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Sustainable Leadership, Coachingand Emotional Intelligence
Presentation to Federal Consulting GroupWashington, D.C.
November 17, 2006John Lazar, MA, MCC, NCOC
www.lazarconsulting.com
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Learning ObjectivesBy 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.
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Part 1
Model for Sustainable Leadership
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Factors to Consider Changing environments will demand new and
changing organizational structures (ways oforganizing) and new ways of leading.
Leaders may resist new ways of organizingbecause: 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
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The Consultants Viewthe success of the organizationalchanges is dependent on leadership. As
difficult as organizational change canbe, leadership change is exponentiallymore challenging. Leadership often is
the slowest to change in response toenvironmental and organizationaldemands.
Source:Weiss & Molinaro (2005, p. 11)
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Sustainable Leadership Called leadership capacity by Weiss &
Molinaro.
Defined as the extent to whichorganizations can optimize their currentand future leadership to drive business
results and successfully meet thechallenges and opportunities of an ever-changing business environment.
Source:Weiss & Molinaro (2005, p. 5)
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The Leadership Gap If gap isnt closed, organizations may
jeopardize their competitive ability.
Conference Board (U.S.) research:Percentage of senior leaders who believetheir organizations have serious leadershipgap increased from 50% to 67% from 1997
to 2001. Conference Board (Canada) research: 70% of
Canadian CEOs identified leadership as topbusiness concern.
Source:reported in Weiss & Molinaro (2005, pp. 13-15)
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Just Over the HorizonAccording to RHR Consultancy, among
the 500 largest U.S. companies, they
will lose 50% of their senior managersin next five years. The rate will be evenhigher among the most senior
managers in civil service.
Source:reported in The Economist(2006, October 7, p. 4)
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Leadership Challenge is
Already Here Up to 70% of CEOs surveyed see their own
organizations leaders as being fair or weak in
ability to build teams, gain employmentcommitment, make employees feel valued.
Employees doubt extent to which seniormanagement has their best interests at heart
(as expressed by their accessibility, visibilityand inspirational leadership) or communicatesopenly about important business issues
Sources:reported in Weiss & Molinaro (2005, p. 19); Towers Perrin HR Services (2006)
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Leadership Gap Defined by
Four Aspects Talent
Availability
Capability Insufficient
Development
FragmentedValues
Generation differences
Source:Weiss & Molinaro (2005, chapter 2)
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Sustainable Leadership: Leader
and Organizational Accountability Leaders accountability for development
of their competencies
Organizational accountability (throughHR as agent) for integrating systems,processes, programs, etc. Embed leadership through organization
Focus on critical positions & key talent
Integrate leadership development
Source:Weiss & Molinaro (2005, chapters 10-14)
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Two Leadership Models
1. CCL Leadership Competencies Three competency clusters
Leading the organization
Leading others
Leading oneself
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Leadership Competencies, the
CCL Way(1 of 3)
Leading the Organization 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 theorganization
Source:CCL website, www.ccl.org
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Leadership Competencies, the
CCL Way(2 of 3)
Leading Others
Managing effective teams and workgroups
Building and maintaining relationships
Developing others
Communicating effectively
Source:CCL website, www.ccl.org
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Leadership Competencies, the
CCL Way(3 of 3)
Leading Oneself Developing adaptability
Increasing self-awareness Managing yourself
Increasing capacity to learn
Exhibiting leadership stature Displaying drive and purpose
Developing ethics and integrity
Source:CCL website, www.ccl.org
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Two Leadership Models2. Holistic Leadership
Business strategy
Culture and values
Customer leadership
Organizational leadership
Team leadership Personal leadership
Source:Weiss & Molinaro (2005, chapters 3-9)
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Organizational Accountability -Embed Leadership
Embedded leadership process to ensurethat sustainable leadership is seen and
becomes integral part of fabric oforganization
Foundational strategies
Ensure secure supply of talent
Develop compelling leadership stories
Anchor to well-developed organizational process
Source:Weiss & Molinaro (2005, chapter 11)
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Organizational AccountabilityFocus on the Critical
Succession management to address
Critical positions
Vulnerable incumbents and potential candidates Development plans
Talent management strategies for
Retention
Onboarding
Expatriation and repatriation integration
Sources:Weiss & Molinaro (2005, chapter 12); Charan, Drotter, & Noel (2001); Watkins (2003)
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Organizational AccountabilityIntegrate Leadership Development
Leadership development options
Assessment
Coaching and mentoring
Learning
Experience
Implement integrated-solution approach
Source:Weiss & Molinaro (2005, chapter 13)
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Part 2The Coaching Contribution
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Coaching and its Focus
Coaching is an informed dialogue whosepurpose is the facilitation of new skills,possibilities, and insights in the interest of
individual learning and organizationaladvancement.
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)
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Forces That Shape Us on OurJourney
Forces that Shape Us: Our Degree of Personal Control
Genetics None
Experiences Some
Actions, including our-Beliefs-Interpretations
-Choices-Moods-Behaviors
All
Source:Adapted from Lazar (2006a)
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A Personal Model for Learning &Development Where to Focus?
Actions
Results
(including
Errors)
Observer
Small, Incremental Change/Improvement
Large, Discontinuous Change/Improvement
Identity
and
Context
Sources:Adapted from Hargrove (1995, p. 28); Sieler (2003)
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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 distinguishexperience 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 forpersonal power. Humor (especially not taking oneself too seriously)
lightens the mood and enables learning.
Source:Lazar (2005)
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Where Coaching Fits withTypes of Root Causes
TYPES OF CAUSES: Absence of or insufficient
CLAS
SES
OF
SOLU
TIONS
Skill/Knowledge Motivation Incentives or improperincentives
Environmentalsupport
Training Additional orfewer
responsibilities
Process, output oroutcome feedback or
evaluation
Simplify work
Job aids Role or goalclarification
Reward Change process
Modeling Motivationalfeedback
Praise Improvetools/equipment
Documentation Valuesclarification
Punishment Change policy
Coaching Coaching Contingency management Change workconditions
Mentoring Task variation Removal of reinforcement Replace performer
Source:Adapted from Lazar (1991)
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Coaching Challenges CanOccur at Three Levels
Individual performer
Department/Unit/Program
Organization-wide
Source:Adapted from Bergquist (2004)
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Where Coaching Contributes
If Role is Then Coaching can be used to
Supervisor Increase self-awareness, self-management &others-related awareness S/K
Develop interpersonal & communications S/K Sustain learning of technical and functional S/K.
Managers Above plus Development of effective management practices.
Directors;
Project Mgrs.
Above plus
Effective project management practices.
C-level; VicePresidents;
GeneralManagers
Above plus Increase ability to manage and lead change Shift old habitsthen develop new habits & S/K Provide reflection and thought partnership.
Source:Lazar (2006c)
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An Opinion About the Value ofCoaching
Coaching is the single most importantpart of expanding others capabilities
(Coaching) is the difference betweengiving orders and teaching people howto get things done. Good leaders regard
every encounter as an opportunity tocoach.
Source:Bossidy and Charan (2002, p. 74)
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Part 3EI and Leadership
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Emotional Intelligence (EI) andEmotional Competence (EC)
Different definitions
EI underlying capability to recognize and
use emotion EC personal and social skills that lead to
superior performance in work world
Different theoretical bases Personality theory
Performance theory
Combination of above, plus moreSource:Gowing (2001)
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Different Assessment Methodsfor EI and EC
MEIS (Mayer, Caruso, & Salovey)
MSCEIT (Mayer, Caruso, & Salovey)
EQ-I (Bar-On)
ECI (Goleman & Boyatzis)
EQ Map (Cooper & Orioli)
Source:Gowing (2001, p. 129)
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Emotional IntelligenceThe Conceptual Model
Self-Awareness
SocialAwareness
Self-Management
RelationshipManagement
Self Others
Recognition
Regulation
Positive impacton others 2000 Hay Group. All rights reserved.
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Emotional IntelligenceCompetencies Framework
Self-Awareness Emotional self-awareness
Accurate self-assessment
Self-confidence
Social Awareness Empathy
Organizational awareness
Service
Self-Management Self-control
Transparency Adaptability
Achievement
Initiative
Optimism
Relationship
Management Influence Inspirational leadership
Developing others
Change catalyst
Conflict management
Teamwork and collaboration
2000 Hay Group. All rights reserved.
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About Competencies & ECI (1 of 2) Definition:Any measurable characteristic of a person
that differentiates level of performance in a givenjob, role, organization, or culture.
A competency builds upon ones: Skills
Knowledge
Values
Self-Image
Traits
Motives
2000, HayGroup. Reprinted with permission.
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About Competencies & ECI (2 of 2) Competencies consist of behaviors that are
developmentally scaled (from easy to difficult).
For each competency, there is a target level ofbehavior that, when met or exceeded, positivelyand differentially impacts performance.
2000, HayGroup. Reprinted with permission.
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3. Ant ic ipates impact o f act ions or words
4. Develops behind the scenes support
TargetLevel3. Uses indirect inf luence
2. Anticipates impact of actions or words
1. Engages audience
Influence
De
greeofDifficulty
Example of Scaled Competency
Competency levels increase by degree
of dif f iculty.
2000, HayGroup. Reprinted with permission.
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The ECI Priorities
E Self-Awareness Self-Confidence
Emotional Self-Awareness orAccurate Self-Assessment
Social Awareness Empathy
Organizational Awareness orService Orientation
E Self-Management Self-Control
Transparency or Adaptability
Achievement or Initiative
Optimism
Managing Relationships Influence
Inspirational Leadership orDeveloping Others
Teamwork and Collaborationor Conflict Management
Change Catalyst
Source: Jacobs (2001)
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The Power of Self-Awareness
With self-awareness, person has 50-50chance (49%) of demonstrating self-
management; without it, person hasvirtually no chance (4%).
With self-awareness, person has 38%
chance of having social awareness;without it, person has 83% chance oflacking social awareness.
Source:Burckle & Boyatzis (1999)
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How Do EI Competencies FitTogether?
Some competencies are easier to develop (e.g.,for Social Skills) than others (e.g., for Self-Awareness, Self-Management and Social
Awareness). Some competencies are more important than
others.
Certain combinations of competencies maycontribute to outstanding performance.
One competency may compensate for another.
You do not need to master every competency tobe successful.
2000, HayGroup. Reprinted with permission.
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Why Should You Know About EI?A Wake-up Call (1 of 3)
70% of the reasons for losingclients/customers are EI-related:
Poor service. Poorly handled complaints.
Unpleasant interactions.
Didnt go the extra mile.
No follow-up. Lack of human connection.
Source:Research by Forum Corporation on Manufacturing and Service Companies,1989-1995, cited in Orioli (2000)
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Can You Hear Me Now?(2 of 3)
75% of the reasons careersget derailed are EI-related:
Unsatisfactory team leadershipduring challenging times.
Inability to handle interpersonalissues.
Inability to adapt to change. Inability to elicit trust.
Source:Research at the Center for Creative Leadership, 1994,
cited in Orioli (2000)
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Are You Up Yet?(3 of 3)
50% of time wastedis due to lack of
trust.
Source:John Whitney, Director, Deming Center for Quality Management,
cited in Orioli (2000)
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Like EI, Leadership Has ManyModels and Some Consensus
My viewpoint on what the leader does: 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
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Whats Different Between EI &Leadership Competencies?
Differences: Leadership
Includes intellectual/cognitive and business
skills and performance Includes technical skills and performance
May include personality traits
Difference: Emotional Intelligence Includes managing ones own and
influencing others positive outlook/mood
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Whats Similar Across EI &Leadership Competencies?
Similarities: Both include
Congruency of personal values and ethical
behavior Self-awareness, self-management and
motivation
Awareness of others and social environment
Building relationships and working well withothers
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Perspectives from PeterDrucker and Daniel Goleman
Your foremost job as a leader is to takecharge of your own energy and then helporchestrate the energy of those around you.
In any human group the leader has maximalpower to sway everyones emotionsThe
effects of primal leadership extend beyondensuring that a job is well done. Followersalso look to a leader for supportive emotionalconnectionfor empathy.
Sources: The Effective Leader, cited in Orioli (2000); Goleman, Boyatzis, & McKee (2002, p. 5)
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Part 4What Now?
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Using EI & Coaching to CloseLeadership Gap - Actions
1. Follow andragogical principles to learning
2. Use and support integrated approach to
developing sustainable leadership3. Discover, create and refine coaching models
that leverage benefits while reducing perperson cost
4. Pair coaching with other interventions toprovide synergy for results
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1. Use Andragogical Principles
Definition:an integrated framework of adult learning
Assumptions: Adults1. Need to know why they need to learn something before starting to
learn it.2. Have self-concept of being responsible for their own decisions.
3. Come to educational activity with greater volume and differentquality of experiences from youth. Implications for individualdifferences and richest resources source.
4. Become ready to learn what they need to know to cope effectively
with their real-life situations.5. Are life-centered (vs. subject-centered) in their orientation to
learning. They learn most effectively when they are presented incontext of application to real-life situations.
6. Generate most potent motivators as internal pressures (desire forincreased job satisfaction, self-esteem, etc.)
Source:Knowles, Holton, & Swanson (1998, pp. 64-69)
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2. Use Integrated Approach
Executive/management accountability Leadership as strategic priority Personal responsibility for development Model required behaviors & attitudes
HR accountability Aligned people & organizational initiatives Provide conditions where managers act as people
managers Value demonstrated through people alignment
with strategic direction & core values
Follow EI guidelines for best practice
Sources:Weiss & Molinaro (2005, chapter 14); Cherniss (n.d.); Cherniss & Caplan (2001)
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3. New Coaching Models
Include & move beyond one on onecoaching:
Group coaching Team coaching
Peer coaching
Shadow coaching
Cross-supervisory coaching
Coaching culture
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4. Coaching Plus
Coaching to support: Training & education
Onboarding & orientation Expatriation & repatriation
Promotional transitions
Job changes
Leadership changes
Health and work-life balance concerns
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Review of Key Points
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
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Appendix 1Example of Talent Management
H Add T d
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How to Address TargetedInvestment in People
Allstate Talent Management Program
Talent ManagementAn enterprise-
wide system for defining futurerequirements and identifying, assessing,and developing talent to place the best
qualified people in critical leadershippositions.
Source:Groff (2005)
B i C f Eff ti
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Business Case for EffectiveLeadership
At its best, effective leadership (at all levels) Sets a company standard of excellence other
enterprises want to emulate. Cultivates the next generation for effective
leadership continuity. Makes organizations culture a competitive
asset. Creates a learning environment where
people may try the new without fear ofrejection and reprisal--fostering innovation.
Source:Groff (2005)
Ali i T l t ith B i
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Aligning Talent with BusinessNeeds
BusinessImperatives
New RoleExpectations
CommunicateNew Behaviors
Needed
Hire
BuildCapability
EnhanceMotivation
Perform RoleMeet Business
Needs
Source:Groff (2005)
D i th F
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Deepening the Focus onLeadership
Identify emerging leaders among:
Officers
Directors/Senior Managers Managers
Professional Individual Contributors
(Exempt) Individual Contributors (Non-exempt)
Source:Groff (2005)
L d hi D l t
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Leadership DevelopmentCurriculum
Different development experiences fordifferent management levels.
Development experiences designed forenterprise & business unit activities.
Development experiences include:
Education and Training
Work-related Learning
Progression and Mobility Choices
Source:Groff (2005)
Th St d f T l t
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The Stand for TalentManagement
We need the best leaders at all levelsbut we also need to understand where
talent has the greatest impact onbusiness results.
Top and line management (plus HR &
individuals in leadership development)are responsible for its success.
Source:Groff (2005)
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b h CC
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About John Lazar, MA, MCC,NCOC
John has worked within a performance improvement consulting framework for over 25years. He has been a coach for over 22 years, eleven as an executive coach. He has aMasters degree in clinical and developmental psychology. He is trained and certified as anOntological Coach by the Newfield Network and has been certified as a master coach bythe International Coach Federation (ICF) since 1999.
John is co-owner, co-founder, and co-executive editor of the International Journal ofCoaching in Organizations(www.ijco.info), now in its fourth year of quarterly publication.He is a founding member and the former Acting Executive Director of the InternationalConsortium for Coaching in Organizations (ICCO, www.coachingconsortium.org); he iscurrently a Co-Chair of its Governance and Ethics Committee.
His performance consulting and executive coaching firm, John B. Lazar & Associates, Inc.(www.lazarconsulting.com), works with organizations (from entrepreneurial ventures to
small and midsize family owned firms to Fortune 50 companies) to create emotionallyintelligent leaders, motivated performers, workplaces that work, and business results. Hehas presented at numerous local chapter meetings and international conferences on avariety of topics in North America, Mexico, Europe and Australia.
In 2005, the bookConversations on Success (Volume 6)was published with interviewswith 23 success leaders, including John. In addition, his 12-part series of DVDs/CDs onTake Your Power Back and a two-DVD interview series with Les Brown and John entitled
http://www.ijco.info/http://www.ijco.info/http://www.coachingconsortium.org/http://www.coachingconsortium.org/http://www.lazarconsulting.com/http://www.lazarconsulting.com/http://www.lazarconsulting.com/http://www.coachingconsortium.org/http://www.ijco.info/