Transcript Leadership In Context

Strategic Leadership
3
2
4
1
Adjusting your approach to reflect
employee capabilities and desires
Slide 1
Copyright © 2003
Alexander Hiam
Day One: SLTi Online Cert.
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Introductions
Adult Learning and SLTi
History of SLTi
Components & System of SLTi
Management vs Leadership
The Culture of Organizational Leadership
Introductions: A Bit About Us!

HRD Press
– Strategic Leadership

And YOU?
Adult Learning Principles

What Are They?

Why Are They Important?
Adult Learning Principles
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Adults are autonomous and self-directed.
Adults are goal-oriented.
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Adults are relevancy-oriented.
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Adults need to be shown respect
Motivating Adult Learners
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External expectations
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Social aspects
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Personal advancement
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Escape/Stimulation
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Cognitive interest
Motivating Adult Learners
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What Are Some Barriers to Adult Learning?
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What Can You Do To Maximize Effectiveness?
–
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–
–
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Motivation
Reinforcement
Retention
Transference
Other Questions/Discussion?
SLTi Program Components
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Leader’s/Instructor’s Guides
Participant Coursebooks
Assessment Options
PowerPoint
DVD Support
SLTi Game
Starfish Files
A Historical Perspective
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Fleishman, Ohio State
University – 1957
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Likert, New Patterns of
Management – 1961
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Blake & Mouton, Managerial
Grid – 1964
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Hersey & Blanchard, Theory of
Leadership – 1969
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Hiam, Strategic Leadership
Workshop - 2003
Comparative Information
Break: 10 Minutes
A Strategic Role for Leaders

Employees have varied needs based on the
work they are doing and what skills and
attitudes they bring to it.

Strategic leadership responds to these
varying needs with appropriate strategies to
guide the leader’s efforts.

The leader chooses from a handful of general
strategies, then uses judgment, experience,
and creativity to find (many) good ways to
implement the strategy depending on
circumstances.
Slide 2
Copyright © 2003
Alexander Hiam
A Question for You…
What is the
difference
between
management
and
leadership?
Slide 3
Copyright © 2003
Alexander Hiam
Management versus Leadership

To manage can
mean simply to be
in charge,
to control, or to
take responsibility

Leadership usually
means to inspire, to
motivate, or to help
others achieve
important goals

How do we do this?
Slide 4
Copyright © 2003
Alexander Hiam
Leading by Focusing on Others

Leaders generate exceptional
performance by giving their attention
to what others need to succeed, then

Leaders attempt to influence the
performance of others through how
they (the leaders) act or behave
Slide 5
Copyright © 2003
Alexander Hiam
Managers’ Leadership Behaviors

Managers often take action in attempts to
influence the performance of others.

What sorts of things do managers do
in their efforts to lead?
Take a few minutes to LIST examples
of specific management behaviors you
have seen or done.
Slide 6
Copyright © 2003
Alexander Hiam
More Examples of Behaviors




Discuss
Listen
Be friendly
Ask Questions




Slide 8
Create deadlines
Define rules
Write reminders
Give feedback
Copyright © 2003
Alexander Hiam
What do I do When…?

We can think of strategic leadership
as making thoughtful choices about
what behaviors to use.

What are the possible actions a
leader can take, and which of them
will work best?
Slide 9
Copyright © 2003
Alexander Hiam
SLTi: End Of Day One
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Assignment: Read Historical Sheet

Online Homework – Set Up a Sub
Account, Invite a Participant.

Take the Learning Style Profile
Day Two: SLTi Online Cert.
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Online Overview
What Is Strategic Leader Behavior?
Exploring The Strategies
– The Instruct Strategy
– The Coach Strategy
– The Relate Strategy
What is Strategic Leader Behavior?
a)
b)
Employee
is not
performing
well
Employee
is not
performing
well
Leader is concerned, takes
action based on leadership
habits or assumptions
Leader
evaluates the
context
Leader adapts
actions based
on needs in
this context
Slide 10
Non-strategic
Outcome:
Employee may
not improve
(Whose fault is it?)
Strategic
Outcome:
Employee is
more likely
to improve.
Copyright © 2003
Alexander Hiam
Each Case Response is a Behavior
Example: What should
you do…



…if employee is improving
but not completely meeting
quality goals yet?

Slide 15
Encourage him?
Remind him of
objectives he hasn’t
yet met?
Give him more
information about
quality goals?
Put him in charge of
improving the results?
Copyright © 2003
Alexander Hiam
Where do the Behaviors Focus?

TASK focus on
getting the job done



Leader concerned
with performance,
not the performer
PERSON focus
on helping the
employee

The Instruct strategy
epitomizes this
focus
Leader concerned
with the performer,
not the performance

The Relate strategy
epitomizes this
Slide 16
Copyright © 2003
Alexander Hiam
Dividing our Lists of Behaviors
TASK focus:
 Instruct
 Set goals
 Give feedback
 Check quality
 Give out
assignments
PERSON focus:
 Relate
 Listen, sympathize
 Praise, encourage
 Feed
 Discuss common
interests
Slide 17
Copyright © 2003
Alexander Hiam
4 Combinations of 2 Dimensions
P+
P-
Relate
Coach
People-oriented
behaviors
More leadership
involvement (like
Relate + Instruct)
Delegate
Instruct
Less leadership
involvement on
both dimensions
Task-oriented
behaviors
T-
T+
Slide 19
Copyright © 2003
Alexander Hiam
Interpreting your Scores If Highest
Good with employees
who need support
Good with employees
who can take on more
responsibility
If Highest
Relate
(R)
Coach
(C)
Good with employees
who need supervision
and support to improve
Delegate
(D)
Instruct
(I)
Good with employees
who need information
and structure to learn
Slide 20
Copyright © 2003
Alexander Hiam
Interpreting your Scores -
Instruct
(I) May need
Coach
(C) May need
Relate
(R) May need
Delegate (D) May need
to
to
to
to
give employees more information and structure
focus on helping employees improve
give more support
give employees more responsibility
Slide 21
Copyright © 2003
Alexander Hiam
Interpreting your Scores 

One type of
leadership is usually
dominant for each
leader (but ties can
occur)
It gives you clues as
to the special
strengths of your
natural orientation


Slide 22
One type is usually
lowest for each
leader too
It gives you clues as
to where your
development path
lies as a leader
Copyright © 2003
Alexander Hiam
ACTIVITY: Strengths & Gaps

What specific things
do you do that make
you effective?

What might you do
more of?
Slide 23
?
Copyright © 2003
Alexander Hiam
As leaders develop they become more
likely to use alternate strategies
Dominant Strategy
Alternate Strategy
Alternate Strategy
Alternate Strategy
Your Strategy Variability Score gives you
an indication of how adaptable your
leadership behavior is right now.
- Why might leaders want to be adaptable?
- Is it difficult to change our behavior?
Slide 24
Copyright © 2003
Alexander Hiam
Strategy Type Varies from
Person to Person
How often is
strategy dominant?
7
6.09
6
5
4.17
4
3
3.00
2.74
2
1
0
Instruct
Coach
Slide 25
Relate
Delegate
Copyright © 2003
Alexander Hiam
L Person-focused behaviors? H
Exploring the Strategies: Leader Behaviors
L Task-focused behaviors? H
Slide 26
Copyright © 2003
Alexander Hiam
Instruct Strategy
Context:
High
C1 – Incapable but willing
(desires to do well)
Leader’s Goal:
Leader's
Focus
Increase competence; get
employee “up to speed”
Low
Performance
3-11
Performer
Copyright © 2003
HRD Press, Inc.
Module 4 Overview

When to use the Instruct Strategy

A model for communicating
assignments

Strategies for overcoming challenges
when communicating assignments

Managing feedback and task structure
4-1
Copyright © 2003
HRD Press, Inc.
Steps in Communicating
an Assignment
5. Express Confidence
and Support
4. Check Employee
Understanding
3. Communicate
Expectations (How)
2. Explain
Importance (Why)
1. Communicate
Results (What)
4-3
Copyright © 2003
HRD Press, Inc.
Managing Feedback
Feedback is information about performance
that…
 Lets employee judge accurately and frequently
how he/she is doing
 Helps employee see how to perform better
 Makes employee want to improve
 Makes employee feel good when he/she
performs well
4-4
Copyright © 2003
HRD Press, Inc.
Managing Task Structure
You may need to modify a task if…
 It lacks meaning and interest (add to it)
 Employees don’t make decisions or have no
control in deciding how best to do their work
 Task is inefficiently designed
 Task lacks instruction or support to keep it
“doable”
4-5
Copyright © 2003
HRD Press, Inc.
Module 4 Summary




The Instruct Strategy is used with C1
employees—not capable of doing the task
perfectly
The Instruct Strategy focuses mostly on
performance and how the employee does it
Sometimes feedback or task design needs
to be improved
Assignments need to be communicated fully
and clearly
4-6
Copyright © 2003
HRD Press, Inc.
Module 4 Summary
(continued)


In the Instruct Strategy, the leader makes sure
the employee knows the what, why, where,
when, and how of the assignment
There are five parts of communicating an
assignment:
 What
 Why
 How
 Check
 Encourage
4-7
Copyright © 2003
HRD Press, Inc.
Coach Strategy
Context:
C2 – Incapable and
unmotivated
Leader’s Goal:
High
Leader's
Focus
To build competence, as
well as to encourage and
reinforce employees’
efforts
Low
Performance
5-2
Performer
Copyright © 2003
HRD Press, Inc.
Module 5 Overview



When to use the Coach Strategy
Characteristics of the Coach Strategy
Three useful tactics:
 Listening
 Asking for input
 Giving positive and constructive feedback
5-1
Copyright © 2003
HRD Press, Inc.
Purposes of Effective Listening

Encourages employees to share
information and feelings

Allows you to check your
understanding of information

Helps build trust and positive
relationships
5-3
Copyright © 2003
HRD Press, Inc.
Three Levels of Listening
Attentive
Responsive
Empathic
5-4
Copyright © 2003
HRD Press, Inc.
Attentive Listening
Actions that show you are paying attention:
 Saying “yes” or “ummm”
 Nodding
 Maintaining eye contact
 Leaning toward speaker
5-5
Copyright © 2003
HRD Press, Inc.
Responsive Listening
Involving yourself in the communication:
Paraphrasing
“If I understand you correctly, you’re saying…”
Clarifying
“Did you say…?”
Summarizing
“So you will be creating a new procedure?”
5-6
Copyright © 2003
HRD Press, Inc.
Empathic Listening
Listening for and reflecting the speaker’s
feelings and emotions.
Examples:
“It sounds as if this has been difficult for you.”
“You seem pretty excited about the project!”
5-7
Copyright © 2003
HRD Press, Inc.
Barriers to Effective Listening
Personalizing


Passing Judgment


Lack of/Low
Energy Level
Beliefs About the Messenger


Distractions
Personal Style
5-8
Copyright © 2003
HRD Press, Inc.
Asking for Input
To encourage employee involvement:
 Use an interested, considerate tone of
voice
 Ask open-ended questions
Examples:
“What is your opinion of this format for the
report?”
“How might that be done?”
5-9
Copyright © 2003
HRD Press, Inc.
Basic Feedback Options
Option 1. Positive Feedback: Increases the
likelihood behavior will continue
Option 2. Constructive Feedback: Increases
the likelihood behavior will stop or
change
Option 3. Negative Feedback: Hurts feelings
and motivation
Option 4. No Feedback: Makes the outcome
uncertain
5-10
Copyright © 2003
HRD Press, Inc.
Good Feedback Is…





Descriptive: Describes performance, not
inferences or opinions
Specific: Provides details, not vague
generalities
Constructive: Provides guidance for future
performance
Timely: Feedback is given soon after
performance for greatest impact
Considerate: Doesn’t hurt feelings
5-11
Copyright © 2003
HRD Press, Inc.
Giving Positive Feedback
Let the associate know:
 What you liked
 Why you liked it
Example:
“Thanks for taking the initiative to organize
the work group materials and cross-reference
them by subject and date. This will save us a
lot of time when we need that information.”
5-12
Copyright © 2003
HRD Press, Inc.
Ineffective Responses to
Undesirable Behavior





Avoiding Confrontation
Overreacting
Complaining
Lecturing
Padding
5-13
Copyright © 2003
HRD Press, Inc.
Giving Constructive Feedback
Let the employee know:
 What specific behavior or result you don’t like and why
 What you want and the benefit
Examples:
“I’m not happy that the project reports are a day late. This
gets everyone off schedule and we miss our deadlines.”
“Don’t do as much review of the project once it is basically
finished. This will enable us to meet our schedules and
deadlines and it will be less review work on your part.”
5-14
Copyright © 2003
HRD Press, Inc.
Constructive Feedback Tips





Build a working relationship that facilitates
open communication (i.e., talk often)
Prepare for the interaction (plan)
Consider how to deal with the associate’s
reactions
Balance with positive feedback
Ensure privacy and a non-threatening setting
5-15
Copyright © 2003
HRD Press, Inc.
Relate Strategy
Context:
C3 – Capable but
unwilling/ insecure
Leader’s Goal:
High
Leader's
Focus
To build employee
confidence and
commitment
Low
Performance
6-2
Performer
Copyright © 2003
HRD Press, Inc.
Module 6 Overview

When to use the Relate Strategy

Characteristics of the Relate Strategy

Supportive performance climates

Reacting skills: agreeing, disagreeing
constructively, building on ideas
6-1
Copyright © 2003
HRD Press, Inc.
Behaviors That Promote…
Self-Confidence:





Set attainable goals
Praise achievements
Express confidence in
employees
Recognize
intermediate
goals/accomplishment
s
Share feedback from
customers
Meaningfulness:



6-3
Explain how task
contributes to overall
plan
Take an interest in the
work
Tell them about
employee
accomplishments
Copyright © 2003
HRD Press, Inc.
In the Eyes of the Beholder



85% of people say their manners are
good to excellent
But only 23% of other people agree with
them
Most people (approx. 75%) think their
boss has poor manners!
(Survey by ORC International)
6-4
Copyright © 2003
HRD Press, Inc.
It Is Polite To…




Speak with employees regularly
Use polite language: “please” and “thank
you”
Take a polite interest in how they are
doing
Apologize for any mistakes or
impoliteness, whether it was intended or
not
6-5
Copyright © 2003
HRD Press, Inc.
Module 6 Summary



The Relate Strategy is used with employees
who are capable but unwilling and/or
insecure.
Relating uses few directive behaviors and
many supportive behaviors to build
confidence and increase motivation.
Involving employees in problem solving,
planning, and decision making demonstrates
confidence.
6-8
Copyright © 2003
HRD Press, Inc.
Module 6 Summary
(continued)

Employees lose motivation if they think they
are being treated rudely.

Listening and reacting to employees’ ideas
encourages involvement.

Reacting skills include agreeing, disagreeing
constructively, and building on ideas.
6-9
Copyright © 2003
HRD Press, Inc.
SLTi: End Of Day Two

Assignment: Review Participant
Coursebook
Day Three: SLTi Online Cert.



Online Overview
The Delegate Strategy
Exploring The Strategies
– The Instruct Strategy
– The Coach Strategy
– The Relate Strategy
Delegate Strategy
Context:
C4 – Capable and willing/
confident
Leader’s Goal:
High
Leader's
Focus
To encourage the
employee to work more
independently
Low
Performance
7-2
Performer
Copyright © 2003
HRD Press, Inc.
Module 7 Overview

When to use Delegation

Characteristics of the Delegate
Strategy

Benefits and barriers to delegation

The delegation process and how to
use it
7-1
Copyright © 2003
HRD Press, Inc.
Delegating: The win-win strategy

Benefits leader when employee selfmanages, needs less attention

Benefits employee when leader trusts
him/her, encourages development

Delegation uses less attention on task
and person, but not no attention!
Slide 35
Copyright © 2003
Alexander Hiam
Definition of Delegation
“Transferring to someone else
a portion of your authority
and responsibility while
retaining accountability
for the task.”
7-3
Copyright © 2003
HRD Press, Inc.
Delegation Steps
4. Keep in Contact to Provide
Help as Necessary
3. Give the Person the
Resources and Authority
to Do the Job
2. Explain the Objectives
1. Choose a Capable, Motivated
Person
7-4
Copyright © 2003
HRD Press, Inc.
Categories of Job Tasks
Work that can be…

Done only by you

Delegated to a trained person
7-5
Copyright © 2003
HRD Press, Inc.
Step 2: Attitude may weaken
unless leader focuses on it, and
capability is still fairly low.
Step 3: Capability is higher,
leader focuses mostly on attitude
and confidence-building.
Step 3
Step 2
Negative
Attitude
Positive
Attitude
Step 1
High-initiative,
independent
employee
Low-initiative,
dependent
employee
Step 4
Step 5
Step 4: Capability is strong, and
so is attitude. Less leadership
is required.
Step 1: Willingness but
low capability.
High
Capability
Low
Capability
7-6
Copyright © 2003
HRD Press, Inc.
Benefits and Barriers: Delegation
Module 7 Summary

The Delegate Strategy is used with
employees who are capable and selfmotivated

Delegation is transferring a portion of your
authority and responsibility while remaining
accountable

Delegation benefits employees, leaders, and
the organization
7-7
Copyright © 2003
HRD Press, Inc.
Module 7 Summary
(continued)

The delegation process involves choosing a
capable person, explaining objectives, giving
the person resources/authority, and
providing support as needed

Developmental leaders try to keep
employees moving through the other
strategies and toward delegation—then
introduce a new challenge and start the
process again
7-8
Copyright © 2003
HRD Press, Inc.
Applying Strategic Leadership

Apply Strategic Leadership by
developing a plan for managing
employees’ performance

Identify key lessons from the workshop
What Leadership do They Need?
Does she
know how
to do well?
Does she want
to do well?



The strategic leader
selects a strategy before
acting
The strategy is based on
employee needs
The leader looks at two
key areas of need:
capabilities and attitudes
Slide 39
Copyright © 2003
Alexander Hiam
Basing Strategy on Need(s):
Does
she
know
how to
do
well?
Does she
want to
do well?
Does leader need to
focus on the person’s
attitude to make up
for lack of desire to
perform?
Does leader need to
focus on task
knowledge to make
up for lack of
capability?
Slide 40
Copyright © 2003
Alexander Hiam
Case in Point: Assessing Task and People Issues
In Case #3

Does the employee have the full
capability to perform this task? Y/N

Does the employee have a strong
desire to perform this task? Y/N
Slide 41
Copyright © 2003
Alexander Hiam
Feedback by Strategy

Instruct: Rich, frequent information about
right vs. wrong performance. How to do
better.

Coach: Right vs. wrong, plus feedback
about effort, attitude and expectations. Use
feedback to encourage employee to try
harder.
8-2
Copyright © 2003
HRD Press, Inc.
Feedback by Strategy
(continued)

Relate: Feedback about attitude; correcting
negative talk; reaffirming worth. Praise
motivation and effort when you see it.

Delegate: Check performance against codefined goals; use praise to encourage good
performance. Get employee to give you
feedback about his/her own performance.
8-3
Copyright © 2003
HRD Press, Inc.
Selecting the Best Strategy

What does leader need to do if
employees are not capable?

Give information, briefings,
examples, and check the work:
Instruct.


This strategy focuses on
teaching the task.
It assumes employees want to
master the task, so it does not
worry very much about their
attitudes.
Slide 43
Case 3: Show and Tell
with the Instruct strategy
Copyright © 2003
Alexander Hiam
Taking Aim: Develop by Focusing
on Employee’s Key Issue
Off center
On-target
leadership
behaviors
Off center
Slide 53
Copyright © 2003
Alexander Hiam
Applying Strategic Leadership
Name of
Employee
James Brown
Primary
Task
Answer customer
inquiries
Capacity
Level
C2
Current
Strategy
Preferred
Strategy
LS1
Do More
Of...
Ask for ideas
Interrupt when he
is answering a
question
Praise her work
more; ask for her
ideas
Tell her how to do
a report she has
done many times
Give clear, stepby-step instructions;
ask questions to
see if he/she
understands
Give her large
projects with
multiple tasks that
are interdependent
Continue to involve
in decision making;
compliment work;
actively listen to
ideas
Provide too much
direction
LS2
Delores Fields
Budget analysis
reports
C3
LS2
LS3
Gene Rivers
Process
insurance claims
C1
LS3
LS1
Marcia Hemming
Review claims
appeals
C3
LS3
LS3
8-4
Avoid/Do
Less Of...
Copyright © 2003
HRD Press, Inc.
Sequences of Strategies
Relate
Coach
Delegate
Instruct
3
2
4
1
When you focus on
employee needs in
relation to a specific
task, you help the
employee master that
task.
When employee masters
a task, introduce another.
Slide 54
Anticipate changing
needs as the employee
develops, and be
prepared to change
your strategy too.
Copyright © 2003
Alexander Hiam
Module 8 Summary

To be an effective leader, you must
remember that each employee is an
individual with different developmental
needs.

Using the right combination of supportive
and directive behaviors will increase your
employees’ competence and commitment.
8-5
Copyright © 2003
HRD Press, Inc.
Module 8 Summary
(continued)

Matching your leadership style to the
needs of your employees will build the
high performance needed in a changing
environment.

Develop employees by helping them
become more competent and selfmotivated through your appropriate use of
leadership strategies.
8-6
Copyright © 2003
HRD Press, Inc.
Thank you for Attending the
Strategic Leadership Workshop
Training materials and design © copyright
2003 by Alex Hiam & Associates
(alexhiam.com), all rights reserved.
Slide 60
3
2
4
1
Copyright © 2003
Alexander Hiam