Build Practices

Practices that would support the actions iden-tified at Step 3 could include:

• Monthly skills assessments of staff to ensure their ability to resolve issues

• Create individual action plans to address gaps in abilities

• Schedule a set amount of time each day for staff issues

• Use a coaching approach to help staff resolve issues, ask questions to encourage staff to develop solutions

• Block out time in the calendar dedicated to the most important priorities

• Identify important tasks and goals for each week, set priorities and allocate 75%-80% of time to these issues, and delegate tasks that can and should be performed by others

Examples of specific practices can be found in the next section, but be creative

in looking at alternatives to customize your approach to a given situation. A practice needs to meet two criteria; first, it’s a specific action one takes, and second, it can be observed by others. For example, it would not be a practice to “keep more focused in meetings,” but it would be a practice to “raise only two points when commenting.” Or it is not a practice to be “less argumentative with others,” but it is a practice to “acknowledge the benefits of another’s point before raising any concerns.” In both examples, the first point is not a specific action one would take that could be observed by someone else but rather it is more the intended result one hopes to achieve. The practice is what makes the intention an actuality.


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Action Items WorksheetCapturing key meeting agreements

WHATWhat will be done?

WHOWho will do it?

WHENWhen will it be done?


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Being Strategic vs. Tactical

* Scan the environment on a quarterly basis, ask what trends or forces might shape the future.

* Dedicate a periodic meeting to the question, “What are the right things we need to do?”

* Create a view of where you need to be two years from now. Answer the question: What is the desired future state?

* Set performance goals with targets at least 20% over current performance.

* Evaluate the systems, resources, and constraints that influence performance on a quarterly basis and select one to work on in the succeeding quarter.

* Focus on weekly or monthly performance trends rather than day-to-day concerns.• What are the patterns?• What are the underlying causes?

* Plan more, problem-solve less. Block out two hours at the end of the month to do a review of the past 30-60 days and set targets for the next 30-60 days.

* Regularly engage in both short and long-term planning:

What are the most important issues to address six months to one year out?

* Look beyond specific problems to larger systems and focus any improvement effort on the system, e.g., developing an employee’s thinking capability rather than answering a question, improving employee training rather than correcting an employees mistake.

* Get into the habit of asking “what if” questions about your market and other topics.

Leadership Practices MenuIn each of the following examples, an improvement opportunity is identified and specific, actionable,

observable, and repeatable practices are outlined.


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Accountability: Getting People to Make Commitments and Develop Action Steps

* Make specific requests. Clarify what will be done and by when.

* Follow up with specifics when you hear non-committal language, e.g., “I’ll try,” “We’ll see,” “I should.,” with, “Help me to understand what will happen when I...”

* Have people identify the action plan that will support the commitment, e.g., “Let’s put down the next steps (1,2).”

* Hold people accountable for their commitments by following up on time lines.

* Meet and discuss the project scope and the expected outcomes and make sure the specific deliverables are clear.

* Request a project road map outlining specific tasks with milestone commitments.

* Maintain a running roster of pending action items; use this as a tickler file to triggerfollow up inquiries.

* Maintain a daily whiteboard posting of what needs to get done by when.

* Maintain a performance chart listing goals, targets, and results (update daily or weekly).

Managing Performance, Establishing Clear Measures of Progress

* Set S.M.A.R.T. goals (Specific, Measurable, Agreed to, Realistic, Time-based) and make them visible.

* Agree with those involved on how and when to measure performance.

* Meet weekly or monthly to review performance and compare results against goals.

* Select continuous improvement projects to work on once a quarter.(Teams and individuals should always have a concentrated focus on improving one aspect of performance).


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Continuous Improvement in Your Personal Development

Regularly perform a personal inventory:

1. Make a list of things that you want to learn or do, current strengths and potential growth areas.

2. Prioritize the list of things that you want to learn or do.

3. Allocate time for your most important objective and carve out the time with short term (month-ly) milestones. 4. Set specific goals to pursue.

Becoming a better listener

* Focus, tune in, take out a note pad and jot down key points.

* Accurately restate the opinions of others if you disagree.

* Count to three before you say something so you don’t interrupt.

* Ask a follow up question or two.

* Apply active listening skills:

* Eye contact

* Acknowledge points.

* Use more non-verbals to show interest.

* Turn down the volume of your own thoughts by repeating the key points the other person is making.

Being better at giving feedback

* Follow S.O.R.T. guidelines (when giving feedback be Specific, Objective, Respectful, Timely). Start by giving positive feedback at least once a day.

* Always be constructively motivated, i.e., focused on bringing about improvement. Use language such as, “Can I offer a suggestion?”

* Maintain a balanced perspective, offer one or two positives for each improvement opportunity.

* Make it a practice to address a concern at the earliest opportunity (the same day).

* Write out the feedback ensuring that it is not accusatory, but descriptive and specific.(This will help you practice languaging the feedback.)

Let people know you took action (when appropriate).


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Receiving and acting on feedback

* Make it a habit to ask for feedback X times per week

* Listen and take notes when people share their feedback.

* Say “Thank you.”

* Avoid explaining why you did something; instead, ask a question to find out how thisaffected the other person.

* Never respond emotionally (defensively, judgementally, or appreciatively), cut yourself off if you notice this is an automatic response.

* Validate the feedback; never take action based on an initial reaction. Always sort it out before committing to next steps.

* Select one or two practices to support the desired improvements;

Managing time more effectively

Perform a time/task review on a regular basis:

1. Maintain a list of all the tasks you regularly perform and prioritize them monthly by how important they are in terms of providing the greatest value to the organization.

2. Select one or more days and record how your time is spent and compare the results against the importance of the activities (do once a month).

3. Set both short-term (two to three weeks) and long-term (six or more months) goals.

* Allocate 60%-70% of your time to tasks that support those goals, block out time in your calendar to write project plans, conduct meetings on important priorities, do research, etc.

* Develop an action plan to develop others’ capabilities so you can delegate less important activities to them.

4. Delegate tasks to others and keep a running list of these items

Documents

“Learning is defined as a change in behavior. You haven’t ...morassociates.com/UWSystem/files/UWISC-ITLP-Session-I-Book.pdf · Creating an Individual Development Plan Coaching