developing people and continuing your leadership journey

S E S S I O N 4

The Leader’s Role in Developing People

Talent Management

Strategies for Building Capability

Disruptive Innovation and Parallels

Leadership and Ethics

Executive Presence

Leaders Need to Be Resilient

Taking Care of Yourself

Continuing Your Leadership Journey

September 20-22, 2016

Developing People and Continuing Your Leadership Journey

IntroductionMOR Leaders

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Session 4: Developing People and Continuing Your Leadership Journey

Day One

Tuesday, September 20, 2016 – Harvard University

Meeting Location: Harvard Faculty Club, 20 Quincy St, Cambridge, MA 02138

Continental Breakfast 8:00 am

I Opening Comments 8:30 amOverview on the Agenda Welcome to Harvard UniversityReflection: What Have You Learned? What have you internalized?Leadership Journeys: Deanna, Darrell

II The Leader’s Role in Developing PeopleImportance of Talent Management What Have You Learned about This Key Competency? Starts With Selection, Getting the Best, Interviewing for Competencies On-Boarding Can Make a Difference Assessing Your Staff for Potential and Performance

III A Perspective on LeadershipAnne Margulies, Harvard University, CIO

Lunch 12:30 pmLeadership Journeys (after lunch): Seth, Oliver

IV Strategies for Building CapabilityCreating a Development Plan for Your Staff Creating an Environment that Fosters Employee Engagement Elements Needed to Maintain Highly Engaged Employees

V Having Difficult ConversationsWhat Difficult Conversations Do You Need to Have? Preparing and Engaging in Needed Conversations

Leadership Journey: Donna

Wrap up by 5:00 pm


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Day Two

Wednesday, September 21, 2016



I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLessons on Talent Management

II Disruptive Innovation & Parallels in MediaReflecting on the Boston Globe Case Study What Could Be a Disruptive Innovation to Higher Ed? Play Out Different Scenarios What Are the Leadership Issues? Are There Similar Issues for IT?

Leadership Journeys Ahmad, Pam

Equal Time for Cornell, Let Us Tell You About Cornell

Lunch 12:30 pmLeadership Journey (after lunch): Julian, Tom

IV Leadership and EthicsWhat Are the Principles You Will Use to Guide Your Leadership? Values Based Decision Making University of Illinois Admissions Case Why Do Good Leaders Make Unethical Choices

V Continuing Your Leadership JourneyLeaders Help Shape the Future, So How Will You Shape Yours? Working on Your Personal Leadership Outlining the Next Chapter in Your Leadership Timeline What Goals Will You Continue Working On?What is Your Leadership Mantra?

Wrap up by 5:00 pm

Reception/Dinner at Taranta, 210 Hanover St, Boston’s North EndTransportation from the Sheraton Commander at 6 pm to Boston’s Historic North End for a short tour, followed by reception and dinner at Taranta. Return transportation to Sheraton Commander at end of evening.


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Day Three

Thursday, September 22, 2016



I Opening Comments 8:30 amOverview on the Agenda Reflections on Yesterday’s Session

II Executive PresenceHow Do You Rate Yourself on the 4 A’s

What Feedback/FeedForward Would You Offer Others?

III Leaders Need to Be ResilientThe Unconscious Conspiracy Continues Take Care of Yourself • Leading a Balanced Life

Practices that Support Staying Resilient

IV GRADUATION/ LUNCH 12:00 pm

Welcome

Introductions

What We Have Learned?

How We Have Applied What We Have Learned?

How Can Your University Leverage This Investment?

Presentation of the Certificates

Remarks from the Sponsors

Adjourn 2:00 pm


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Reflections...Practices Worksheet

What did you do based on your participation in this program since the previous session?

What did you learn? What “AHA” did you have?

What have you internalized as a result of the program?

Session Three Topics

Emotional Intelligence

Strategies for Developing Your EQ

The Four I’s: Initiate, Inquire, Invest, Influence

Building Relationships: Mapping Your Network

Focusing on Results

Developing Measures in IT

Leadership as Performance Art

Coaching for a Breakthru

Situational Leadership

Examining Our Mental Models

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

Developing TalentMOR Leaders

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Building Engagement

Retaining Talent: Exit Interview vs. Stay Interview

In an exit interview, we learn of a person’s reasons for leaving and are often surprised by the departure. According to a SHRM report on retaining talent, “Most people who leave spend time initially evaluating their current job against possible alternatives, developing intentions about what to do and engaging in various types of job search...” In other words, a resignation can be a lengthy, covert process.

Curtis L. Odom, author of Stuck In The Middle, A Generation X View of Talent Management, suggests a regular series of “stay interviews”, as a means to gauge employee engagement and to demonstrate commitment and interest in the employee.

Factor Examples My Organization...

Leadership • Clarity regarding vision and mission • Available but doesn’t micromanage • Creates accountabilities and possibilities

Co-Workers/Work Team

• Supportive of work of others • Multi-skilled • “Bad apples” are dealt with • Understanding of generational diversity

Job/Career Satisfaction

• Opportunities for personal mastery • Sense of self-direction and independence • Work-life balance • Clear future possibilities

Culture of High Performance

• Team based practices • Work that supports organization’s mission • Success is celebrated • Recognition from outside of the group

Engaged employees willingly go the extra mile because of their strong emotional connection to the organization. Getting to this point goes beyond just liking the work experience. It’s a psychological commitment.”

Human Capital Institute


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Developing People

What have you learned about developing people that is helpful?

What is important at the recruitment, interviewing, and hiring phase?

What do you need to do to on-board a new employee successfully?

What helps motivate staff?

How do you support top performers and how do you work with low performers?


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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation

• Coaching and Mentoring

The 5 R’s of Talent Management

- Right Person

- Right Role

- Right Skills

- Right Time

- Right Cost


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“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

Developing Talent

Selection

•ExpandthePool

•EstablishingCompetenciesandCriteria

On-Boarding

•EstablishExpectations

•ProvideaWaytoLearntheLandscape

•HavetheCultureExplained

•ShareKeyThemes

•ProvideaStretchAssignment

Situational Leadership

•AssessthePerson’sLevelofCompetence

•AssesstheLevelofCommitment

•AdaptYourLeadershipStyle

Professional Development

•SetGoalsandStrategies

•IdentifyOpportunities

•AgreeonPractices

Process Timeline


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Hire the Best, Develop Your People

“Recruitwell—developyourpeople.

Exploitstrengthsofpeople.

Erronthesideofdelegation—everybodywins.

Matchprojectphaseandtalent.”

DaveBriggs FormerDirectorLincolnLab,MIT

Give yourself an unfair advantage: develop your people.

•Establishclearexpectations,measurablegoals,andsimplefeedbacksystems.

•Provideopportunitiesforcontinueddevelopment.

•Createstretchassignments.

•Usecoachingormentoringwithinyourunit.

•Changeassignmentsfromtimetotime.

•Offertimelyfeedback.

•Askforfeedbackfrequently.

•Acknowledgeprogressinvisibleways.

Delegation Tips

What is Delegation?

Delegation is the work a manager does to entrust responsibil-ity and authority to others and create new ˆaccountability for results. Delegation is a process that ensures people are empow-ered.

Selecting The Best


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Hiring the Best

Competency Based Interviewing

Whenyouareinvolvedinhiringsomeone,whatdoyoubaseyourdecisionon?

Prepare to conduct a competency-based interview of a high priority candidate that will be a peer on theDirector’sstaff.YoucanconsultwithyourHRresourceifyouneedtoknowmore.Thepositioninvolvespro-vidingconsultingandsupportservicestoclients.Startbyidentifyingthekeycompetencies.ThecompetencieslistedbelowaretheonesselectedasthebasisfortheITLeadercurriculum.Othercompetenciesarelistedonthenextpage.

Strategic thinking from a systems perspective.

Theleadercontributestotheorganization’sdevelopmentofavisionandpriorities,anticipatesthefuture,andbuildsscenariosbasedonexplicitassumptions.

Shared leadership.

Theleaderbuildsworkingrelationshipswithco-workersandexternalparties,negotiatesandhandlesproblemswithoutalienatingpeople,obtainscooperationthroughinfluence,anddelegatesbothresponsibilityandauthor-ityappropriately.

Communication and persuasion.

Theleaderdistillsideasintofocusedmessagesthatinspiresupportoractionfromothersandeffectivelycom-municates through presentations, recommendations, or writing. The leader uses appropriate interpersonalstylestoguideandpersuadeindividualsandgroups.

Change management.

Theleaderactsasacatalystfortheneededchanges,developsplans,andfollowsthroughonchangeinitiatives.

Decision making.

The leadergathersandusesdataandanalysis tomakedecisions, includingevaluating the long-termconse-quences,andmakesdecisionsjudgedtoberightfortheuniversity.

Financial and business acumen.

Theleaderpossessesfinancialsavvyanddemonstratestheabilitytoleadcost-efficientinitiativeswithoutsac-rificingquality.Heorshesuccessfullyleadsprojectsandprogramsthatproducefavorableresults(businessandfinancialoutcomes)anddemonstratesunderstandingofthechangingfinancialconstructssupportingIT.


256

Working across the organization, developing strategic partnerships.

Theleaderdevelopsnetworksandalliances,collaboratesacrossboundaries,andfindscommongroundwithawiderangeofstakeholders.Heorshecanmaneuverthroughpoliticalsituationseffectivelytogetthingsdone.

Theleadermapsandmanagescomplexinitiatives,continuallyadjustsplansandstrategiesbasedonnewinfor-mation,andidentifiesandcoordinatesappropriateresourcestosupportobjectives.

Building agreement.

Theleaderrecognizesdifferentpointsofview,bringsthemoutintotheopen,andbuildsonareasofagreement,exercising influence inways that enhance the supportneeded toadvance initiativesandbuildingconsensuswhenappropriate.

Self-knowledge.

Theleaderknowshisorherownpersonalstrengths,weaknesses,opportunities,andlimits;seeksfeedback;andgainsinsightfrommistakes.

• Action Oriented• Dealing with Ambiguity• Approachability• Business Acumen• Compassion• Composure• Conflict Management• Confronting Direct Reports• Creativity• Customer Focus• Timely Decision Making• Delegation • Developing Direct Reports• Directing Others• Managing Diversity• Ethics and Values• Functional/Technical Skills• Hiring & Staffing• Integrity & Trust

• Intellectual Horsepower• Interpersonal Savvy• Listening• Managing & Measuring Work• Motivating Others• Negotiating• Organization• Planning• Political Savvy• Presentation Skills• Priority Setting• Problem Solving• Process Management• Drive for Results• Strategic Agility• Managing Through Systems• Building Effective Teams• Work/Life balance• Written Communications

Possible Criteria for Hiring


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Interview Preparation

Identify the top two competencies a director in charge of providing consulting and support needs to be effective.

1.

2.

Outline how you will begin your conversation with the candidate.

What questions will you ask during the interview? How will you get at the competencies?


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Debrief Competency Based Interviewing

How did the interviewer do?

What did he or she do well?

What could he or she have done more effectively to draw out the applicant’s experience?

How could you formulate questions when you are interested in learning about the individual’s level of experi-ence, judgement, eq or other key areas?

What other ways could you use to learn more about this person’s capabilities?

“One of primary reasons that we spend so much time and energy on the hiring process for a faculty member is the importance of the caliber of people that we attract. I point out to people on the hiring committee that this is a multi-million dollar decision.”


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On-Boarding Suggestions

1. Orientation

•Provideanopportunityforthenewpersontolearnabouttheorganization

•Thisindividualshouldmeetidentity-keypeople

2. Develop a Start Up Plan

•Setandcommunicatepriorities

•Agreeontimelinesforcompletingthem

3. Organize and Provide the Resources for Success

•Spendtimedirecting,trainingorcoaching

•Buildaneffectiverelationship

4. Create Meaningful Goals

•Setgoalsforperformance

•Setgoalsfordevelopment

•Ensuretherearewaystomeasureprogress

5. Help the Individual Understand the Landscape

•Encouragethepersontoobserveanddescribetheculture

•Havetheindividualstudythepoliticallandscape

6. Conduct Periodic Feedback Sessions

•What’sworking?

•What’scouldbeimproved?


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Integrated Talent Management

• Talent Planning

• Staff and Skills Needed

• Development Plans

• Career Goals and Roadmaps

• Development Opportunities

• 3 E’s

• Recruitment and Selection

• On-boarding

• Establish Expectations

• On-going Feedback

• Performance Evaluation



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Performance and Potential Worksheet

Originally developed in 1991, the nine-block (box) decision matrix was popularized by General Electric in a 1999 case study by Harvard Business School. Since then, many best-practice organizations have adopted the matrix. It’s primary benefit is that it enables decision-makers to uniformly review organizational talent, consider its talent pipeline and conduct succession planning activities.

Notes:


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Measuring Performance

What is performance?

- The current level of functioning; competence, skill, behavior

How do we measure performance?

- Contributions, results, outcomes - Performance ratings; (e.g. needs development, meets expectations, exceeds

expectations) - Performance against key leadership attributes

Measuring Potential

What is potential?

- Existing in or expressing the possibility - Capable of development into actuality

How do we measure or assess potential?

- Determine ‘potential’ criteria • Open-mindedness • Bias towards personal accountability • Willingness to take risk • Ability to learn from past successes and failure - Potential ratings; (e.g. limited, growth, high)


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Positioning Those Who Report to You

Notes:

High Performance/Low Potential

• Gets all important things done • Is a pro in his/her position

• Is seen as a leader in his/her area

• Has reached potential

Action Required: Continue developing in current

position; is in the right job

High Performance/Med Potential

• Gets all important things done • Acts as leader and role model

• Exhibits many strengths or

competencies beyond current role

• Some leadership development

issues

Action Required:

Look for opportunity to display

leadership in current job

High Performance/High Potential

• Gets all important things done • Acknowledged as leader and role

model

• Exhibits many strengths or

competencies beyond current role

• Has influence beyond current role

Action Required:

Stretch assignments to prepare for

larger role

Medium Performance/Low

Potential

• Gets most important things done

• Is very proficient in his/her current

position

• Is not seen as a leader in his/her

area

Action Required:

Work on improving performance in

current job; may be candidate for

lateral move

Medium Performance/Med

Potential


• Shows signs of leader and role

model

• Exhibits many sr. level

competencies • May be new in position

Action Required:

Leave in current job; continue

developing skills and improving performance

Medium Performance/High

Potential


• Acknowledged as leader and role

model

• Exemplifies sr. level competencies

• Acts at level of capability of next level in the organization

Action Required:

Focus on performance short term and

development opportunities long term

Low Performance/Low Potential

• Isn’t getting most important things done

• Difficulty performing to standards in

his/her current position

Action Required: Consider exit option or reassignment

to lower level on your team

Low Performance/Medium

Potential

• Isn’t getting most important things

done

• Capable of making higher

contribution

• May be in wrong job or occupied with non-work distraction

Action Required:

Focus on improving performance

Low Performance/High Potential

• Isn’t getting most important things done

• Has been acknowledged as team

player and role model

• Has exemplified sr. level

competencies • May be in wrong job

Action Required:

Address root cause performance

issue; worthy of investment in development

Potential

Perf

orm

an

ce


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Sustain Leverage Advance

Improve Develop Propel

Transition Transform Grow

Perspectives on LeadershipMOR Leaders

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Perspectives on Leadership

Anne Margulies, Vice President and University CIO, Harvard University

Development FrameworkMOR Leaders

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3E Development Framework

Education• Instructor-Led Courses

• E-Learning Programs

• Selected Readings

Exposure• Feedback

• Visibility Opportunities


• Role Models

Experience• On-the-Job Tasks & Special

Projects

• Job Changes & Rotations

• Special Stretch Assignments


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The “3 E’s” Development Model

“For the generation of workers entering the work-force today, learning by doing and experimenting is the norm. They will be better engaged and committed in an environment that allows all three E’s, rather than standardized career ladders and formal training programs. The willingness to try something they’ve never seen done, the need to see their work in a connected way, and their ability to find what they need to know right now and begin applying it is hard-wired in. The constant state of learning is what keeps them engaged. This phenomenon is evident on campuses today as interdisciplinary courses, programs, and majors - which include an opportunity to apply the learning as you go - have begun to flourish.”

Kate D’Camp, Talent Development Magazine

Using the 3 E’sNo one type of development does the job alone. Development activities work best when orchestrated together. Over the course of a career, most development (70%) occurs through on the job experiences. About 20% comes from feedback or relationships, and the final 10% is learned through courses and reading.

Education 10%

Exposure 20%

Experience 70%

Is it training or is it development?

While training is an event, development is a process.

Training focuses on short term goals of the organization, while development focuses on the employee as a person and member of the work community. Training tends to be of shorter duration with a focus on the acquisition of particular skill sets having specific job related value.

Development is a process designed to extend the capability of the individual beyond the simple acquisition of skill sets. Increasingly, development embraces the principles of adult learning. It is built upon the employees sense of self and future, has dimensions of self-direction, and encourages experiential learning and reflection.


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Motivating Staff Worksheet

Allocate 100 points according to what motivates you

What Are Your Top Motivators?

1.

2.

3.

4.

5.

Recognition Meaningful Work (Mission matters!) Autonomy/Ownership

___________/100 ___________/100 ___________/100

Opportunity to Participate Valued Development, Challenge Pay/Benefits

___________/100 ___________/100 ___________/100

Having a Good Manager Positive Environment Being Informed/Included

___________/100 ___________/100 ___________/100


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Developing Others

Selection Displays poor understanding of the skills and characteristics needed to succeed; makes selection mistakes

Demonstrates understanding of the talent needed to accomplish team goals; selects/promotes capable people

Establishes plans that ensure the team has, and keeps, the right top talent

Stretching Leaves reports in roles which only use their current skill set; rarely assigns growth opportunities to team members

Provides stretch assignments top reports to accelerate their development

Pushes reports beyond their comfort zone and encourages them to take advantage of targeted developmental assignments

Coaching and Feedback

Fails to provide feedback or provides feedback which is not helpful, overly critical, inaccurate, lacking in candor, untimely, or non-specific

Provides effective coaching and feedback to reports to enhance their personal and leadership effectiveness

Commits to, and follows through on regular coaching sessions for staff members

Learning From Mistakes

Is overly critical of reports when mistakes are made

Treats mistakes as learning experiences

Consistently helps staff make sense of and learn from their experiences

Purposeful Development

Leaves development up to the individual team member; waits for team members to ask for more responsibility accordingly

Assigns people great responsibility as they develop

Accurately identifies potential in each staff member and creates individualized development plans

Fostering Collaboration

Allows reports to do too much work themselves vs. accomplish results through others

Holds reports accountable for gaining success through others

Actively coaches reports on how they lead, motivate, and manage their own

Needs Improvement Does OK Excellent Rating 1-10

Average Score (Total/6)

My Developmental Opportunities


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Education 10%

Exposure 20%

Experience 70%

Individual Development Plan

Name: Next Possible Position: Now: 1 Year: 2+ Years:

Development required to excel in current position:

Development required for future growth:

Readiness

Name: Next Possible Position: Now: 1 Year: 2+ Years:

Development required to excel in current position:

Development required for future growth:

Readiness


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Department Talent Plan

1

2

34

1. Critical Talent is highly developed and requires an extensive search and on the job training

2. CoreMainstream work, the talent needs to be searched for but is available and can be developed in house

3. SupportingAdministrative and the talent is transportable

4. ExpendableTalent is a commodity and could be outsourced

Position Holder Next in Line Now < 1 Yr. > 1 Yr. Hire Dev.

“Annual workforce planning must be replaced by a more interactive approach that helps the organization identify and fill gaps in their talent supply and demand, as business plans change throughout the year.”

Michael George, Reimagine HR

A talent plan allows the manager to see the whole department through the lenses of people and strategy

!*

Having Difficult ConversationsMOR Leaders

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Worksheet

1. What are some of the difficult conversations you have or need to have?

2. What are some issues that come up for you as you contemplate having a difficult conversation?

3. How can you draw on your emotional intelligence to help you handle a difficult conversation?

4. What have you found works when you engage in a difficult conversation?


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Having Difficult Conversations

Choices:

A. AVOID

B. DIVERT

C. DO POORLY

D. HANDLE THEM

Asyouknowfromyourownlifeexperiences,conflictanddisagreementarenormal.Conflictsactuallycanbehealthy.Conflictscanexposeyoutoadifferentperspectiveorbringoutanunderlyingdifferencethatisunder-miningprogress.

Inordertohaveasuccessfuloutcomeyouneedtoensurethetimingisright.Timingafterall iseverything!Sometimesindividualsneedtocooloffbeforehavingaconversation,sometimesthesettingisn’tconducivetohavingamoreopenconversation.

1. Prepareaheadoftime,

2. Knowwhatyouwanttosay,

3. Whatoutcomeyouwouldlike?Rememberthepointofhavingaconversationistoresolvetheconflict.

4. Makesureyoupresentthefactsandareopentohearingtheindividual’sperspective.

5. Listentowhats/hesayinganddonotinterrupt.

6. Stayfocusedoncomingtoasolution

7. Determineifthereareanycommonareasthatyoubothcanagreeon.

8. Ifyouareabletocometoaresolution,makesureyoubothagreeonwhatactionwillbetakenandwhentherewillbeadditionalfollow-up.

Conflictsbringoutemotions;thustheotherpartymayventandexpresstheirfeelings.However,ifeitherpartybegins to losecontrolor thediscussionbegins tobecomeunproductive,donotbeafraid tostophavingtheconversation.Youcanalwaysmeetagainatalatertime.


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Interest Based Issue Resolution

1.

2.

3.

4.

5.

4 Steps to a Successful Outcome

The majority of the work in any conflict conversation is workyoudoonyourself.Nomatterhowwelltheconversationbegins,you’llneedtostay inchargeofyourself,yourpurposeandyouremotionalenergy.

Step #1: Ask

Cultivate an attitude of discovery and curiosity. Use inquiry tolearnasmuchaspossibleabouttheotherperson’spointofview.What do they reallywant?What are theynot saying?Let themtalkuntilthey’refinished.Don’tinterruptexcepttoacknowledge.

Step #2: Acknowledgment

Acknowledgemeans toshowthatyou’veheardandunderstood.Explain back to them what you think they’re really going for.Acknowledgewhatever you can, including your own defensive-nessifitcomesup.

Step #3: Articulate

When you sense that they’ve expressed all their energy on thetopic,it’syourturn.Whatcanyouseefromyourperspectivethatthey’ve missed? Help clarify your position without minimizingtheirs.

Step #4: Address Options

Nowyou’rereadytobeginexploringsolutionsolutions.Outliningpossible options is useful, along with continued inquiry. Findsomethingthatcouldworkandbuildonit.

Practice, practice, practice!

Theartofconversationis likeanyart–withcontinuedpracticeyouacquireskillsandease.


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Make Deposits into EBA thru

Courtesy

Kindness

Honesty

Bykeepingcommitments

By seeking to really understandsomeone

Bytakingthetimetostateandclarifyexpectations

What Undermines a Relationship

Unclearorunstatedexpectations

Notkeepingacommitment

Notexhibitingintegrity

…

Integrity --- Honesty

Honestyistellingthetruthconform-ingourwordstoreality

Integrityisconformingrealitytoourwords

Show Integrity By

Beingloyaltothosenotpresent

Byavoidingcommunicationsthataredeceptive

Resolving Interpersonal Conflict

Recognize when it exists and deal with it.

Conflictwillnotgoawayifignored.Itmaygetworseandshowupinotherways.

Find a neutral area to discuss the situation.

Lookforaplaceandatimewherepeoplecanberelaxedanddealmoreobjectively.

Givepeoplethespaceand/ortimetocalmdownemotionally.

Haveathirdpersonjoininthediscussiontohelpfacilitatetheconversation,ifneeded.

Discuss the situation using the guidelines for constructive feedback.

Bedescriptiveandspecific;avoidjudgmentalcomments.

Keepemotionsundercontrolletcoolerheadsprevail.

Look for the underlying cause(s).

Gobeyondtheobvious.

Explore ways to resolve the conflict.

Whataresomepotentialsolutions?

Identify common ground and build agreements.

Highlightthegoals/objectivesthatmaybesimilar.

Follow up on agreements; establish a practice if this is helpful.


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Opening the Conversation - The Words We Use Matter

How do I begin the conversation? Here are a few conversation openers:

“IhavesomethingI’dliketodiscusswithyouthatImayhelpusworktogethermoreeffectively.”

“I’dliketotalkabout___________withyou,butfirstI’dliketogetyourpointofview.”

“Ineedyourhelpwithwhatjusthappened.Doyouhaveafewminutestotalk?”

“Ineedyourhelpwithsomething.Canwetalkaboutit(soon)?”Iftheysay,“Sure,letmegetback

toyou,”followupwiththem.

“Ithinkwehavedifferentperceptionsabout____________.I’dliketohearyourthinkingonthis.”

“I’dliketotalkabout_______________.Ithinkwemayhavedifferentideasonhowto

_______________.“

“I’dliketoseeifwemightreachabetterunderstandingabout___________.Ireallywanttohear

yourviewsaboutthisandsharemyperspectiveaswell.”

Writeapossibleopeningforyourconversationhere:

Day TwoMOR Leaders

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Day Two

Wednesday, September 21, 2016



I Opening Comments 8:30 amOverview on the AgendaReflections on Yesterday’s SessionLessons on Talent Management

II Disruptive Innovation & Parallels in MediaReflecting on the Boston Globe Case Study What Could Be a Disruptive Innovation to Higher Ed? Play Out Different Scenarios What Are the Leadership Issues? Are There Similar Issues for IT?

Leadership Journeys Ahmad, Pam

Equal Time for Cornell, Let Us Tell You About Cornell

Lunch 12:30 pmLeadership Journey (after lunch): Julian, Tom

III Leadership and EthicsWhat Are the Principles You Will Use to Guide Your Leadership? Values Based Decision Making University of Illinois Admissions Case Why Do Good Leaders Make Unethical Choices

IV Continuing Your Leadership JourneyLeaders Help Shape the Future, So How Will You Shape Yours? Working on Your Personal Leadership Outlining the Next Chapter in Your Leadership Timeline What Goals Will You Continue Working On?What is Your Leadership Mantra?

Wrap up by 5:00 pm

Reception/Dinner at Taranta, 210 Hanover St, Boston’s North EndTransportation from the Sheraton Commander at 6 pm to Boston’s Historic North End for a short tour, followed by reception and dinner at Taranta. Return transportation to Sheraton Commander at end of evening.

Day TwoMOR Leaders

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Reflections Worksheet

What are the take-aways you have from yesterday?

What insight or “aha moment(s)” would you share?

Describe one possible on-the-job-application of what you learned.

Disruptive Innovation and ParallelsMOR Leaders

279

Parallels with Higher Education

a. How do you rate the similarity of the factors contributing to the Globe’s shift?

b. What are the external trends that may create a confluence resulting in disruption for higher education? What are the implications?

c. How are consumer trends shifting-play out a couple different scenarios?

• There will be increasing competition for students.

• These trends are drawing in more consumers, market is expanding.

• The historical model may be upended, changing the industry.

Leadership and EthicsMOR Leaders

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Leadership and Ethics

Define “ethical leadership” and note an example of ethical behavior?

What are a couple important principles you hold dear?


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Ethics Definitions

The word ethics comes from the Greek ethos:

- The distinctive character, spirit, and attitudes of a people, culture, era, etc. (Collins English Dictionary - Complete & Unabridged 10th Edition 2009) ©

Ethics is also defined as:

- 1: A discipline dealing with good and evil and with moral duty 2: moral principles or practice (Merriam Webster Dictionary, 1998)

- A system of accepted beliefs which control behavior, especially such a system based on morals (Cambridge Dictionaries Online, 2010)


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State of Illinois Admissions Review Commission

Assignment:Read p.1-7 and p.13-32; IV. University Admissions Process; University of Illinois-Urbana Champaign

ContextIn 2009 the University of Illinois at Urbana Champaign, a campus with 32,000 undergraduate students, 10,500 graduate students and 3,000 faculty, was alleged to have created a “shadow admissions” track for applicants who had influential sponsors. The individuals applying to the University through what would become known as the “Category I” channel would not have been admitted through the competitive process all other prospective students needed to fol-low.

The principals in this case study were:

University President Joseph WhiteUIUC Chancellor Richard HermanAssociate Provost for Enrollment Keith MarshallUniversity Government Relations Terry McLennardDean of the Law School, Heidi HurdBoard of Trustees

The underlying issue in this case is NOT whether these University leaders did something improper. Rather, the focus is on what influences leaders to behave in ways that any observer would quickly concede crosses the line. What induces intelligent people in positions of author-ity to engage in unethical behavior? You have been assigned one of the parties in this case. Your group will be asked to look at the part this person played and what might have influ-enced the individual’s behavior at our session.


283

Part I

What were the pressures this person was experiencing?

What interests did this individual have?

What rationalization do you think this person used to explain his/her behavior?


284

Part II

What allows good leaders to engage in or enable unethical behavior or decisions?

What standards can we use to make decisions?

To whom are we responsible?


285

NOTES


286

Mind Games that Get in the Way

Charles D. Kerns, “Why Good Leaders Do Bad Things: Mental Gymnastics Behind Unethical Behavior,” Graziadio Business Report, 2003, Volume 06, Issue 4

When faced with challenging decisions, leaders who have not internalized a value system that includes universally accepted values will probably respond with more variability than others who have. When a leader does not have an internalized value system, common mind games may cause an otherwise good person to make unethical decisions.

#1: Quickly Simplify – “Satisficing”

When we are confronted with a complicated problem, most of us react by reducing the prob-lem to understandable terms. We simplify and search for a solution that is both satisfac-tory and sufficient. Leaders consider the essential elements of a problem without taking into account all of its complexities. This process, called “satisficing,” can lead to solutions that are less than optimal or even ethically deficient.

#2: The Need to be Liked

When the desire to be liked overpowers business objectivity, ethical lapses can occur. Such a situation is particularly acute for those recently promoted within the same organization. Such an overriding desire to be liked can adversely affect the ethics of people in an organization and also decrease the bottom line.

#3: Dilute and Disguise

In trying to strike a diplomatic chord, leaders can disguise the offensiveness of unethical acts by using euphemisms or softened characterizations. Regardless of whether people want to be seen as kinder and gentler, or just politically correct, this process merely helps wrongdoers and those associated with them get away with unethical behavior. Such softened character-izations serve to reduce the anxiety of the leader, but these euphemisms are dishonest. They serve to dilute and disguise unethical behavior. The antidote is for leaders to talk straight and to avoid euphemistic labeling or re-characterizing of unethical behavior.


287

#4: Making Positive

Unethical behavior appears more ethical by comparing it to worse behavior. Such justifications for unethical behavior are not valid. The tendency to diminish misdeeds by making a dishon-est comparison also contributes to sustaining unethical conduct. While behavior may often legitimately be compared to that of others, when ethical transgressions are involved, relativity does not excuse ethical lapses.

#5: Overconfidence

By indulging in overconfidence, leaders can discount others’ perceptions and thus easily overlook the insights and talents of other people. Without benefit of input from those around them, overconfident managerial leaders may be blind to the most appropriate ethical choices in given circumstances and may consider only their own ideas regarding the best course of action. Accepting input from other people will improve the manager’s decision-making ability generally, including those issues that involve ethical consideration. Applied broadly, this prac-tice will positively impact the ethical problem-solving climate within the entire organization.

(Adapted from Charles D. Kerns, “Why Good Leaders Do Bad Things: Mental Gymnastics Behind Unethical Behavior,” Graziadio Business Report, 2003, Volume 06, Issue 4)


288

Quality

Breadth

Honesty

• Consider the full spectrum of consequences

• Accurately assess the risks

• Be attuned to the pitfalls of egocentric biases.

• Consider the consequences for all stakeholders, not only in the present but also in the future.

• If an idea wouldn’t stand the scrutiny of public opinion, then it is probably a bad idea

• Be as aware as possible of what leads you to your decisions.

(From “Ethical Leadership and the Psychology of Decision Making,” David M. Messick, Max H. Bazerman, Sloan Management Review/Winter 1996)

How to Make Better Ethical Decisions

Continuing Your Leadership JourneyMOR Leaders

289

Taking Stock

What skills and habits have you added to your repertoire this year?

What skills or habits do you want to internalize in the coming months?

What didn’t you get to that was important for your development this year?

What are ways you could continue your development in the year ahead?


290

360˚ Competencies

Competencies Covered in the MOR Leaders Program

1. Strategic ThinkingCreates strategies and plans by anticipating future trends and linking them to the mission

2. Differentiating Leadership from ManagementRecognizes the leader’s focus is on the future, being more strategic while the manager’s focus is on the tactical and execution. Most roles involve both responsibilities. Developing practices to support leading versus doing is a theme.

3. Change ManagementA change agent; champions and promotes change; engages the efforts of others to bring about improvements

4. CommunicationCreates an understanding of the leader’s role as communicator, focuses on presence, presentation and the ability to convey a message.

5. Shared LeadershipBroadly shares & delegates both responsibility and accountability

6. Working Across the Organization; Developing PartnershipsKnows how to get things done through formal and informal networks; a team player; shares resources to benefit the greater good, collaborates

7. Exercising InfluenceConsistently assesses what influence styles would be beneficial to use in different situations to achieve the support needed to move an change initiative or project forward.

8. Results OrientationPursues goals and works hard to achieve them, consistently provides business results while maintaining the appropriate con-cern for people

9. Develops People Motivates & provides challenging tasks and assignments to individuals & teams to build appropriate skills and competencies


291

10. CoachingEquips their direct reports with the tools necessary to answer their own questions and take more ownership, forges trusting relationships

11. Self-Awareness (Knowledge)Seeks feedback; knows personal strengths, weaknesses, opportunities and limitations.

12. Ethical BehaviorRecognizes the importance of character, building trust and a clear ethical compass

12. Courage Encouraged to take initiative, speak up, step up, face up to tough situations and people problems in a timely fashion, learns how to ask for, receive and give constructive feedback.

14. Political SavvyManeuvers through complex political & organizational situations effectively, recognizes political stakeholders and their interests

15. Emotional IntelligenceTakes greater responsibility for being more intentional, self managing behavior to be professional and purposeful. Recognizing the importance of empathy and relationship building.


292

The Leader’s Toolkit

Who You Are Matters

LEADERSHIP FRAMEWORK

PresenceCharacterAbility to ConnectBuild RelationshipsEmotional IntelligenceLeadership PhilosophyEthical Compass

CommunicateSet Strategic DirectionExercise InfluenceEngage People in ChangeTalent ManagementDeliver Results

Lead, Manage, Do, ConstructPrioritizing and DelegatingScan - Vision - SWOTLeading Change Strategies3 Lenses: Strategic, Political, CulturalCoaching for ResultsDeveloping People, 9-Box Model4 Iʼs: Building Relationships4 Eʼs: Presence4Sʼs: Improvisation

What Leaders Do

LEADERSmorassociates.com

What Do You Want to Internalized?

MOR MaximsMOR Leaders

293

MOR Maxims

Feedback is a Gift.


294

Examples of Mantras and their intent:

Be Where You Are Stay present in the moment.

Leaders Are Always on Stage People are always watching.

Leadership Matters Most organizations are over managed and under led.

Leaders Do the Right Thing Both strategically and ethically - leaders make the right choices.

Developing Your Leadership Mantra

mantra | man·tra | noun

A mantra is a commonly repeated word or phrase. The word is de-

rived from ancient Sanskrit and contains two words – “man” mean-

ing “mind or thought”, and “tra” meaning “tool or to shape”. Hence

the literal translation is ”a tool to shape the mind”.

The only true definition is the experience you receive when you ef-

fectively use a mantra. Mantras are used to maintain focus, set in-

tentions, or to strengthen your resolve. Pay attention to what you

say to yourself and how that might impact your experience. Effective

leaders have mantras to help guide them through rough times.

“There is nothing like returning to a place that remains unchanged to find the ways in which you yourself have altered.”

Nelson Mandela


295

What were the leadership lessons that hit home?

What were some of the aha’s you had during the leadership program?

What comes back to you as a key takeaway from the program?

Write down these thoughts under “What Matters Most?”

What Matters Most? What Do You Want to Internalize?

Developing Your Leadership Mantra


296

WhatIsYourMantra…

Wh

at

Ma

tte

rs

Mo

st?

W

ha

t D

o Y

ou

Wa

nt

to I

nte

rn

ali

ze

?

Be In

tent

iona

l: Le

vera

ge m

y ta

lent

and

my

time

to m

axim

ize

the

valu

e I a

dd.

Know

my

stre

ngth

s an

d lim

its; p

lay

to m

y st

reng

ths.

Pres

ence

Mat

ters

: “W

hat y

ou g

ener

ate

whe

n yo

u sh

ow u

p, th

e at

titud

e yo

u de

mon

stra

te, t

he w

ay y

ou c

ondu

ct y

ours

elf.”

Br

ing

posit

ive

ener

gy in

to th

e ro

om.

Be In

tent

iona

l in

Mak

ing

Tim

e fo

r th

e Im

port

ant:

Fo

cus

on th

e pr

iorit

ies.

Be

proa

ctiv

e. W

rite

out t

he im

porta

nt e

very

Mon

day

mor

ning

, tam

e th

e im

med

iate

; del

egat

e th

e ot

hers

.

Dev

elop

the

Peo

ple

Aro

und

Me:

Pr

ovid

e di

rect

repo

rts w

ith o

ppor

tuni

ties

to s

tep

up, t

ake

on n

ew c

halle

nges

, and

rece

ive

feed

back

and

re

cogn

ition

.

Be M

indf

ul:

Be s

elf m

anag

ing,

be

purp

osef

ul, a

nd m

ake

the

mos

t of t

he in

tera

ctio

ns.

Be A

uthe

ntic

: Pe

ople

per

ceiv

e w

hen

som

eone

is p

hony

. Be

genu

ine.

Bein

g Se

lf-A

war

e:

Emot

iona

l sel

f-aw

aren

ess

- Rec

ogni

ze y

our e

mot

ions

and

thei

r im

pact

on

you

and

othe

rs.

Reco

gniz

ing

your

hot

but

tons

so

that

you

can

cha

nge

your

beh

avio

r rea

l tim

e.

Know

ing

your

stre

ngth

s an

d lim

its; p

layi

ng to

you

r stre

ngth

s.

Build

Rel

atio

ns; R

elat

ions

hips

are

the

“C

oin

of t

he R

ealm

”:

Take

adv

anta

ge o

f the

opp

ortu

nitie

s to

mak

e co

nnec

tions

. Loo

k fo

r way

s to

ext

end

my

netw

ork

beyo

nd

the

imm

edia

te d

omai

n.

Bein

g O

ptim

isti

c:

Peop

le a

re m

ore

will

ing

to fo

llow

you

and

giv

e an

ext

ra e

ffort

for a

win

ner.

Lead

ers

Focu

s on

the

Fut

ure:

Ke

ep a

list

of s

trate

gic

issue

s, w

ork

on o

utlin

ing

the

futu

re, a

nd e

ngag

e ot

hers

.

Exer

cisi

ng In

flue

nce

is K

ey:

Expa

nd m

y re

perto

ire to

enc

ompa

ss 3

add

ition

al in

fluen

ce s

trate

gies

: com

mon

visi

on, e

mpo

wer

ing

othe

rs, a

nd b

arga

inin

g.

Emph

asiz

e Re

sult

s:

Set g

oals

for e

ach

year

. Sta

rt ea

ch q

uarte

r with

a d

iscus

sion

rega

rdin

g ke

y re

sults

, ide

ntify

ing

with

sta

ff th

e m

ilest

ones

or m

easu

res

and

who

ow

ns th

e m

ajor

goa

ls. R

evie

w p

ast q

uarte

r and

repe

at.

Take

Init

iati

ve:

Step

up

whe

n ne

eded

, fin

d a

maj

or in

itiat

ive

to le

ad o

r col

labo

rate

on.

… th

at y

ou fo

cus

on th

e st

rate

gic,

not

the

imm

edia

te

… b

ecau

se p

eopl

e ar

e w

atch

ing,

all

the

time


297

NOTES

Day ThreeMOR Leaders

298


Day Three

Thursday, September 22, 2016



I Opening Comments 8:30 amOverview on the Agenda Reflections on Yesterday’s Session

II Executive PresenceHow Do You Rate Yourself on the 4 A’s

What Feedback/FeedForward Would You Offer Others?

III Leaders Need to Be ResilientThe Unconscious Conspiracy Continues Take Care of Yourself • Leading a Balanced Life

Practices that Support Staying Resilient

IV GRADUATION/ LUNCH 12:00 pm

Welcome

Introductions



How Can Your University Leverage This Investment?



Adjourn 2:00 pm

Day ThreeMOR Leaders

299

Reflections Practice

What are the take-aways you have from yesterday?

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

Executive PresenceMOR Leaders

300

4 Attributes Associated with Executive Presence

Assurance, self assured Appearance

Articulate Authentic

Please provide candid feedback to your colleagues on these attributes of executive presence.

Name:

Name:

Name:

Name:

Name:

Name:

Executive Presence Attributes

The 4 A’sof Executive Presence


301

The 4 A’s

noun

Google Dictionary

adjective

TheFreeDictionary.com

noun

Mirriam-Webster

adjective

Dictionary.com

The 4 A’s of Executive Presence


302

Developing Your Presence

Stand! - This immediately garners attention and changes the timbre of your voice.

Position yourself in the room so you can reach everyone. - Think about the room you are in. If you can’t see everyone clearly they can’t see you.

Build eye contact with multiple members of the audi-ence. - Avoid the trap of looking down or looking for the one familiar face. Eye contact creates connectivity and infers confidence.

Use pauses to your advantage. - The time that it takes to move to the front of room or collect your thoughts builds inter-est. Don’t allow a pause to throw you off.

Physicality / non-verbals – Be aware of your posture. Stand tall. Know what your hands are doing.

Voice – Know what your voice sounds like.

Avoid apologies or explanations. – Everyone can get nervous. You are no different.

Remember: The Audience usually wants you to succeed.

“Leadership presence is really the ability to do two things very well. The first is to demonstrate your value, … the second is to connect well with your stakeholders. It means being authentic, comfortable in your skin, and getting your message across while connecting with those around you.”

Muriel Wilkins, Author of Own the Room, Discover Your Signature Voice to

Master Your Leadership Vision in an inter-view in the Washington Post July 1, 2014

“Not what you say, How you say it”

Deborah Greunfeld, Stanford GSB,Acting with Power

Presence

c2011DeborahGruenfeld 17

Social meaning is derived mostly from non-verbal cues

When verbal and non-verbal cues contradict one another, people trust the non-verbals c2011DeborahGruenfeld 17


When verbal and non-verbal cues contradict one another, people trust the non-verbals

c2011DeborahGruenfeld 17


When verbal and non-verbal cues contradict one another, people trust the non-verbals

® 2011 Deborah Greunfeld, Stanford GSB


303

Managing Your Presence and Contribution • • • Practices Worksheet

Being intentional about how you present yourself and contribute at meetings is an excellent practice. Doing this will increase your self-awareness and make you a more effective contributor. This worksheet will guide you to be more purposeful.

Purpose(s) of the meeting

Desired outcome(s)

What is your role?

What contribution(s) will you make?

What “characters” will you need to bring to this interaction? (facilitator, cheerleader, etc.)

What is important for you to draw out of others? What process/tool will you use to engage others?

Indicate below how you think the meeting should play out if your plans work out. You can add your own measures at the bottom. After the meeting, mark how the meeting actually went.

<< More Accurate More Accurate >>

Others did all the talking ¡ ¡ ¡ ¡ ¡ ¡ ¡ I did all the talking

I let others manage the meeting ¡ ¡ ¡ ¡ ¡ ¡ ¡ I actively facilitated the meeting

I didn’t contribute effectively ¡ ¡ ¡ ¡ ¡ ¡ ¡ I contributed effectively

I didn’t advocate a particular view

¡ ¡ ¡ ¡ ¡ ¡ ¡ I advocated a particular view

I need to be more intentional about my presence

¡ ¡ ¡ ¡ ¡ ¡ ¡ I had the presence needed for this situation

¡ ¡ ¡ ¡ ¡ ¡ ¡


304

Developing Your Brand

Branding is the art of aligning what you want people to think about your company with what people actually do think about your company. And vice-versa. Jay Baer - Convince & Convert. Author with Amber Naslund of The Now Revolution

A brand is the essence of one’s own unique story. This is as true for personal branding as it is for busi-ness branding. The key, though, is reaching down and pulling out the authentic, unique “you”. Oth-erwise, your brand will just be a facade. The power of a strong logo in brand identity is that a simple visual can instantaneously communicate a brand and what it is about. Some large brands are able to do this by symbol only, without words, that is the Holy Grail that brands dream about.

Paul Biedermann – re:DESIGN - See more at: http://heidicohen.com/30-branding-definitions/#sthash.zfZMZH06.dpuf

Successful branding is what you do, not what you say or show. Successful branding requires your delivering consistently positive experiences for your constituents. It comes from keeping your promises to them, from earning their trust that your brand will do its best at every point of contact to deliver on what they want and expect from you. This trust leads to their choosing your brand again. Successful brands never take their con-stituents for granted. They never forget that most important to constituents are what’s in it for them, that con-stituents are distracted, and you must earn their attention. The logo and theme line are not the brand.

Jim Siegel – HealthCare Chaplaincy - See more at: http://heidicohen.com/30-branding-definitions/#sthash.zfZMZH06.dpuf

5 Steps in Branding

Step 1: Define your brand and become an expert. Take the time to do some soul searching and determine exactly who you are and what makes up your brand.

Step 2: Establish a presence.

Step 3: Generate brand awareness through networking.

Step 4: Remember the 3 Cs of branding. Clarity, consistency, constancy. Be clear in who you are and are not.

Step 5: Get feedback from those who know you best—at work, at home, anywhere. The true measure of your brand is the reputation others hold of you in their hearts and minds. Ask them what your core strengths are.


305

Developing Your Brand

Brand is defined as what other people say about you on two dimensions.

1. Capability-this typically points to your skill set, your expertise or your domain knowledge. This dimension focuses on what you are known for.

2. Personae-this dimension is more descriptive of who you are and how you show up for others.

What did you hear in the feedback you received on executive presence?

How would you like others to describe you on the two dimensions noted above?

In 6-12 months what are a couple descriptors you would like to hear people use when referring to you/ your brand?

What might you do to shape your brand in the direction you see as helpful?

Taking Care of YourselfMOR Leaders

306

Resiliency ScorecardRate your current state regarding resiliency

Defi

nite

Cha

llen

ge

Nee

ds Im

prov

emen

t

Do

Oka

y

Do

Effe

ctiv

ely

Defi

ne S

tren

gth

Not

App

licab

le

1 2 3 4 5 NA

Can handle changes well. c c c c c c

Am effective at not getting pulled into negative or cyni-cal mindsets.

c c c c c c

Bounce back from disappointments quickly. c c c c c c

When weighed down by something, have ways to work the issue.

c c c c c c

Have a circle of people who are helpful. c c c c c c

Have specific ways to jettison baggage. c c c c c c

Have a regular routine for physical exercise. c c c c c c

Have interests outside work that engage me. c c c c c c

Am able to maintain a positive outlook. c c c c c c

Have spiritual or religious practices that nourish me. c c c c c c

Feel centered much of the time. c c c c c c

Find my energy level to be a plus. c c c c c c

Becoming More Resilient

What are some things you do currently that help you be more resilient?


307

Finding Balance

You

Pursuits

Centered

Physical

Environmental

Connected

Growing

Sharing

In Touch

Loving

Caring

Support

Enjoy

Interest

Mental

Spiritual

Worthwhile

Focus

Family and Friends


308

Supports MeIs there for me

You

Close FriendsPeople to be with

People to Play/Have Fun withCreative, Enjoy, Laugh

Mentoring / Professional or Personal

Helps me look to the future

Coaches/ChallengesHelps me think about an

issue, keeps me honest

SpiritualHelps nourish the soul

People Who NurtureThose who nurture me/

People I nurture

LearningHelps me grow

Your Personal Support Network


309

Building Resilience

What are actions you can take to practice resilience every day?

What strategic commitments will you make to take care of and nourish yourself?

GraduationMOR Leaders

310

Graduation

GRADUATION/ LUNCH Noon

Welcome Introductions



Suggestions on How Can Your University Leverage This Investment?



Adjourn 2:00 pm

NotesMOR Leaders

311

Notes: KEEP A RUNNING LIST OF YOUR “AHA’S”

NotesMOR Leaders

312

Notes:

NotesMOR Leaders

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Notes:

NotesMOR Leaders

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Notes:

developing people and continuing your leadership journey

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