Transcript Document
Developing Effective Leaders for
Today and Tomorrow
UW School of Nursing
Presenter:
Ruth A. Johnston, Ph.D.
Associate Vice President
Special Assistant to the Provost
[email protected]
206 685 9838
Topics
Leader’s Role
The Extraordinary Leader
Developing You, as a Leader
Developing Your Staff/Faculty
Leadership Pipeline
Engaging Staff/Faculty
The Leader’s Role – to Transform
“More than resources, more than technology, transformational
change requires the following leadership qualities: clarity,
courage, and commitment.”
- Naida Grunden, PRHI Editor
Clarity of Purpose: Never lose sight of the essence
of UW, SoN – the learning and development of all
students and the mission of discovery.
Courage: Demonstrating these values everyday in
behaviors and decisions in the face of
resistance/opposition.
Commitment: Sustained and uncompromising
focus to initiating and leading change.
Adapted from Pittsburgh Regional Healthcare Initiative Executive
Summary, 2003.
Leader Responsibilities
Create the desire for continuous
improvement.
Create an environment that nurtures
mutual respect among people.
Provide encouragement.
Promote cooperation.
Model what you want from others.
Adapted from The Improvement Guide, Langley et. Al.
Authentic Leadership
“Over the past five years, people have
developed a deep distrust of leaders. It is
increasingly evident that we need a new kind
of business leader in the twenty-first
century.”
George, Sims, McLean and Mayer,
HBR February 2007
Authentic Leadership
“Authentic leaders demonstrate a passion
for their purpose, practice their values
consistently, and lead with their hearts as
well as their heads. They establish longterm meaningful relationships and have the
self-discipline to get results. They know
who they are.”
George, Sims, McLean and Mayer,
HBR February 2007
Becoming an Authentic Leader
No one definition of what this is
Challenge is to understand yourself
and discover and use your leadership
gifts to serve others
Most important leadership
effectiveness requires self awareness
Simon Sinek on authenticity:
http://www.startwithwhy.com/Learn/Le
arningLibrary.aspx?control=ViewGalle
ryPhotos&HideLink=1&GalleryID=10&
photoID=28&cat=1
Key Leadership Competencies
as defined by the world’s most respected leaders:
Humility – Olli-Pekka Kallasvuo, president and CEO,
Nokia
Energy – Gary Jackson, president, Blackwater USA
Intuition – Franz Humer, chairman and CEO, Roche
Vision – Arther Gensler, founder, Gensler
Perspective – Sergey Petrov, founder, Rolf Group
Passion - Alan Klapmeier, co-founder, Cirrus Design
Conviction – Alexander Cummings, president and
COO, Coca-Cola Africa
Learning – Duleep Aluwihare, managing partner,
Ernst and Young Poland
Leadership in Crisis
Two phases of crisis leadership:
Emergency phase
Adaptive phase
Skills needed:
Foster adaptation
Embrace disequilibrium
Generate leadership
Heifetz, Grashow, Linsky, 2009
Small Group Discussion
With those at your table, please discuss:
1.
What are your beliefs or values about what it takes
to be successful as a leader?
2.
What about leadership during these tough
economic and leadership transition times? How do
you view your role now?
3.
How are you demonstrating skills of adaptation,
embracing disequilibrium and generating
leadership?
The Extraordinary Leader
Great leaders make a HUGE difference, compared
to good leaders
We’ve been aiming too low in developing our
leaders, working to improve the average rather
than benchmarking with the best
Effective leadership is specific to an organization
(what works one place may not in another)
Fatal flaws must be fixed
Leaders are made, not born
The organization’s commitment to developing
leadership is critical, with the immediate boss
most central
Zenger and Folkman
Leadership Requirements
Character – integrity, ethics, authenticity
Personal capability – intellectual, emotional, skills –
analytical, problem solving, self-confidence, clear
vision and purpose, trusting, reliable
Results focused – ability to impact the organization,
gets things done, sustained productivity
Interpersonal skills
Ability to initiate, lead and support organizational
change
Zenger and Folkman
Fatal Flaws that Must Be
Fixed to Succeed
Inability to learn from mistakes – hearing about
what’s wrong and not fixing it
Lack of core interpersonal skills and competencies –
too nice or too much like a bully
Lack of openness to new or different ideas
Lack of accountability – with staff, with upper
management, with partners or in groups, doing the
right thing, getting the right thing done
Lack of initiative – not getting things done,
following through, helping others get things done,
only being responsive and not proactive
Zenger and Folkman
Extraordinary Leaders
Are highly productive
Have low intended turnover in their
organizations
Generate high customer and staff
satisfaction
Are innovative
Have positive relationships with process
partners and suppliers
Zenger and Folkman
The Perfect Fit
Need a balance of leadership competency, organizational
need, and passion
chore
The perfect fit!
Organizational needs
Competencies
hobby
Passions
rookie
Zenger and Folkman
Small Group Discussion
What are individual success factors for
Nursing? How do you know? How are the
norms changing in SoN?
Success Factors
Ability to develop or adapt
Established strong
collaborative relationships
Intelligent
Consistent exceptional
performance
Strong communicator
Strategic and visionary
Ability to build and lead a
team
Business and technical
experience
Non-authoritarian
Willingness to take
risks
Problem-solver and
entrepreneurial
Ambitious
Integrity
Skilled at managing
upward
Center for Creative Leadership
Developing You, as Leader
SLP Workshop – required and free. Focus on:
Self: Competency assessment, communication styles,
emotional intelligence, and more
People: Delegation, coaching, motivation, and employee
development
Teams: Conflict management, group dynamics, decision
making, human resources basics, and beyond
Organizations: Organizational culture, goal setting, problem
solving, planning, and more
Training will be delivered over a two week period with classes
two consecutive days one week and two the following week.
After completing the four-day training you will receive a
certificate from Professional & Organizational Development.
Developing You, as Leader
Supervisory Certificate:
Required:
Learning to Lead
Supervision Basics
Managing Employee Performance
Supervising in a Diverse Workplace
Leadership Style Makes a Difference
Building a Positive Work Culture
Electives:
Take one course from each of the competency areas:
Self Development, Creating Exceptional Performance,
Planning for Self & Others, Professional Communication
Developing You, as Leader
Other POD options:
Professional Coaching resources
General POD classes
SLP two (Leadership Agility)
360 Assessment ($295)
Other UW Options:
UW Extension
Tuition Exemption
MBTI (Myers Briggs) – Ruth does this ($40
direct cost)
SoN Leadership Development
What two hour classes should we
offer to leaders/supervisors within
SoN in 2012 – 13 academic year?
Brainstorm at your tables, record
and we will discuss.
Developing Leaders and Staff
Identify who should be targeted for leadership
development vs. other types of development
Ask others for input
Make sure those you select for leadership development
aren’t just like you!
Don’t ignore the quieter folks or give extra
consideration to the more talkative
Be explicit in what leadership or other skills your
department or unit needs
Provide opportunities for growth, allowing mistakes
and learning from them
Celebrate and reward successes
Know when to pull the plug
Developing Your Staff
Everyone should have an opportunity
Share what you know of the future organizational
needs
Create and share your philosophies for development
Identify resources (learning options, funding, time)
Provide practice opportunities
Create employee development plans
Monitor them regularly with staff and update every
year or two
Involve staff in planning/team building
meetings/retreats
Developing Your Leadership Team
Concept of “middles”
Clarify and communicate your expectations for the
team
Make time for leadership team development and
planning, in addition to operational issues
management
Understand what processes cross your organization
and put cross-unit teams together
Gather feedback from each other and staff about
your effectiveness as a team
Hold regular retreats for planning, developing, and
learning
Ruth’s “Key”
Leadership Performance Expectations…
for Student Fiscal Services Leaders (1999 – 2007)
Technical Competence and Knowledge (knowing the job
and where to find answers/resources)
Following Through on Commitments (getting things done
and soon!)
Committing to personal growth and development as a
leader
Sharing and seeking information willingly and openly
(communicating all the time…proactively, before
something happens, during, after, team/staff minutes,
successes you and your staff have, etc.)
Involving the right people in making decisions
(teamwork)
Approachability/availability (being there and being open)
Setting a supportive climate where others can do their
best (including talking about what that means within
your group and working on it)
Leadership Expectations (continued)
Encouraging and developing others to reach their full
potential
Keeping primary focus on the customer, taking time to
know customer needs and making improvements
Committing to on-going process improvement and
preventative actions; improving systems
Seeking opportunities to develop process partnerships
and build bridges
Taking/showing initiative (identifying opportunities,
volunteering)
Organization-wide involvement (within SFS, within FM,
within the UW)
Flexibility/Willingness to Change
Developed 1999
Trustworthy – Leaders & Staff
(UW Financial Management)
The Individual: "Trustworthy"
Descriptive Words: Fair, Honest, Knowledgeable, Integrity, Dependable, Reliable
"Trustworthiness is based on character, what you are as a person, and competence in what you can do….Many good, honest people
gradually lose their professional trustworthiness because they allow themselves to become 'obsolete' inside their organizations. Without
character and competence, we won't be considered trustworthy, nor will we show much wisdom in our choices and decisions. Without
meaningful ongoing professional development, there is little trustworthiness or trust." -Stephen Covey, Principle-Centered Leadership
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
Is technically competent and
knowledgeable
Is technically competent and
knowledgeable
Error Free attitude
Follows through on commitments
Follows through on commitments
Work process focus
Is willing to admit mistakes
Is willing to admit mistakes
Continuous improvement
Discusses conflict directly with affected
parties
Discusses conflict directly with affected
parties
Work process focus
Draws conclusions based on facts
Draws conclusions based on facts
Manage by facts
Commits to personal growth and
development
Commits to personal growth and
development
Continuous improvement
Sets, communicates, and consistently
applies standards for performance and
behavior
Sets, communicates, and consistently
applies standards for performance and
behavior
Quality definition
Demonstrates a commitment to error
free work
Demonstrates a commitment to error
free work
Error free attitude
Trusting of Others – Leaders & Staff
(UW Financial Management)
One on One: "Trusting of Others"
Descriptive Words: Respectful, Open, Considerate, Courteous, Tolerant, Accepting, Nonjudgemental
"Trustworthiness is the foundation of trust. Trust is the emotional bank account between two people that enables them to have a win-win
performance agreement. If two people trust each other, based on the trustworthiness of each other, they can enjoy clear communication,
empathy, synergy, and productive interdependence." -Stephen Covey, Principle-Centered Leadership
Behaviors
Leadership Qualities
Shares information willingly and openly
Nine Quality Principles
Staff Qualities
Shares information willingly and openly
Prevention
Values others for their varied and unique Values others for their varied and unique Employee Participation
abilities
abilities
Considers all points of view
Considers all points of view
Prevention
Allows individuals to learn by making
mistakes
Tolerant of others' mistakes
Continuous Improvement
Involves the right people in decision
making
Willing to be involved in decision making Employee Participation
Maintains confidences
Maintains confidences
Prevention
Shows courtesy in working with others
Shows courtesy in working with others
Prevention
Approachable Leaders – Collaborative Staff
(UW Financial Management)
Environment: "Approachable Leaders" "Collaborative Staff"
Descriptive Words – Leaders: Coach, Accessible, Caring, Cooperative, Positive, Flexible, Supportive
Descriptive words – Staff: Team Player, Participative, Caring, Cooperative, Positive, Flexible, Interested
"For organizational learning to take place, there must be a supportive environment in which individuals and groups can safely share
important information [and] reduce ambiguity…The real breakthroughs…occur…in an environment characterized by inquiry, not
advocacy or blame." -Michele L. Bechtell, Untangling Organizational Gridlock
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
Coaches and mentors
Takes initiative for learning and
improving
Total involvement
Listens in a nonthreatening and
nonjudgemental way
Listens in a nonthreatening and
nonjudgemental way
Prevention
Sets a supportive climate where others
can do their best
Works effectively with others in meeting
customer needs and improving work
processes
Work Process Focus
Is visible and available
Willingly and actively participates – in
work unit, department, and on teams
Total Involvement
Shows a genuine interest in others
Shows a genuine interest in others
Work Process Focus
Allows others the freedom to take
reasonable risk
Willing to challenge processes and
people using respect and understanding
Continuous Improvement
Communicates and interprets the
broader context
Seeks to understand the broader context
of the job
Prevention
Seeks to build consensus
Seeks to build consensus
Work Process Focus
Inspiring Leaders
(UW Financial Management)
Organization: "Inspiring Leaders" "Committed Staff"
Descriptive Words – Leaders: Enthusiastic, Visionary, Responsible, Creative, Hardworking, Engaged, Customer Focused
Descriptive Words – Staff: Motivated, Proactive, Responsible, Creative, Hardworking, Engaged, Customer Focused
"Leadership is a concept of owing certain things to the institution. It is a way of thinking about institutional heirs, a way of thinking about stewardship as contrasted
with ownership…Leaders owe a clear statement of the values of the organization…Leaders are responsible for such things as a sense of quality in the institution, for
whether or not the institution is open to influence and open to change…Leaders are obligated to provide and maintain momentum…Momentum comes from a clear
vision of what an [institution] ought to be, from a well-thought-out strategy to achieve that vision, and from carefully conceived and communicated directions and
plans…Leaders are responsible for effectiveness…effectiveness is doing the right thing…effectiveness comes about through enabling others to reach their potential,
both their human potential and their organizational potential…" -Max DePree, Leadership is an Art
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
Encourages, recognizes, and supports the
contributions of others in the organization
Encourages, recognizes, and supports the
contributions of others in the organization
Employee participation
Encourages others to reach their full
potential
Initiates self development to increase
knowledge and abilities
Continuous Improvement
Walks the talk/is a good role model
Consistently demonstrates commitment to
quality improvement principles
Total Involvement
Instills confidence in others
Believes in, shows excitement for and
dedication to the job
Work Process Focus
Develops and communicates a shared vision
of our future
Offers time, energy, and ideas in reaching
common goals
Quality Definition
Keeps primary focus on the customer, taking
time to know customer needs and demands
Develops effective relationships with
customers and co-workers
Customer Focus
Is committed to ongoing process
improvement and preventative actions
Is committed to ongoing process
improvement and preventative actions
Continuous Improvement
Seeks opportunities to develop process
partnerships
Develops effective relationships with process
partners
Removes barriers
Seeks assistance with type 2 or 3 problems
Prevention
Anticipates the need to change
Accepts challenges with eagerness
Prevention
Work Process Focus
Developing Your Leadership Pipeline
Stages of growth and often used titles:
1.
2.
3.
4.
5.
6.
7.
Managing self – staff member
Managing others – supervisor
Managing managers – unit manager
Functional manager – director/chair/associate deans
Business manager – vice president/dean
Group manager – executive vice president/provost
Enterprise manager - president
Each stage requires a different and more complex skill set
Charan, Drotter and Noel
Becoming the Boss
“Learning to lead is a process of learning by
doing. It can’t be taught in a classroom. It
is a craft primarily acquired through on-thejob experiences – especially adverse
experience to which the new manager,
working beyond his current capabilities,
proceeds by trial and error.”
Linda A. Hill, Harvard
Passage 1: From Managing Self to
Managing Others
Skills needed:
Planning work of others
Filling jobs
Assigning work
Motivating others
Coaching
Measuring work of
others
Allocating time to get
your job done and help
others perform
Learn to value
managerial work and
that work directing
work of others is
critical to your success
Communicating more
Charan, Drotter and Noel
New Manager Misconceptions
Managers wield significant authority
Authority flows from the manager’s position
Managers must control their direct reports
Managers must focus on forging good
interpersonal relationships
Managers must ensure that things run smoothly.
Linda A. Hill
Passage 2: From Managing Others to
Managing Managers
Additional skills needed:
Select hi-potential staff
to turn into managers
Assign managerial and
leadership work to
managers
Measure manager
progress as managers
Coaching
Charan, Drotter and Noel
Thinking beyond
function toward
strategic issues
Keeping everyone
informed all the time
Help new managers
learn to manage and
not just do
Coordinate efforts and
keep managers
accountable to
agreements
Passage 3: Managing Managers to
Business Manager
Skills needed:
Manage outside
comfort level
Excellent
communication skills
Balancing needs of
multiple functions
Proficient strategist
Delegation
Charan, Drotter and Noel
Integrate functions
Work with wider
variety of people
Balance current needs
with future
Must take time to
reflect, analyze and
plan
… If not…you will
become a roadblock
Engaging Staff/Faculty
Having engaged staff/faculty results in higher
satisfaction, better service, ability to retain
those you value and a stronger unit/leadership
reputation. You can do this by:
Getting Close – get to know them, talk with
them, listen and be attentive, communication is
direct and person
Gaining Trust – be open, share information,
talk about the hard stuff with them (not to
them), ask for feedback
Engaging Staff/Faculty
Interacting – promote dialogue, hold forums,
encourage two way communication
Being Inclusive – ask for and use ideas from all
members, use words from staff to tell their
work stories/successes to others
Being Intentional – have an agenda, target
your communications, frequently reinforce your
strategy, recognize good work
Showing your vulnerabilities, sharing your
mistakes and how you learn from them, and
connecting are signs of an effective leader.
adapted from Groysberg and Slind, HBR June 2012
Engaging Staff/Faculty
What are you doing to engage your
staff/faculty?
What seems to work well?
What have you tried that hasn’t
worked so well?
Supporting Development
As a leader of others, you can commit to:
Developing leaders and staff
Developing leadership and work unit teams
Requiring leadership and staff development plans
Providing mentoring opportunities
Providing networking opportunities
Providing structured challenges/projects
Asking for and providing support and feedback
Communicating with your leaders and staff
proactively and frequently
Sharing as much as you know about all things
Even if no central directive requires this!
What can you do for yourself?
Allow yourself to be both optimistic and realistic
Find a trusted adviser, opportunities for reflection
Ask for feedback
Create a development plan
Get involved with activities outside your department
and organization
Learn as much as you can
Surround yourself with effective leaders
Take some risks – show your emotional
side/vulnerability
Don’t lose yourself in your role
What will you do when you go
back to work?
Discuss 1 – 3 new ideas you gained from this
workshop.
Choose at least one action you will take to
enhance your effectiveness as a leader – for
yourself or others
Share that with someone(s) sitting near you.
Bibliography
Charan, Drotter and Noel. The Leadership Pipeline. Jossey-Bass,
2001
Dolezalek. “Got High Potentials?” Training Magazine,
January/February 2007.
George, Sims, McLean and Mayer. “Discovering Your Authentic
Leadership.” Harvard Business Review,February 2007
Groysberg, Boris and Michael Slind. “Leadership is a
Conversation.” Harvard Business Review, June 2012.
Hill. “Becoming the Boss.” Harvard Business Review, January
2007.
Katzenbach, Stefen and Kronley. “Culture Change that Sticks.”
Harvard Business Review, July – August 2012.
Jurow. Cultivating Your Career. The Business Officer, July 2006.
Various. “Global Executives Talk about the Challenges that
Shaped them as Leaders.” Harvard Business Review, January
2007.
Zenger and Folkman. The Extraordinary Leader. McGraw Hill,
2002
Heifetz, Grashow, Linsky. “Leadership in a (Permanent) Crisis.”
Harvard Business Review, July-August, 2009