sustainable leadership coaching and emotionalintelligence

7/30/2019 Sustainable Leadership Coaching and EmotionalIntelligence

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Sustainable Leadership, Coachingand Emotional Intelligence

Presentation to Federal Consulting GroupWashington, D.C.

November 17, 2006John Lazar, MA, MCC, NCOC

[email protected]

www.lazarconsulting.com
mailto:[email protected]://www.lazarconsulting.com/http://www.lazarconsulting.com/mailto:[email protected]


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Learning ObjectivesBy end of session, you will be able to:

Identify key factors that enable the

development of sustainable leadership. State the role that coaching plays in

contributing to sustainable leadership.

State the relationship between emotional

intelligence (EI) and sustainable leadership. Identify at least one next step you can take

to further sustainable leadership.


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Part 1

Model for Sustainable Leadership


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Factors to Consider Changing environments will demand new and

changing organizational structures (ways oforganizing) and new ways of leading.

Leaders may resist new ways of organizingbecause: Previous success Perceived importance of own part of the business

(silos) Difficulty with new organizational complexity Effort to develop teams Diversity of workforce and values


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The Consultants Viewthe success of the organizationalchanges is dependent on leadership. As

difficult as organizational change canbe, leadership change is exponentiallymore challenging. Leadership often is

the slowest to change in response toenvironmental and organizationaldemands.

Source:Weiss & Molinaro (2005, p. 11)


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Sustainable Leadership Called leadership capacity by Weiss &

Molinaro.

Defined as the extent to whichorganizations can optimize their currentand future leadership to drive business

results and successfully meet thechallenges and opportunities of an ever-changing business environment.

Source:Weiss & Molinaro (2005, p. 5)


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The Leadership Gap If gap isnt closed, organizations may

jeopardize their competitive ability.

Conference Board (U.S.) research:Percentage of senior leaders who believetheir organizations have serious leadershipgap increased from 50% to 67% from 1997

to 2001. Conference Board (Canada) research: 70% of

Canadian CEOs identified leadership as topbusiness concern.

Source:reported in Weiss & Molinaro (2005, pp. 13-15)


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Just Over the HorizonAccording to RHR Consultancy, among

the 500 largest U.S. companies, they

will lose 50% of their senior managersin next five years. The rate will be evenhigher among the most senior

managers in civil service.

Source:reported in The Economist(2006, October 7, p. 4)


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Leadership Challenge is

Already Here Up to 70% of CEOs surveyed see their own

organizations leaders as being fair or weak in

ability to build teams, gain employmentcommitment, make employees feel valued.

Employees doubt extent to which seniormanagement has their best interests at heart

(as expressed by their accessibility, visibilityand inspirational leadership) or communicatesopenly about important business issues

Sources:reported in Weiss & Molinaro (2005, p. 19); Towers Perrin HR Services (2006)


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Leadership Gap Defined by

Four Aspects Talent

Availability

Capability Insufficient

Development

FragmentedValues

Generation differences

Source:Weiss & Molinaro (2005, chapter 2)


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Sustainable Leadership: Leader

and Organizational Accountability Leaders accountability for development

of their competencies

Organizational accountability (throughHR as agent) for integrating systems,processes, programs, etc. Embed leadership through organization

Focus on critical positions & key talent

Integrate leadership development

Source:Weiss & Molinaro (2005, chapters 10-14)


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Two Leadership Models

1. CCL Leadership Competencies Three competency clusters

Leading the organization

Leading others

Leading oneself


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Leadership Competencies, the

CCL Way(1 of 3)

Leading the Organization Managing change

Solving problems and making decisions Managing politics and influencing others

Taking risks and innovating

Setting vision and strategy Enhancing business skills and knowledge

Understanding and navigating theorganization

Source:CCL website, www.ccl.org
http://www.ccl.org/http://www.ccl.org/


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CCL Way(2 of 3)

Leading Others

Managing effective teams and workgroups

Building and maintaining relationships

Developing others

Communicating effectively



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CCL Way(3 of 3)

Leading Oneself Developing adaptability

Increasing self-awareness Managing yourself

Increasing capacity to learn

Exhibiting leadership stature Displaying drive and purpose

Developing ethics and integrity



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Two Leadership Models2. Holistic Leadership

Business strategy

Culture and values

Customer leadership

Organizational leadership

Team leadership Personal leadership

Source:Weiss & Molinaro (2005, chapters 3-9)


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Organizational Accountability -Embed Leadership

Embedded leadership process to ensurethat sustainable leadership is seen and

becomes integral part of fabric oforganization

Foundational strategies

Ensure secure supply of talent

Develop compelling leadership stories

Anchor to well-developed organizational process



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Organizational AccountabilityFocus on the Critical

Succession management to address

Critical positions

Vulnerable incumbents and potential candidates Development plans

Talent management strategies for

Retention

Onboarding

Expatriation and repatriation integration

Sources:Weiss & Molinaro (2005, chapter 12); Charan, Drotter, & Noel (2001); Watkins (2003)


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Organizational AccountabilityIntegrate Leadership Development

Leadership development options

Assessment

Coaching and mentoring

Learning

Experience

Implement integrated-solution approach



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Part 2The Coaching Contribution


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Coaching and its Focus

Coaching is an informed dialogue whosepurpose is the facilitation of new skills,possibilities, and insights in the interest of

individual learning and organizationaladvancement.

Coaching may focus on: Behavior Decision-making Fundamental beliefs, values and purposes Overall business performance

Sources:Bacon and Spear (2003, p. xvi); Pomerantz and Bergquist (2005)


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Forces That Shape Us on OurJourney

Forces that Shape Us: Our Degree of Personal Control

Genetics None

Experiences Some

Actions, including our-Beliefs-Interpretations

-Choices-Moods-Behaviors

All

Source:Adapted from Lazar (2006a)


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A Personal Model for Learning &Development Where to Focus?

Actions

Results

(including

Errors)

Observer

Small, Incremental Change/Improvement

Large, Discontinuous Change/Improvement

Identity

and

Context

Sources:Adapted from Hargrove (1995, p. 28); Sieler (2003)


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Coaching Distinctions

Non-judgmental listening is the key. Theres value when another person is a stand for

you to be your word.

Theres leverage when one can distinguishexperience from explanation. Coaching unconceals our blind spots and makes

choice possible. Moods are contagious. Noticing them is essential.

Being able to shift them is a precondition forpersonal power. Humor (especially not taking oneself too seriously)

lightens the mood and enables learning.

Source:Lazar (2005)


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Where Coaching Fits withTypes of Root Causes

TYPES OF CAUSES: Absence of or insufficient

CLAS

SES

OF

SOLU

TIONS

Skill/Knowledge Motivation Incentives or improperincentives

Environmentalsupport

Training Additional orfewer

responsibilities

Process, output oroutcome feedback or

evaluation

Simplify work

Job aids Role or goalclarification

Reward Change process

Modeling Motivationalfeedback

Praise Improvetools/equipment

Documentation Valuesclarification

Punishment Change policy

Coaching Coaching Contingency management Change workconditions

Mentoring Task variation Removal of reinforcement Replace performer

Source:Adapted from Lazar (1991)


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Coaching Challenges CanOccur at Three Levels

Individual performer

Department/Unit/Program

Organization-wide

Source:Adapted from Bergquist (2004)


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Where Coaching Contributes

If Role is Then Coaching can be used to

Supervisor Increase self-awareness, self-management &others-related awareness S/K

Develop interpersonal & communications S/K Sustain learning of technical and functional S/K.

Managers Above plus Development of effective management practices.

Directors;

Project Mgrs.

Above plus

Effective project management practices.

C-level; VicePresidents;

GeneralManagers

Above plus Increase ability to manage and lead change Shift old habitsthen develop new habits & S/K Provide reflection and thought partnership.

Source:Lazar (2006c)


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An Opinion About the Value ofCoaching

Coaching is the single most importantpart of expanding others capabilities

(Coaching) is the difference betweengiving orders and teaching people howto get things done. Good leaders regard

every encounter as an opportunity tocoach.

Source:Bossidy and Charan (2002, p. 74)


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Part 3EI and Leadership


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Emotional Intelligence (EI) andEmotional Competence (EC)

Different definitions

EI underlying capability to recognize and

use emotion EC personal and social skills that lead to

superior performance in work world

Different theoretical bases Personality theory

Performance theory

Combination of above, plus moreSource:Gowing (2001)


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Different Assessment Methodsfor EI and EC

MEIS (Mayer, Caruso, & Salovey)

MSCEIT (Mayer, Caruso, & Salovey)

EQ-I (Bar-On)

ECI (Goleman & Boyatzis)

EQ Map (Cooper & Orioli)

Source:Gowing (2001, p. 129)


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Emotional IntelligenceThe Conceptual Model

Self-Awareness

SocialAwareness

Self-Management

RelationshipManagement

Self Others

Recognition

Regulation

Positive impacton others 2000 Hay Group. All rights reserved.


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Emotional IntelligenceCompetencies Framework

Self-Awareness Emotional self-awareness

Accurate self-assessment

Self-confidence

Social Awareness Empathy

Organizational awareness

Service

Self-Management Self-control

Transparency Adaptability

Achievement

Initiative

Optimism

Relationship

Management Influence Inspirational leadership

Developing others

Change catalyst

Conflict management

Teamwork and collaboration

2000 Hay Group. All rights reserved.


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About Competencies & ECI (1 of 2) Definition:Any measurable characteristic of a person

that differentiates level of performance in a givenjob, role, organization, or culture.

A competency builds upon ones: Skills

Knowledge

Values

Self-Image

Traits

Motives

2000, HayGroup. Reprinted with permission.


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About Competencies & ECI (2 of 2) Competencies consist of behaviors that are

developmentally scaled (from easy to difficult).

For each competency, there is a target level ofbehavior that, when met or exceeded, positivelyand differentially impacts performance.



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3. Ant ic ipates impact o f act ions or words

4. Develops behind the scenes support

TargetLevel3. Uses indirect inf luence

2. Anticipates impact of actions or words

1. Engages audience

Influence

De

greeofDifficulty

Example of Scaled Competency

Competency levels increase by degree

of dif f iculty.



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The ECI Priorities

E Self-Awareness Self-Confidence

Emotional Self-Awareness orAccurate Self-Assessment

Social Awareness Empathy

Organizational Awareness orService Orientation

E Self-Management Self-Control

Transparency or Adaptability

Achievement or Initiative

Optimism

Managing Relationships Influence

Inspirational Leadership orDeveloping Others

Teamwork and Collaborationor Conflict Management

Change Catalyst

Source: Jacobs (2001)


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The Power of Self-Awareness

With self-awareness, person has 50-50chance (49%) of demonstrating self-

management; without it, person hasvirtually no chance (4%).

With self-awareness, person has 38%

chance of having social awareness;without it, person has 83% chance oflacking social awareness.

Source:Burckle & Boyatzis (1999)


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How Do EI Competencies FitTogether?

Some competencies are easier to develop (e.g.,for Social Skills) than others (e.g., for Self-Awareness, Self-Management and Social

Awareness). Some competencies are more important than

others.

Certain combinations of competencies maycontribute to outstanding performance.

One competency may compensate for another.

You do not need to master every competency tobe successful.



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Why Should You Know About EI?A Wake-up Call (1 of 3)

70% of the reasons for losingclients/customers are EI-related:

Poor service. Poorly handled complaints.

Unpleasant interactions.

Didnt go the extra mile.

No follow-up. Lack of human connection.

Source:Research by Forum Corporation on Manufacturing and Service Companies,1989-1995, cited in Orioli (2000)


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Can You Hear Me Now?(2 of 3)

75% of the reasons careersget derailed are EI-related:

Unsatisfactory team leadershipduring challenging times.

Inability to handle interpersonalissues.

Inability to adapt to change. Inability to elicit trust.

Source:Research at the Center for Creative Leadership, 1994,

cited in Orioli (2000)


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Are You Up Yet?(3 of 3)

50% of time wastedis due to lack of

trust.

Source:John Whitney, Director, Deming Center for Quality Management,

cited in Orioli (2000)


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Like EI, Leadership Has ManyModels and Some Consensus

My viewpoint on what the leader does: Creates vision for a better future

Sets direction, tone and context Sets priorities and tempo

Sets, models and maintains standards

Engages, influences and rallies others

Encourages fresh approaches to problems

Listens for what is common and uniting


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Whats Different Between EI &Leadership Competencies?

Differences: Leadership

Includes intellectual/cognitive and business

skills and performance Includes technical skills and performance

May include personality traits

Difference: Emotional Intelligence Includes managing ones own and

influencing others positive outlook/mood


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Whats Similar Across EI &Leadership Competencies?

Similarities: Both include

Congruency of personal values and ethical

behavior Self-awareness, self-management and

motivation

Awareness of others and social environment

Building relationships and working well withothers


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Perspectives from PeterDrucker and Daniel Goleman

Your foremost job as a leader is to takecharge of your own energy and then helporchestrate the energy of those around you.

In any human group the leader has maximalpower to sway everyones emotionsThe

effects of primal leadership extend beyondensuring that a job is well done. Followersalso look to a leader for supportive emotionalconnectionfor empathy.

Sources: The Effective Leader, cited in Orioli (2000); Goleman, Boyatzis, & McKee (2002, p. 5)


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Part 4What Now?


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Using EI & Coaching to CloseLeadership Gap - Actions

1. Follow andragogical principles to learning

2. Use and support integrated approach to

developing sustainable leadership3. Discover, create and refine coaching models

that leverage benefits while reducing perperson cost

4. Pair coaching with other interventions toprovide synergy for results


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1. Use Andragogical Principles

Definition:an integrated framework of adult learning

Assumptions: Adults1. Need to know why they need to learn something before starting to

learn it.2. Have self-concept of being responsible for their own decisions.

3. Come to educational activity with greater volume and differentquality of experiences from youth. Implications for individualdifferences and richest resources source.

4. Become ready to learn what they need to know to cope effectively

with their real-life situations.5. Are life-centered (vs. subject-centered) in their orientation to

learning. They learn most effectively when they are presented incontext of application to real-life situations.

6. Generate most potent motivators as internal pressures (desire forincreased job satisfaction, self-esteem, etc.)

Source:Knowles, Holton, & Swanson (1998, pp. 64-69)


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2. Use Integrated Approach

Executive/management accountability Leadership as strategic priority Personal responsibility for development Model required behaviors & attitudes

HR accountability Aligned people & organizational initiatives Provide conditions where managers act as people

managers Value demonstrated through people alignment

with strategic direction & core values

Follow EI guidelines for best practice

Sources:Weiss & Molinaro (2005, chapter 14); Cherniss (n.d.); Cherniss & Caplan (2001)


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3. New Coaching Models

Include & move beyond one on onecoaching:

Group coaching Team coaching

Peer coaching

Shadow coaching

Cross-supervisory coaching

Coaching culture


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4. Coaching Plus

Coaching to support: Training & education

Onboarding & orientation Expatriation & repatriation

Promotional transitions

Job changes

Leadership changes

Health and work-life balance concerns


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Review of Key Points

Crisis in sustainable leadership Requires integrated approach, with leader &

organizational accountabilities Coaching one of several important

interventions to develop leadership Emotional intelligence and leadership

competencies significantly overlap Developing EI (throughout organization)

supports embedding leadership &engagement


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Appendix 1Example of Talent Management

H Add T d


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How to Address TargetedInvestment in People

Allstate Talent Management Program

Talent ManagementAn enterprise-

wide system for defining futurerequirements and identifying, assessing,and developing talent to place the best

qualified people in critical leadershippositions.

Source:Groff (2005)

B i C f Eff ti


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Business Case for EffectiveLeadership

At its best, effective leadership (at all levels) Sets a company standard of excellence other

enterprises want to emulate. Cultivates the next generation for effective

leadership continuity. Makes organizations culture a competitive

asset. Creates a learning environment where

people may try the new without fear ofrejection and reprisal--fostering innovation.

Source:Groff (2005)

Ali i T l t ith B i


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Aligning Talent with BusinessNeeds

BusinessImperatives

New RoleExpectations

CommunicateNew Behaviors

Needed

Hire

BuildCapability

EnhanceMotivation

Perform RoleMeet Business

Needs

Source:Groff (2005)

D i th F


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Deepening the Focus onLeadership

Identify emerging leaders among:

Officers

Directors/Senior Managers Managers

Professional Individual Contributors

(Exempt) Individual Contributors (Non-exempt)

Source:Groff (2005)

L d hi D l t


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Leadership DevelopmentCurriculum

Different development experiences fordifferent management levels.

Development experiences designed forenterprise & business unit activities.

Development experiences include:

Education and Training

Work-related Learning

Progression and Mobility Choices

Source:Groff (2005)

Th St d f T l t


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The Stand for TalentManagement

We need the best leaders at all levelsbut we also need to understand where

talent has the greatest impact onbusiness results.

Top and line management (plus HR &

individuals in leadership development)are responsible for its success.

Source:Groff (2005)


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(2006, October 7). The battle for brainpower. A survey of talent (Special section).The Economist, 1-24.

Bacon, T. & Spear, K. (2003).Adaptive coaching. Mountain View, CA: Davies-BlackPublishing.

Bergquist, W. (2004). Appendix D. Professional coaching: A preliminary taxonomy.

In the Research Council of the ICCO and the Research and DevelopmentCommittee of the ICF, The Stewarship Forum: Research and Theory forCoaching in Organizations, proposal submitted to Wingspread Foundation.

Bossidy, Larry and Charan, Ram. Execution: The discipline of getting things done.New York: Crown Publishing, 2002.

Boyatzis, R.E. (1982). The competent manager. New York: John Wiley & Sons, Inc.Buckingham, M. (2005). The one thing you need to know. New York: Free Press.Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline. San Francisco:

Jossey-Bass.Cherniss, C. (n.d.). Guidelines for securing organizational support for emotional

intelligence efforts. Paper drafted from research for Consortium for Research onEmotional Intelligence in Organizations.

Cherniss, C., & Caplan, R.D. (2001). Implementing emotional intelligence programsin organizations. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligentworkplace(pp. 286-304). San Francisco: Jossey-Bass.


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References (2 of 5)Cherniss, C., & Goleman, D. (2001). Training for emotional intelligence. In C.

Cherniss & D. Goleman (Eds.), The emotionally intelligent workplace(pp. 209-233). San Francisco: Jossey-Bass.

Collins, J. (2001). Good to great. New York: HarperCollins Publishers, Inc.Conger, J.A., & Benjamin, B. (1999). Building leaders. San Francisco: Jossey-Bass.Fernandez-Araoz, C. (2001). The challenge of hiring senior executives. In C.


Gallwey, W.T. (2000). The inner game of work. New York: Random House.Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2),

78-90.Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 82-91.Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership. Boston, MA:

Harvard Business School Press.Goleman, D., & Cherniss, C. (n.d.). Guidelines for best practice. Paper developed for

the Consortium for Research on Emotional Intelligence in Organizations.Gowing, M.K. (2001). Measurement of individual emotional competence. In C.



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Knowles, M.S., Holton III, E.F., & Swanson, R.A. (1998). The adult learner. (Fifthedition). Houston, TX: Gulf Publishing.

Kram, K.E. & Cherniss, C. (2001). Developing emotional competence throughrelationships at work. In C. Cherniss & D. Goleman (Eds.), The emotionallyintelligent workplace(pp. 254-285). San Francisco: Jossey-Bass.

Lazar, J. (1991). Ensuring productive meetings. In Richard Swanson and BonnieKnapp (Eds.), Innovative meeting management. Austin, TX: 3M Meeting

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Lazar, J. (2006c). Coaching Leverage for developing human capital. Invitedworkshop at 14th International Congress of Strategic Management, CiudadObregon, Mexico.

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Lazar, J. (2006e, November). Emotional intelligence and leadership: Connecting thedots. Invited presentation for ICF Metro DC chapter, Bethesda, MD.

Nadler, R.S. (2006). Leaders playbook. Santa Barbara, CA: Psyccess Press.Orioli, E.M. (2000). Leader know thyself: Measuring and developing leadership using

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b h CC


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About John Lazar, MA, MCC,NCOC

John has worked within a performance improvement consulting framework for over 25years. He has been a coach for over 22 years, eleven as an executive coach. He has aMasters degree in clinical and developmental psychology. He is trained and certified as anOntological Coach by the Newfield Network and has been certified as a master coach bythe International Coach Federation (ICF) since 1999.

John is co-owner, co-founder, and co-executive editor of the International Journal ofCoaching in Organizations(www.ijco.info), now in its fourth year of quarterly publication.He is a founding member and the former Acting Executive Director of the InternationalConsortium for Coaching in Organizations (ICCO, www.coachingconsortium.org); he iscurrently a Co-Chair of its Governance and Ethics Committee.

His performance consulting and executive coaching firm, John B. Lazar & Associates, Inc.(www.lazarconsulting.com), works with organizations (from entrepreneurial ventures to

small and midsize family owned firms to Fortune 50 companies) to create emotionallyintelligent leaders, motivated performers, workplaces that work, and business results. Hehas presented at numerous local chapter meetings and international conferences on avariety of topics in North America, Mexico, Europe and Australia.

In 2005, the bookConversations on Success (Volume 6)was published with interviewswith 23 success leaders, including John. In addition, his 12-part series of DVDs/CDs onTake Your Power Back and a two-DVD interview series with Les Brown and John entitled
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