POHCLP801

Lead Self

Module 2

Leader Self-Management

Learner Guide

2019

Table of Contents

Welcome .............................................................................................................................. 1

Introduction .......................................................................................................................... 2

Servant Leadership .............................................................................................................. 4

Leading with Humility ........................................................................................................... 7

Workload Balancing ........................................................................................................... 10

Adaptability ........................................................................................................................ 14

Adapting leadership style ................................................................................................... 16

Influencing others .............................................................................................................. 18

Optimism ............................................................................................................................ 21

Wellbeing ........................................................................................................................... 24

Conclusion ......................................................................................................................... 27

References: ....................................................................................................................... 28

1

Welcome

Welcome to the module Leader Self-Management

“Self-management, therefore is all about becoming your own leader by training your mental, physical, social and intellectual faculties in different ways.” ~ Dr Prem Jagyasi

This module builds on the work that you started in module 1 in developing self-awareness by guiding you through exploration of some of the personal self-management competences underpinning leadership. You will build on this learning in subsequent modules. Marcel Schwantes (2019) reminds us that “leadership is not just a matter of cognitive ability (intelligence); it’s a matter of the heart.” He suggests both that the journey to great leadership starts with facing ‘tough truths’ about what constitutes leadership success; noting that you can’t call yourself a leader if:

• you don’t communicate like one

• you don’t operate with integrity

• you aren’t impacting people’s lives

• it’s all about you

• you’re not humble

• you don’t care for the people you lead. Learning outcomes: In this module you will be engaging with the second learning outcome element of the unit POHCLP801 Lead Self, which is: Manage self. This element requires you to reflect on and plan, implement and monitor personal strategies to develop your self-management/self-regulation leadership competence. In particular it requires you to demonstrate the ability to:

• strike a balance between confidence in your own ability and humility to continuously learn and be of service to others

• plan own workload and activities to meet responsibilities and commitments

• adapt your leadership style as appropriate to the situation

• embrace challenge, change and complexity

• listen to and influence others to generate enthusiasm and commitment to the organisation’s direction

• adapt and stay optimistic in the face of setbacks

• maintain your wellbeing to ensure sustainability in leadership role The nature of this module means that it is primarily delivered as self-managed learning, allowing you to engage in personal exploration and reflection at a time and place that suits you. It is important to remember that at times this process of developing self-awareness may be validating and encouraging and at others confronting and challenging, so using your journal of reflection and discussing with your mentor and course coordinator will be important tools in helping you to process the information.

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Introduction

“Leadership is not a rank. Leadership is not a position. Leadership is a decision. Leadership is a choice. It has nothing to do with your position in the organisation. If you choose to look after the person to the left of you and look after the person to the right of you, you have become a leader.” ~ Simon Sinek

You will recall from the previous module, Goleman identifies in his Emotional Competence Framework, that in addition to self-awareness, self-regulation and motivation are core competencies for achieving personal competence. Take a moment now to revisit these competencies and so that they are at the forefront as you move through this module. A key theme underpinning this module is that of choice and its relationship to accountability. We are each accountable for our choices, actions and behaviours. How we ‘show up’ as a leader reflects how we manage our reactions and responses to other people and situations that arise; and how we guide or facilitate ourselves and others in reaching goals. Self-management is a daily choice.

Activity 2.1: Leadership is a Choice

Simon Sinek asks us to think about what it would be like to work in an organisation in which we have the absolute confidence, the absolute knowledge, that other people who we may or may not know who work in the same organisation as us would be willing to sacrifice for us so we may achieve.

In the presentation below Sinek introduces the dynamics that inspire leadership and trust and how these define the key difference between someone who is just an ‘authority’ versus a true ‘leader’.

Watch: Simon Sinek. 2013. Why leaders eat last. 99U. Retrieved 20 September 2019 from: https://www.youtube.com/watch?v=ReRcHdeUG9Y

Duration: ~ 46 minutes. Reflection: Thinking about Sinek’s presentation:

• what resonated for you as he talked about EDSO and cortisone?

• what key insights did you get about leading yourself and leading others?

• how does the ‘circle of safety’ play out in your workplace?

• as a clinical leader, how do/can you influence the circle of safety?

• how may the way you lead influence patient safety?

• what are the challenges and opportunities you have identified for your role as a clinical leader?

Considering your reflections from this presentation what might you include in your leadership manifesto and/or leader learning and development plan?

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Activity 2.2: Introducing Leader Self-Management

Read: Kucala, D. 2017. “Leading by Example: A Guide to Self-Management”, Huffington Post. December 2017. Retrieved 20 September 2019 from: https://www.huffpost.com/entry/leading-by-example-a-guid_b_7270048

Reflection: Thinking about the article, reflect on how you ‘show up’ as a leader in relation

to the following dimensions of self-management:

• self-control

• productivity

• authenticity

• adaptability to change

• initiative Considering your reflections:

• what insights did you gain about:

• the relationship between self-management in these dimensions and leadership?

• your areas of strength in relation to these dimensions?

• personal challenges and opportunities in relation to these dimensions?

• what actions have you identified for developing self-management in these dimensions?

• what might you include in your leadership manifesto and/or leader learning and development plan and/or wellbeing plan?

4

Servant Leadership

“Leadership is about being of service to others, not being served by others.”

~ Howard Behar

Throughout the Course in Clinical Leadership in Public Oral Health Practice you will be introduced to a range of leadership styles that complement clinical leadership in the health sector. Here we are going to focus on servant leadership as an approach that has traction in the health care sector particularly because of the connection with service to both staff and clients. Robert Greenleaf, who coined the term ‘servant leadership’, says that a servant leader is someone who wants first to serve others and then through conscious choice aspires to lead. They focus on the growth and wellbeing of people and the communities to which they belong. A servant leader:

• focuses on service to others;

• puts other people’s needs first and shares power with them; and

• actively contributes in the development and performance of people to help them perform as highly as possible.

Activity 2.3: Introducing Servant Leadership

Read: Your complete guide to servant leadership. 6Q Blog Retrieved 20 September 2019 from: https://inside.6q.io/servant-leadership-guide/

Belton, L. W. & Anderson, P. 2017. ”Servant Leadership: A journey, not a race”. HealthManagement, Volume 17 - Issue 4, 2017 Retrieved 27 September, 2019 from: https://healthmanagement.org/c/healthmanagement/issuearticle/servant-leadership-a-journey-not-a-race

Dittrich, L. A. 2019. “Servant Leadership in Healthcare: A Natural Fit”. Cath

Lab Digest. Volume 27, Issue 4. April 2019. Retrieved 27 September, 2019 from: https://www.cathlabdigest.com/content/servant-leadership-healthcare-natural-fit

Reflection: Thinking about the perspectives on servant leadership shared in these readings.

• What do you understand to be the essence of and the ‘why’ for servant leadership?

• What are the distinguishing traits, skills and competencies identified for servant leaders and how do they resonate with you?

• What is the ‘fit’ between servant leadership and the health care environment?

• What challenges and opportunities do you see for incorporating servant leadership in your daily practice as a clinical leader?

Summary: Considering your reflections:

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• what insights did you gain about:

• servant leadership?

• your areas of strength in relation to this type of leadership?

• personal challenges and opportunities with this approach?

• what might you include in your leadership manifesto and/or leader learning and development plan?

In the following activity you will hear from two practitioners of servant leadership (David Marquet and Howard Behr) and how they have applied servant leadership in quite different settings. Both highlight their key learnings and offer insights to arguably ‘universal’ principles and approaches that can be applied as leaders in the health care context.

Activity 2.4: Leadership in service of others: Putting people first.

David Marquet is a retired US Navy Captain. His learnings from experience of being assigned command of the Santa Fe (a nuclear powered submarine) that was ranked last in retention and operational standing and then ‘turning the ship around’ is captured in the clips below. He says: “being a leader in service to others is the triumph of deliberate action over impulsive reaction”.

Watch: Marquet, D. 2012. How Great Leaders Serve Others? TEDxScottAFB

Retrieved 20 September 2019 from: https://www.youtube.com/watch?v=DLRH5J_93LQ

Duration: ~ 18 minutes.

Marquet, D. 2014. What is leadership? Leadership Nudges. Retrieved 20 September 2019 from: https://www.youtube.com/watch?v=pYKH2uSax8U

Duration: ~ 9.30 minutes.

Reflection: Thinking about the clips above, consider how Marquet’s perspective on leadership can be applied to clinical leadership. For each reflection question below consider how this approach may link to clinical governance and value based health care.

• What resonated for you in these clips? Was there anything you found uncomfortable or challenging?

• What insight did you gain about the importance of leader self-control?

• How does/can ‘giving intent’ apply? What would you do to achieve this for your team?

• How do/would you incorporate the pillars of technical competence (is it safe) and organisation clarity (is it the right thing to do)?

• Why is giving control to the team important for client safety and quality of care? What does this look like? Can you see links to giving control to the client?

• How do/can you create the environment where people are empowered to make better decisions? Consider both staff and clients.

• What challenges and opportunities do you see for applying this approach both for yourself as a leader, and for the team?

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Watch: Prichard, S. Servant Leadership: Interview with Howard Behar. Skip Prichard. Retrieved 20 September 2019 from: https://www.skipprichard.com/what-coffee-hats-and-brooms-teach-about-servant-leadership/

Duration: ~ 26 minutes.

Reflection: Thinking about the perspective on servant leadership shared by Howard Behr and how it can be applied to how you ‘show up’ as a clinical leader.

• What resonated for you in this clip? Was there anything you found uncomfortable?

• What challenges and opportunities do you see for applying this approach both for yourself as a leader, and for your team?

• How do/can you support accountability within the team? What mechanisms need to be in place?

• Think about the following principles and how they may be incorporated within your practice as a leader:

• ‘Know who you are and wear one hat’ (values)

• ‘The person who sweeps the floor should choose the broom’ (empowerment)

Summary: Considering your reflections from this activity:

• what additional insights did you gain about:

• servant leadership?

• your areas of strength in relation to this type of leadership?

• personal challenges and opportunities in embracing this approach?

• what will you continue to do, and/or do differently in your practice as a clinical leader following your reflection?

• what might you include in your leadership manifesto and/or leader learning and development plan?

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Leading with Humility

“Humility is not thinking less of yourself, but thinking of yourself less.” ~ C.S. Lewis

One of the capabilities you would have noticed in discussions so far, is that of leading with humility, or as some refer to it ego-less leadership. Marcum and Smith (2007, p.103) define humility as “intelligent self-respect that keeps us from thinking too much or too little of ourselves. It reminds us how far we have come, while at the same time helping us see how far short we are of what we can be”. They explain humility as equilibrium across three unique properties (depicted in figure 1) that enable us to stay constantly aware that we are ‘unfinished’ and strive to constantly improve, with the deepest level of humility occurring at the intersection of all three properties. Figure 1. Properties of Humility (Marcum and Smith. 2007. p.107.)

What is the essence of these properties? We, then me The core ambition of humility is devotion to progress. It

doesn’t exclude what we need personally, rather it prioritises the focus on ‘others first and me second’. It is the belief that by putting what others need first, we will enable both ourselves and others to be better.

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I’m brilliant, and I’m not This is the fusion of traits that may otherwise appear to be in

conflict; it allows ‘opposing’ traits to co-exist without sacrificing our personality. It adds complements to our strengths so they don’t become one dimensional. It leads us to an appropriate sense that we are ‘unfinished’. It is the admission that we are knowledgeable and ignorant, strong and weak, right and wrong, capable and at the same time incomplete.

One more thing This dimension works in conjunction with devotion to

progress. It is about the pursuit of perfection. It has been described as ‘dissatisfaction with satisfaction’. It is characterised by an obsession with continuous improvement rather than with reaching a final destination (a state of perfection). Remember, something doesn’t have to be broken to be improved.

Activity 2.5: Leading with Humility Matters The following 3 readings are short thought pieces on being a humble leader. Through these readings you will be introduced to:

• the ‘why’ for leaders to have a humility mindset;

• 5 traits of people who lead with humility; and

• 11 key skills of humble leaders.

Read: Brockis. J. 2019. “Leading with Humility: The Rise of the Humble Leader”, CEO Magazine. June 2019. https://www.theceomagazine.com/business/management-leadership/leading-with-humility-the-rise-of-the-humble-leader/

Keijzer, P. 2018. “5 Reasons Why Humility is an Essential Leadership Trait”. Business 2 Community. March 2018. https://www.business2community.com/leadership/5-reasons-humility-essential-leadership-trait-02026513

Daskal, L. “The Best Leaders are Humble Leaders”. https://www.lollydaskal.com/leadership/thebestleadersarehumble/

Reflection: Thinking about your reading

• What insights did you gain about the relationship between humility and leadership?

• What might be challenging in the process of practicing with humility?

• What traits, skills and competencies do you already have that support leading with humility, and which do you need to develop or would like to develop further?

• What connections can you make to other leadership themes you have explored in this module so far.

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Summary: Considering your reflections for this activity:

• what additional insights did you gain about:

• leadership more broadly and how you might apply these in practice as a clinical leader?

• your areas of strength in relation to leading with humility?

• personal challenges and opportunities in embracing this approach?

• what will you continue to do, and/or do differently in your practice as a clinical leader following your reflection?

• what might you include in your what might you include in your leadership manifesto and/or leader learning and development plan?

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Workload Balancing

“The key is not to prioritise what’s on your schedule, but to schedule your priorities.” ~ Stephen Covey

We are constantly making choices about how we spend our time across all the dimensions of our life and then living with the consequences of those choices. As leaders we can find ourselves challenged to manage our workloads to sustain performance while at the same time managing our wellbeing. Amy Jen Su (2016) suggests you can get better at maximizing your time by practising the 4P’s: priorities, people, planning and being present.

We will be exploring wellbeing later in this module, but it is important to note here that balancing our workload and managing our time is a key part of our approach to personal wellbeing. The 4Ps provides a framework that can “help you shift from feeling unsettled and exhausted to working smarter, being more present, and spending time on the things that matter most. Focusing on these areas can improve your self-care (more breaks, sleep, and exercise), sense of purpose (more meaning and satisfaction), and leadership presence (showing up as your best self).” (Su. A. J. 2016)

Activity 2.6:

In the clip below Amy Jen Su applies the 4Ps to gives insights to Leadership Endurance which she describes as “a set of processes and pillars that can help you to get on top of your workload, scale, expand capacity and reclaim a little balance”. Amy’s presentation incorporates a coaching approach, so have your reflection journal handy so you can ‘participate’ in the session and capture key learnings as you go.

Watch: Su, A. J.2017.“How to Manage the Workload of Being a Leader” HBR Live 25 January 2017.

This video is available at: http://paravispartners.com/category/leading-self/ or via facebook at: https://www.facebook.com/HBR/videos/10154771284102787/

Duration: ~ 50 minutes

Reflection: Revisit the notes you made in your journal of reflection during the presentation.

• What were your key learnings from this video? What resonated with you? Were some ideas presented challenging for you?

• What did you take away as things you want to focus on to support you in self-managing for endurance as a clinical leader?

• What action plans will you put in place?

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Covey and Merrill (1994) have developed the Time Management Matrix (Figure 2 below) as a tool to focus us in dealing effectively with ‘urgency’ and ‘importance’ as the two primary factors through which we view our time. Their key message is ‘put first things first’; some things matter and other things don’t and highly effective people know the difference. Figure 2. Time Management Matrix (adapted from Covey et al. 1994. P.37)

The time management matrix enables us to categorise our activities into four quadrants on the basis of urgency and importance to help us get clarity on what’s really important.

• Quadrant 1 involves activities that are both urgent and important. We need to spend time in this quadrant. “This is where we manage, where we produce, where we bring our experience and judgement to bear in responding to many needs and challenges. If we ignore it we become buried alive. But we also need to realise that many important activities become urgent through procrastination, or because we don’t do enough prevention and planning.” (Covey et al. 1994 p. 37)

• Quadrant 2 includes activities that are important but not urgent. “Here’s where we do our long-range planning, anticipate and prevent problems, empower others, broaden our mind and increase our skills through reading and continuous professional development, envision how we’re going to help [others], prepare for important meetings and presentations, or invest in relationships through deep, honest listening. Increasing time in this quadrant increases our ability to do.” (Covey et al. 1994 pp. 37-38) It is important to spend time in this quadrant to keep many things from becoming urgent. It provides an antidote to an enlarging quadrant 1.

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• Quadrant 3 includes activities that are urgent but not important. This quadrant is like the ‘phantom’ of quadrant 1 because “the noise of urgency creates the illusion of importance. But the actual activities, if they important at all, are only important to someone else. . . We spend a lot of time in Quadrant III meeting other people’s priorities and expectations, thinking we’re really in Quadrant I.” (Covey et al. 1994 p. 38)

• Quadrant 4 includes activities that are not urgent and not important. We really shouldn’t be in this quadrant at all, but we can find ourselves here if having spent too much time in quadrants 1 and 3 we are weary or burnt out and seeking to ‘escape’. Quadrant 4 is characterised by activities that are really ‘time-wasters’. This is not a quadrant of survival but rather of deterioration. (Covey et al. 1994 p. 38)

Before moving on, take a moment to think about your life over the past week and using the Time Management Matrix place each of your last week’s activities in one of these quadrants. Think carefully when deciding between quadrants 1 and 3, because it is easy to confuse something that is urgent with importance. Where did you spend most of your time? Covey et al suggest that many people, driven by urgency, spend the majority of their time in quadrants 1 and 3 at the expense of spending time in quadrant 2. They suggest this is because quadrants 1 and 3 ‘act on you’; whereas quadrant 2 because it is not urgent requires you to ‘act on it’. Rebalancing is important to ensure you give appropriate time to key quadrant 2 activities which include (Covey et al. 1994. p 39) :

• improving communication with people

• better preparation

• better planning and organising

• taking better care of yourself

• seizing new opportunities

• personal development

• empowerment

Activity 2.7:

In the article below, Paul and Stroh set out to help leaders update their approach to time management to address contemporary challenges in work. They address the key elements for: increasing sustainable productivity; reducing phantom workload; managing time in the four domains of guiding, strategising, relating and doing; and changing behaviour. Throughout the article they pose questions to guide us in thinking about our current practice and to explore strategies to change practice, so once again have your journal of reflection handy to help you record your reflections as you move through the article.

Read: Paul, M. & Stroh, D. 2019. “Managing your time as a leader”. The Systems Thinker. Retrieved 20 September 2019 from: https://thesystemsthinker.com/managing-your-time-as-a-leader/

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Reflection: Revisit the notes you made in your journal of reflection during the reading.

• What resonated with you?

• What did you take away as things you want to focus on to support you in self-managing for endurance as a clinical leader?

• What action plans will you put in place? Action: From your reflection choose one area from the four domains you would like

to alter to assist you in managing your time and apply the 7 step process for personal change outlined in the article. You should use your journal of reflection to record your journey through this cycle. For the purpose of this exercise it is not necessary to ‘go big’ with the change you identify. The aim is for you to both to gain experience in applying the process, and to gain personal benefit from applying strategies to real opportunities for you to improve self-management of your time. To move through each of the 7 steps for the issue/opportunity you have chosen (particularly through the steps of taking effective action and going deeper) may continue beyond this module, but you should be able to engage with each stage of the cycle over the duration of the unit Lead Self.

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Adaptability

“The most important factor in survival is neither intelligence nor strength but adaptability.” ~ Charles Darwin

Activity 2.8: Personal Behavioural Preferences in Responding to Change Before we explore this section, take some time to think about your response to change. Reflection: Consider the changes you have experienced in your personal and

professional life.

Thinking about a recent change, reflect in your journal on the following questions: 1. What is your instinctive response to change? 2. How do you manage yourself to deal with change?

Look back at the Talent Q assessment and reread your report through the lens of change, flexibility, adaptability and self-confidence. The ‘drives and emotions’ themed sections of the report is a good place to start. What insights did this give you about your adaptability?

You would no doubt have heard people use the phrase ‘change is the only constant’; and in this course we have spoken about the VUCA World in which we live and work, that is, one which is characterised by volatility, uncertainty, complexity and ambiguity. In this environment we need to seek new orientations and take a fresh approach to leadership. The VUCA world challenges us to: find our own way; develop empathic behaviour; be concerned for people and their needs; and be clear about the meaning and purpose of our work. Adaptability (flexibility and agility) is one of the key self-management competencies we each need in this environment. You will recall from module 1, that Goleman identified ‘adaptability’ (flexibility in responding to change) as one of the competencies in the domain of self-regulation. He identifies the capabilities of someone who demonstrates this competence as (Goleman.1998, p.95):

• smoothly handling multiple demands, shifting priorities and rapid change;

• adapting own responses and tactics to fit fluid circumstances; and

• being flexible in how one sees events. Goleman (1998. pp 95-99) suggests that people who lack adaptability are ruled by fear, anxiety and a deep personal discomfort with change. In contrast those who have developed the competence of adaptability are:

• open to and in fact relish change and find exhilaration in innovation

• open to new information and can let go of old assumptions so that they adapt how they operate

• comfortable with the anxiety that can come with the new or unknown and are willing to try a new way of doing things

• flexible in taking into account multiple perspectives on a given situation

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• able to stay comfortable with ambiguity and remain calm in the face of the unexpected.

He reminds us that another competence that supports adaptability is self-confidence.

Activity 2.9: An adaptive mindset

Adaptability stems from an adaptive mindset, which is all about agility. “It is the ability to look at your current situation, embrace flexibility to handle change, and make the best of a situation to achieve success.” (study.com)

A person with an adaptive mindset:

• is receptive to other possibilities and ideas

• is willing to step out and make mistakes

• gives focus to growing and progressing

• is open to changing and adapting as the situation changes and adapts.

Read: Boss, J. 2015. “14 Signs Of An Adaptable Person”. Forbes. Retrieved 20 September 2019 from: https://www.forbes.com/sites/jeffboss/2015/09/03/14-signs-of-an-adaptable-person/#60557bc616ea

Keating, K.. 2018. “3 Traits of Adaptable Leaders”. Association for Talent Development. Retrieved 20 September 2019 from: https://www.td.org/insights/3-traits-of-adaptable-leaders

Reflection: Thinking about the traits of an adaptable person/leader described in the

readings above:

• Which traits do you think you display? What examples can you think of that demonstrate these traits?

• Which traits present the most challenge for you? Why do you think this is the case? What might you do differently to develop these traits?

Summary: Considering your reflections for this activity:

• what additional insights did you gain about:

• the relationship of adaptability to the role of the clinical leader?

• your areas of strength in responding to change and the ‘unknown’?

• personal challenges and opportunities in responding to change?

• what might be some of the challenges in implementing the change associated with your workplace project?

• think about your team members, how adaptable are they to

change?

• how will you demonstrate change leadership?

• what strategies can you put in place to ease the transition for yourself and others affected by the change?

Note: we discuss change management in more detail in other units of this course. This is an opportunity for preliminary thinking.

• what might you include in your what might you include in your leadership manifesto and/or leader learning and development plan and/or wellbeing plan?

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Adapting leadership style

“The most effective leaders will employ a variety of leadership styles to get the best out of each individual employee or team – they know there is no one-size-fits-all. Adaptive leadership means tweaking your default style to individuals rather than trying to be a leadership chameleon.” ~ Rony Chiha

Leaders often possess a range of leadership strengths and personal qualities that lend themselves to effective leadership in a variety of situations. The key to effective leadership lies in adaptability and knowing when to rely on which strengths and when to adopt different styles to suit different organisational and employee circumstances. We will be developing this theme in later Units in the Course.

Goleman (2000) in his article Leadership That Gets Results, explains six distinct styles of leadership that have emerged from research. These styles are: Coercive, Authoritative, Affiliative, Democratic, Pacesetting; and Coaching. Attachment A of this learner resource uses a table from the Goleman article to summarise each of the 6 styles. It provides a high level overview of how different leadership styles affect performance and results; and guidance on when leaders should switch between them. Key learnings from this research reveal that:

• each style springs from different components of emotional intelligence;

• individually the styles appear to have a direct and unique impact on the working atmosphere (climate); and

• leaders who achieve the best results do not rely on a single style, but rather apply most of them seamlessly and in different measure depending on the business situation.

Activity 2.10:

Reflection: Take a moment now to revisit your leadership profile in the Talent Q Personality Assessment which you completed in Module 1. Reflect again on what you learnt about your leadership style preferences, strengths and potential derailers.

Read: Goleman, D. 2000. ‘Leadership That Gets Results’. Harvard Business

Review. March-April 2000. https://hbr.org/2000/03/leadership-that-gets-results

Reflection: It is important to think about how you might develop your competencies in these styles to apply them to different situations, because the research “strongly suggests that switching flexibly is well advised”. (Goleman. 2000).

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Consider each of the 6 leadership styles described in the Goleman article in relation to your preferences in the TalentQ assessment.

• Which of the styles most align with your strengths?

• Which styles present the most challenge for you?

• Think about situations where you may need to adopt each style in your role as a clinical leader.

• Are there some styles that are more applicable in this role than others?

• Which style/s do you think would support a positive team climate?

Summary: Considering your reflections for this activity:

• what additional insights did you gain about leadership and how you might apply these in practice as a clinical leader?

• what will you continue to do, and/or do differently in your practice as a clinical leader following your reflection?

• what might you include in your what might you include in your leadership manifesto and/or leader learning and development plan?

Activity 2.11: Adapting your leadership style

In the article below, Boss outlines a 4-step process for adapting your leadership style to the situation.

Read: Boss, J. 2015. How To Change Your Leadership style And Adapt For The Right Situation. Forbes. 7 Feb 2015. Retrieved 20 September 2019 from: https://www.forbes.com/sites/jeffboss/2015/02/07/how-to-change-your-leadership-style-and-adapt-for-the-right-situation/#666e94d271e5

Reflection: Thinking about your workplace project, how might you apply the DACA process outlined in this article?

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Influencing others

“Leadership is intentional influence” – Joseph Grenny

Activity 2.12: Personal Preferences in Influencing Look back at the Talent Q assessment you completed for module 1. Review your report through the lens of influencing, empathy. What insights did this give you about your influencing capabilities?

In module 1, we saw that Goleman identified ‘influencing’ (wielding effective tactics for persuasion) as one of the competencies in the domain of social skills (adeptness at inducing desirable responses in others). He identifies that people who demonstrates this competence (Goleman.1998, p.169):

• are skilled at winning people over;

• fine tune presentations to appeal to the listener;

• use complex strategies like direct and indirect influence to build consensus and support; and

• orchestrate dramatic events to effectively make a point. Goleman suggests that “people who, despite their good intentions, fail to connect emotionally fall at the bottom of the influence hierarchy. They may mean well, but they lack the means to get their message across.” (1998. p.172). People who are adept at influence (Goleman. 1998. pp 169 – 171):

• are able to sense or anticipate their audience’s reaction to their message

• can effectively carry everyone along toward an intended goal

• know that a simple good argument may not be enough to win others over

• able to notice when logical arguments are falling flat and when appeals that are more emotional may add impact

• have the ability to sense what kind of appeals will persuade key decision makers

• use strategies such as: o impression management o appeals to reason and facts o dramatic arguments or actions to capture attention and arouse emotion o building coalitions and behind the scenes support o emphasising key information

• first build rapport (identify a bond or commonality) – this is an essential step

• understand consensus building is crucial

• use indirect strategies such as: o networks of people that everyone knows, likes and respects o establish chains of influence

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Activity 2.13: Influencing others

In the video below Rock outlines an integrated model based on findings from neuroscience research to maximise our ability as leaders to influence others.

Watch: Rock, D. 2010. SCARF Model: Influencing Others. MybrainSolutions. Retrieved 12 October 2019 from: https://www.youtube.com/watch?v=isiSOeMVJQk

Reflection: Think of a team you have been part of where team members worked together well together and contributed to the achievement of team goals and/or adopted new practices. Apply the SCARF model as the basis of reflection for this experience to see if you can identify where the components of the model were applied by the team leader/manager to influence the

performance of the team as a whole and the individuals within the team. What were they doing, saying in demonstrating these components? How did you feel? What were you thinking? What have your learnt about leadership from this experience?

Thinking about your role as a clinical leader how do you think the SCARF model would apply? How might it be applied to achieving success with your workplace project?

In the video below, Carucci outlines the 4 capabilities great leaders use to influence: context; breadth; choice; and connection.

Watch: Carucci, R. 2018. “The secret to having influence.”. TEDxBeaconStreet. Retrieved 20 September 2019 from: https://www.youtube.com/watch?v=b1ODwwPd60s

Reflection: Think about a leader you have experienced (personally or professionally) who demonstrated the capabilities outlined in this video. How would you describe your experience of being led by them? What did you see them do? What did they say? How did you feel? What have you learnt about leadership from this experience?

Thinking about your role as a clinical leader how do you think these 4 capabilities would apply? How might they apply to achieving success with your workplace project?

Carucci explained we can develop the 4 capabilities by:

• cultivating curiosity

• cultivating the ability to build bridges between people

• cultivating courage

• cultivating empathy

Reflecting on the above, which areas do you think are your strengths and which have you identified as challenging and/or opportunities? If not having all of these capabilities is a potential derailer for leadership, what plans might you put in place to develop them?

Read Daskal, L. “How to dramatically increase your influence as a leader.” Retrieved 20 September 2019 from:

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https://www.lollydaskal.com/leadership/how-to-dramatically-increase-your-influence-as-a-leader/

Reflection: Daskal advocates that a commitment to self-improvement is an important step in developing your ability to influence. She outlines 12 actions you can take to increase your influence with people. You will note that these actions are underpinned by some of the material covered earlier in this unit.

Thinking about your role as a clinical leader, consider each of the actions outlined and how you might incorporate them in your practice. Thinking about your workplace project, consider how these actions may be incorporated in your change strategy.

Read: Gleeson, B. 2016. “Leadership and the 7 I’s for Influencing Others”. Forbes. Retrieved 20 September 2019 from:

https://www.forbes.com/sites/brentgleeson/2016/07/06/leadership-and-the-7-is-for-influencing-others/#44b32cb331a7

Reflection: In this article Gleeson summarised, through the 7 I’s, many of the aspects

covered previously. Thinking about your role as a clinical leader, does this article offer any new or clarify and existing insights to how you will practice as a leader? Thinking about your workplace project, are there any learnings for you in how you will plan for and implement the project to achieve success?

Summary: Considering your reflections for this activity:

• what additional insights did you gain about:

• the relationship of influence to the role of the clinical leader?

• your areas of strength in influencing others?

• personal challenges and opportunities in influencing others?

• what might be some of the challenges in influencing others associated with your workplace project?

• think about your team members and other key stakeholders

• how will you demonstrate influence?

• what strategies can you put in place? Note: we will revisit leadership influence as we move through other modules in this unit and other units in this course. This is an opportunity for preliminary thinking about the strategies, capabilities and competencies required for influencing.

• what might you include in your what might you include in your leadership manifesto and/or leader learning and development plan?

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Optimism

“The basis of optimism does not lie in positive phrases or images of victory, but in the way you think about causes.”

~ Martin Seligman

The American Psychological Association defines optimism as “the attitude that good things

will happen and that people’s wishes or aims will ultimately be fulfilled.” They explain

optimists as “people who anticipate positive outcomes, whether serendipitously or through

perseverance and effort, and who are confident of attaining desired goals”.

Activity 2.14:

Most people lie somewhere on the continuum between pure optimism and pure pessimism but tend to demonstrate relatively stable or situational tendencies in one direction or the other.

Reflection: Take a moment now to revisit the Drives and Emotions section of the Trait and Indicator Profile (and associated competency profile) in your Talent Q Personality Assessment Report. Review your preferences in this section, giving particular attention to: resilience, optimism, coping with difficulty, and goal orientation.

Optimism is a cognitive construct (relating to our expectations of the future) that intertwines cognitive, emotional and motivational processes. It can be understood as a personality trait related to positive expectations of future events. The author manuscripts for Smith etal (2014) and Carver & Scheir (2014) included in the reference section of this module provide an introduction to some insights from research into optimism. Some of these insights are summarised here:

Orientation Optimism is the expectation that one’s own outcomes will generally be positive. When optimists think toward the future, they are able to generate more vivid mental images of positive events than are pessimists.

Interpersonal style Individuals with high optimism are associated with a warm

dominant interpersonal style that is more likely to attract warm and accommodating actions such as cooperation and trust. This is in contrast to individuals with high pessimism which is associated with a cold, aloof or hostile and somewhat submissive style that is more likely to invite distance, quarrelsomeness and criticism.

Social support Optimism is associated with increased social support and decreased aversive interpersonal experiences (e.g. conflict). While optimists report having greater social support than

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pessimists there is some indication that it is the perception of support that matters rather than actual provision of support.

Social conditions/ relationships

Optimists seem to work harder at relationships, engage in more constructive problem solving, and handle relationship crises more successfully than pessimists. They thrive in a wide range of social conditions and tend to have larger networks and ties with others that cross age, educational, and racial boundaries.

Effort Optimists appear to discriminate where to invest their personal resources. They are better at balancing their effort when pursuing multiple goals, tending to increase their goal engagement for high priority goals (and thus are more likely to attain them), and decrease engagement for low priority goals.

While optimists are no more capable than those who are less

optimistic, they are more persistent in their academic and professional efforts over time

Resilience Optimists endorse the belief that a stressful present can change to a better future. Optimism supports resilience through greater exposure to affiliative experiences, lower levels of cold and quarrelsome experiences, less frequent and pronounced effortful exertion of influence or control over others, and less exposure to unwelcome control from others.

Health and wellbeing

Optimists fare better emotionally and psychologically than pessimists when confronting health problems. Illness burden promotes greater anxiety among persons low in optimism.

Optimists take a proactive approach to health promotion. They are less likely to smoke, more likely to exercise, have more healthy diets, and are more likely to improve their diets than pessimists.

You will recall from module 1, that Goleman identified ‘optimism’ (persistence in pursuing goals despite obstacles and setbacks) as one of the competencies in the domain of motivation. He explains optimism as:

• a strong expectation that, in general, things will turn out all right in life, despite setbacks and frustrations.

• an attitude that buffers people against falling into apathy, hopelessness, or depression in the face of tough going.

He reminds us that a near cousin of optimism is hope: knowing the steps needed to progress towards a goal and having the energy to pursue those steps. The competence of optimism is about striking a balance so that we can remain hopeful and benefit from the fruits of optimism while protecting ourselves from the pitfalls of unrealistic optimism. People who demonstrates the competence of optimism (Goleman (1998, p.122)

• persist in seeking goals despite obstacles and setbacks • operate from hope of success rather than a fear of failure • see setbacks as due to manageable circumstances rather than a personal flaw

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Goleman (1998, pp. 126-129) suggests that in contrast to people who have a pessimistic view who see setbacks as confirming some flaw in themselves that cannot be changed, those who demonstrate optimism:

• see a setback as a result of factors they have the power to do something about.

• can deal with a setback by finding a positive response.

• can more readily make a realistic assessment of a setback and admit how they contributed to it.

• see failure as a lesson to learn from for next time. Sandford (2019) and Gallo (2012) suggest the following reasons why optimism is one of the key traits for leadership:

• optimists see opportunity where others see uncertainty and despair; they are solution focused and not afraid of failure

• optimists deal with adversity with a positive attitude

• optimists are inspiring communicators; they use the language of motivation

• optimists are future orientated thinkers; they see the big picture – they help us fight the ‘recency effect’; they rally people to a better future

• optimists’ behaviours are infectious

• optimists value the principle of collaboration

• optimists have a success mindset

Activity 2.15: Leader Optimism

Watch: Reinhart, K. 2017. Leadership Character #28 Optimism

https://www.youtube.com/watch?v=JUhoUxeI8HA

Duration: ~ 4 mins

Reflection: Thinking about this short video, what insights did you gain to the relationship between optimism and leadership.

In your journal reflect on:

• how are you perceiving things in your world?

• who is the most powerful optimist in your life?

• your optimism, your hopeful mindset and how it fits into your leadership

• the members of your team and analyse if they are ‘firelighters’ or ‘firefighters’. What impact may these have on your leadership and your workplace project?

• what strategies can you put in place to help you build your optimism and

lead with optimism, particularly in times of challenge or adversity?

Action: In your journal

• at the end of every day:

• identify at least 3 good things that happened.

• imagine your best possible self

• when completing reflective practice exercises try to make optimistic explanations for events.

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Wellbeing

“Consider the last time you flew on an airline. In the unlikely event of cabin decompression, all passengers are instructed to don their own oxygen mask before aiding the person sitting next to them, even if that person is a child. In other words you are no good to anyone else if you are overcome by smoke inhalation. The same holds true for the health and wellbeing of a leader. By taking care of yourself, you can take care of others. By taking care of yourself, you can influence others to do the same, you can better lead others and make wiser decisions.”

~ hcamag.com

Activity 2.16: Flourishing

In the video below, Martin Seligman introduces his theory of wellbeing as a notion that has

5 pillars which are captured by the acronym PERMA: positive emotion; engagement; relationships; meaning; and accomplishment. Seligman tells us that each element: contributes to wellbeing; can be pursued for its own sake; is measurable and teachable; and that by focusing on the 5 elements we can flourish.

Watch: Martin Seligman. 2012. Flourishing: A new understanding of wellbeing.

Happy and Well. https://www.youtube.com/watch?v=e0LbwEVnfJA Duration ~ 30 mins

Reflection: Reflecting on the presentation:

• did you have any insights about wellbeing generally; influencers of your personal wellbeing; and wellbeing and leadership?

• what strategies could you adopt in your leader development and wellbeing plans to help you to develop these elements?

• have you taken any insights from this presentation that would inform your leadership manifesto, that is, how you would lead others to support their wellbeing?

To find out more about this topic you can visit the University of Pennsylvania

Authentic Happiness website at https://www.authentichappiness.sas.upenn.edu/home

This website offers a number of free questionnaires you can take to explore the constituents and elements of wellbeing. You will need to register with this site to be able to take the surveys. Registration is free.

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Activity 2.17: Wellbeing is a Skill

In the video below, Richard Davidson introduces 4 scientifically validated constituents of wellbeing: resilience; outlook; attention; and generosity. A key message is that wellbeing is a skill which can be developed through training and experience, which means we each have the opportunity to intentionally shape our minds in ways that shape our brains to enable these constituents of wellbeing to be strengthened.

Watch: Richard Davidson. 2016. The Four Constituents of Well-Being. Good Science

Center. https://www.youtube.com/watch?v=HeBpsiFQiTI Duration ~ 14 mins

Reflection: Reflecting on the presentation:

• did you have any insights about wellbeing?

• what strategies do you currently use that support you to develop the 4 constituents?

• what strategies could you adopt in your leader development and wellbeing plans to help you to develop these constituents?

Activity 2.18: Our Stress Mindset In the podcast below Michelle McQuaid interviews Alia Crum on how our mindsets can impact our levels of stress, the effectiveness of exercise and healthy eating, and the impact of gender in workplaces.

Listen: Dr Alia Crum on Are Your Mindsets Stressing You Out? https://www.michellemcquaid.com/podcast/mppw53-dr-alia-crum/ Duration ~20 mins

Reflection: Reflecting on the podcast:

• what did you learn about mindsets?

• what do you currently experience as stress in your role? How do you view this stress?

• using Crum’s 3 step approach, can you reframe your mindset in relation to these stressors?

You may like to take the stress and empathy questionnaire on the Authentic Happiness website (mentioned earlier).

One of the challenges for leaders is prioritising their own wellbeing amongst the other often immediate challenges of leading. Think back to the principles of the time management matrix. Rebalancing is important to make sure we incorporate strategies for our own wellbeing as part of our routine.

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Activity 2.19: Taking Care of Yourself This activity is based on reflection questions from the Harvard Business Review Leader’s Handbook by Ashkenas and Manville (2019. pp. 212 – 221). It is an opportunity for you to pause and reflect on taking care of yourself in your leadership role. You will be considering other aspects as you progress through the next modules of this unit. Your reflections here will assist you in developing your leader wellbeing plan.

Part A As a clinical leader, how satisfied am I today in my job with:

• my personal productivity? How I allocate my time and prioritise my calendar?

• managing the flow of demands on my time from colleagues, clients and other stakeholders?

• finding the right balance between doing and thinking?

• really understanding the relative priority of my work versus my non-work life?

• having the opportunity to consistently maintain my health and level of energy?

• having enough time with family or friends outside of work?

• having enough time for social, community or other civic organisations I care about?

• having the opportunity to pursue spiritual renewal or engage with personal religious beliefs?

Review your answers to these questions. Think about each issue, especially where you have low satisfaction:

• What’s holding you back from higher satisfaction today?

• What are some changes, mechanisms, or new disciplines you could develop to improve your situation?

• Are there people (colleagues, mentors, coach) who could help you devise, and then support, your improvement strategies?

• How will you measure your progress, and how can you regularly review that progress to correct course and improve over time?

Part B This part of the reflection provides an opportunity for you to consolidate your thinking to help you develop your wellbeing plan. 1. What kind of personal strategies do I have, or do I need to develop, to be both self-

protective and energised as a leader? 2. How am I balancing my commitments to work with whatever else I want to do in terms

of family friends and activities? Am I being intentional and explicit about the trade-offs or are they just happening over time?

3. What am I doing to take care of myself physically and emotionally? Do I have ways of renewing my energy periodically after intense periods of work?

4. What are my personal metrics of success for my life and my career? How can I keep these metrics in perspective as I continue to advance as a leader? What can I do to find greater balance and even integrate different areas of my life where I spend my time, or would like to spend more time?

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Conclusion

“Mastering others is strength; mastering yourself is true power.” ~ Lao Tzu

With this last activity completed you have commenced you journey in developing the knowledge and skills for self-management as a leader. In module 1, we realised that self-reflection and self-discovery is an ongoing process which you should continue throughout your professional career. In this module we introduced leading with humility, an approach that embraces our commitment to continuous development, and this naturally applies to awareness and development of our competencies in managing ourselves as leaders. As you progress through the remaining modules in this unit, and in other units within the Course, you will engage in reflection activities that will support you to continue this

process.

You next module in the Lead Self unit, is Leader Personal and Professional Growth. Before moving on to the next module take some time to revisit your journal and reflect on what you have learned to date.

You should also take the opportunity to revisit the assessment tasks for the unit and think about how your learning may be applied to each task. At this stage you should be:

• regularly recording your thoughts and experiences in your journal of reflection and using these in your discussions with your mentor

• regularly meeting with your mentor

• regularly using the Gibbs Reflective Cycle to engage in critical reflection of workplace events that have occurred and situations/incidents that created a dilemma for you.

You have also engaged in activities to support you in identifying:

• personal strategies for inclusion in your wellbeing plan. You have spent time in this module in considering drivers of wellbeing and should now begin reflecting on what are you most important 1 or 2 goals that you want to focus on over the next 12 months, and what realistic action/s or behaviour/s you want to accomplish to support achievement of these goals. You will gain more insights for developing your leader wellbeing plan as you progress through the next modules in this unit, and as part of workshops in this course.

• opportunities for growth and development as a leader which you may consider for inclusion in your personal leadership development plan. You will be building on your insights from module 1 and 2 as part of the next module in this unit.

• your values, beliefs and behaviours that will define how you ‘show up’ as a leader which you may consider for inclusion in your personal leadership manifesto. It would be appropriate now to begin drafting key themes that you may incorporate in your manifesto. You will continue to reflect on this over the remainder of this unit.

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• Gleeson, B. 2016. “Leadership and the 7 I’s for Influencing Others”. Forbes. Retrieved 20 September 2019 from: https://www.forbes.com/sites/brentgleeson/2016/07/06/leadership-and-the-7-is-for-influencing-others/#44b32cb331a7

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Attachment A Six Styles of Leadership

(Goleman, D. 2000)