Transcript Managing without Authority: Leadership Is Influence

Managing Without Authority:
Leadership Is Influence
RCCD Leadership Academy
April 5, 2013
Lanelle Gordin, Ed.D.
Good Things
Agenda
Leadership Institute of Riverside County:
Who Are We?
 Who Are You?
 Identifying Your Managing Without
Authority Challenges
 Rationale for Managing Without Authority
 Ways to Manage Without Authority:
Influencer

Leadership Institute of Riverside
County: Who Are We?
Hilma Griffin-Watson, Ed.D.
Executive Director
“Leadership doesn’t make a difference, it
makes the difference.” (John Maxwell)
Lanelle Gordin, Ed.D.
Administrator
LIRC Mission
The mission is to support the Pledge, Mission,
Vision, and Core Values of RCOE for school
districts and other educators, as well as to
support leaders in business,
government, and nonprofit agencies.
We will empower and equip all of our program
participants with the knowledge and skills
necessary to be extraordinary leaders in
their organizations, through training,
mentoring and the implementation of best
leadership practices.
Who We Serve

Internal Clients:
◦ All divisions/units within RCOE
◦ Management Leadership Team
◦ Certificated Staff
◦ Classified Staff

External Education Clients:
◦ District leaders
◦ Principals
◦ Teacher Leaders

Riverside County government, nonprofit,
and business organizations:
◦ Chick-Fil-A Leadership Simulcast (May 10th)
◦ Leadership Academy Offerings
◦ Leadership Training Programs
LIRC team certified to
train:
Speed of Trust
Crucial Conversations
7 Habits of Highly
Effective People
Influencer
InsideOut Coaching
21 Irrefutable Laws of
Leadership
The Leadership Challenge
Great Leaders Great
Teams
Balanced Leadership
Customized training
and support
Building Partnerships
About Me 






Doctorate in Educational
Leadership
Teacher Leader
Certification Academy
Teachers As Team
Leaders
360° Leadership
ScaleUP
Work with School and
District Leaders
360°Leadership Compass
Leading Up
25%
Leading
Laterally
Self
Leadership
50%
20%
5%
Leading Down
Leadership is influence.
Lead from the inside out.
Who Are You?
Get into triads.
 Each person will reveal:

◦
◦
◦
◦
Where you were born.
Where you were in the birth order.
The greatest challenge you faced growing up.
One “golden nugget” you have valued from
the Leadership Academy.
YOUR “MANAGING
WITHOUT AUTHORITY”
CHALLENGES
Charting Activity
How are management and leadership alike and/or different?
What are my “managing without authority” challenges?
What strategies do I usually use to address those challenges?
Rationale for Managing Without
Authority
Cohen & Bradford
 Definition of Influence: The power to
get your work done.

Leadership is influence.
“You need to influence those in other departments
and divisions, that is, people you can’t order and
control.You need to influence your manager and
others above you, and you certainly can’t order and
control them.
But you are not alone: Nobody has the formal
authority to achieve what is necessary, not even
with those who report to them. It is an illusion that
once upon a time managers could make their direct
reports do whatever was needed. Nobody has ever
had enough authority—they never have and never
will. Organizational life is too complicated for that.
Yet, it is possible to have enough influence to make
things happen…” (p. 3)
Forces Increasing the Need for
Influence Skills
Technological change
 Greater global competition
 Complex problem-solving requiring more
specialists and more integration
 Downsizing and cost-cutting
 Emphasis on quality and service (“getting
by” doesn’t get by any more)
 Fewer traditional hierarchies

External
Internal
Power differential is too big
 Different goals, objectives,
priorities
 Incompatible measures and
rewards
 Rivalry, competition,
jealousy





Lack of knowledge about
how to influence
Blinding attitudes
Fear of reactions
Inability to focus on own
needs and benefits to
others (win-win)
Barriers to Influence
When do you need influence?
The other person/group is known to be
resistant.
 You don’t know the other person/group
and are asking something that might be
costly to them.
 You (or your group) has a poor
relationship with the person (or group)
 You are asking for something that might
be a big burden
 You might not get another chance.

Ways to Manage Without Authority
Leadership is influence.
 Let’s focus the rest of our time on how
to influence.
 There is no better resource for that
than…

Influencer:The Power to Change
Anything

Patterson, Grenny, Maxfield,
McMillan & Switzler

Definition of Influence: The
ability to change our own
behavior or the behavior of
others. It’s one of the most
important capacities that we
possess.
Influencer Model
Use Six Sources of
Influence
Personal
Motivation
Consciously
connect to values
Social
Clarify
Measurable Results
Ability
Deliberate practice
Insist on
1. Vital Behavior
Pave the way
Structural
Find
Vital Behaviors
Seek the support of
those who enable
e
Enlist the power of
those who
motivate
3rd
Reward
and in
moderation
analyz
Space
execut
e
Identify
2. Crucial Moments
Study
3. Positive Deviance
Specific and
measurable
analyze
What you really
want
execute
Time bound
Data & Cues
Link reward to
vital behavior
Tools
Use rewards that
reward
Introduction, Slide 24 2:00
21
Clarify
Measurable Results
Specific and
measurable
What you really
want
Time bound
22
What do you really want?

"Most people go through life not knowing
exactly what it is they want, but feeling
darn sure this isn't it."
The Cosmic
Humorist
23
What’s Missing?

You want customer satisfaction to improve by
8:00 a.m.

You want to cut back on your eating to the
point where someday (not too far in the distant
future) you will have lost 20 pounds.

Your company constantly misses deadlines, so
you now ask people to fill our a form that
explains delays. By the end of the month you
want everyone to be filling out the form within
24 hours of reporting the delay to the project
manager.
24
Find
Vital Behaviors
Insist on
1. Vital Behavior
Identify
2. Crucial Moments
Study
3. Positive Deviance
25
Definition of Vital Behavior

A high-leverage action that, if routinely
enacted, will lead to the results you want.
26
Strategies

Insist on vital behaviors.
◦ Not just any behavior related to the problem.

Insist on vital behaviors.
◦ Not a result or a characteristic.
27
Is this a behavior? Yes or no?
Reduce employee complaints to once per
month.
 Demonstrate the courage of your convictions.
 Do whatever it takes to make your direct
reports feel safe.
 When others appear nervous or reluctant to
speak, ask them if they disagree with what you
just said.

28
Strategies
Find vital behaviors by:
 Identifying crucial moments.
 Studying positive deviance.
Find
Vital Behaviors
29
Identify Crucial Moments

The point in time where the right
behavior, if enacted, leads to the results
you want.
30
Life Cycle
Larvae mate.
Drink water
from water
source.
Female worm
grows.
Worm
emerges.
Worm enters
water source.
31
Study Positive Deviance

Researchers tasked with eradicating Guinea
worm disease didn’t know where to start. Then
they noticed…
Infected
Infected
Infected
Same water
source!
Infected
Guinea
worm
free!
32
Diagnose Why Change Seems
Impossible
Once we have identified Vital Behaviors, we
must look at the six sources of influence to
identify why people are doing what they are
currently doing.
33
Use Six Sources of
Influence
Do I want to?
Do I find meaning in it?
Does it fit my sense of who I
am or who I want to be?
Do I have the knowledge, skills, and
strength to do the right thing, even when
it’s hardest?
Do I enjoy it?
Am I personally able?
Are other people encouraging
the right behavior?
Discouraging the wrong
behavior?
Do others provide or withhold the
•Help
•Information
•Resources required—particularly at
critical times?
Social
Diagnose, Slide
12 2:00
Ability
Do others motivate?
Do others enable?
Are rewards—pay,
promotions, performance
reviews, perks, or costs—
encouraging the right
behaviors or discouraging the
wrong behaviors?
Does the environment—tools, facilities,
information, reports, proximity to
others, policies, etc.—enable good
behavior or bad?
Structural
Structural
Social
Personal
Motivation
Are there enough cues and reminders to
help people stay on course?
Do “things” motivate?
Do “things” enable?
34
With Persistent Problems:
There is rarely just one cause.
 There is a conspiracy of causes.
 You can’t influence persistent and
resistant behavior until you know the
forces driving it.
 You must diagnose before you can
prescribe.

35
Overwhelm
overwhelming problems!
Multiple causes—multiple solutions.
36
Exercise:

One of your employees repeatedly (and
against policy) returns from lunch late.
This has been going on for a long time
and you’ve already talked to him or her
about it several times.
Diagnose all the possible reasons this
might be happening.
Sort the reasons into two piles:
motivation and ability.
37
Two Reasons

People do things for two reasons:
◦ Motivation—because they want to.




Don’t care about being on time from lunch.
Actively seek ways to undermine authority.
Don’t agree with the rule.
Want to take a nap at lunch.
◦ Ability—because they can.





Only one restaurant close by and it has poor service.
The car keeps breaking down.
Lost their watch, cell phone, Blackberry, and ipad.
Have difficulty managing time no matter what the task.
Never learned to tell time.
38
Fundamental Attribution Error

Mistakenly assuming that people do things
for only one reason—bad personal
motivation.
Motivation
Source 1
39
Diagnosis: Source 1
Structural
Social
Personal
Motivation
Ability
Left in a room by themselves:
1
2
Would they want to engage in the
behavior?
3
4
•Do they hate it or enjoy it?
•Do they find meaning in it?
5
6
•Does it fit into their sense of
who they are or who they
want to be?
40
Source 1

Meet Dr. Brian Wansink:
◦ Dr. Wansink is the world’s expert on eating
behaviors. He’ll teach us how different sources
come into play as we make food and eating
choices.
Source 1: personal motivation.
Diagnose, Slide 14 (1:39)
41
Source 1 sounds like:
“I don’t like…”
 “That’s not fun for me.”
 “I don’t enjoy…”
 “That makes me feel…”
 “That’s just who I am.”
 “In my heart, I…”

42
Strategies

Consciously connect to values.
◦
◦
◦
◦
Allow self discovery.
Create personal experiences.
Create vicarious experiences.
End with an invitation.
Make the undesirable desirable.
43
Exercise: Allow Self-Discovery

Think of a personal habit that you have wanted
to change for a long time. Write it down.

Write down two main reasons that you have
not been successful in changing it.

As your partner reads back to you the reasons you
wrote, argue against each one.

Look over your reasons again and create a
statement that sums up your personal
motivation to change this habit.
44
Create Personal Experiences
Verbal persuasion is often not successful!
 Help people discover how their current
behavior connects to their values (or
doesn’t) by helping them create personal
experiences of their own.

45
Create Vicarious Experiences

Two presentations
Source 1, Slide 31 (1:22)
Source 1, Slide 34 (5:44)
Which of these presentations would be more
successful in helping people find their own
sources of personal motivation?
46
End with an invitation.

When you’ve done your part to help
others feel personally motivated, extend
and invitation to act.

Choice is a foundation for motivation.
47
Diagnosis: Source 2
Structural
Social
Personal
Motivation
Ability
1
2
3
4
5
6
Left in a room by themselves:
Do they have the knowledge,
skills, and strength to do the
right thing, even when it’s hardest?
48
Exercise: Source 2
Structural
Social
Personal
Motivation
1
Ability
2
3
4
5
6
Find a partner from another table.
Answer the following:
Eating healthy requires
willpower, but what other
knowledge, skills, or strength
might it require?
49
Source 2 sounds like:
“I can’t…”
 “I don’t know how…”
 “I never learned that…”
 “Nobody ever taught me…”
 “I keep trying, but I can’t figure it out.”

50
Arnold Palmer
“It’s a funny thing, the more I practice the
luckier I get.”
51
Strategies

Demand deliberate practice.
◦
◦
◦
◦
Practice.
Break the skill into small parts.
Get feedback from a coach.
Prepare for setbacks.
Source 2, Slide 7 (4:58)
52
Diagnosis: Source 3
Structural
Social
Personal
Motivation
1
Ability
2
Are other people (including me):
•Encouraging the right behavior?
•Discouraging the wrong behavior?
3
4
5
6
53
Source 3

Dr. Wansink explains how social motivation
influences how we eat.
Diagnose, Slide 21 (0:51)
54
Source 3 sounds like:
“The boss told me to do this.”
 “She has been praising this for months.”
 “Everyone is doing this.”
 “Nobody ever taught me…”
 “I’m doing exactly what my co-workers
are doing.”

55
Diagnosis: Source 4
Structural
Social
Personal
Motivation
1
Ability
2
Do others (including me) provide
(or withhold) the
•Help
3
4
•Information
•Resources
5
6
required—particularly at critical
times?
56
Source 4

Dr. Wansink explains how others sometimes
control our eating decisions.
Diagnose, Slide 24 (2:12)
57
Source 4 sounds like:
“John didn’t get me the material.”
 “My mom wasn’t around, so my dad helped me
with this homework.”
 “When I needed help, everyone disappeared.”
 “I needed my boss’s approval, but he was never
in the office at the right time.”

58
Strategies: Sources 3 & 4

Source 3:
◦ Pave the way.
◦ Enlist the power of those who motivate.

Source 4:
◦ Seek the support of those who enable.
59
Pave the way.

Be the first to behave in new ways.

Let’s watch a replication of a famous
social-science experiment that
demonstrates what happens when one
person has the courage to speak his or
her mind.
Sources 3 & 4, Slide 13 (4:29)
60
Enlist the power of those who
motivate.

Who are the Actors?
◦ Opinion leaders. (They talk and others listen.)
◦ Formal leaders. (Bosses have power.)
◦ Neighbors and colleagues. (People you bump into can have an
impact on you simply through frequent interaction.)

What are the Actions?
◦ Once you’ve found the people who will
motivate or discourage, define exactly what
you want them to do!
61
Seek the support of those who enable.

Who are the Enablers? (The people who will either help or
hinder the correct behaviors.They may be the same as the motivators—including you!)

What are the Actions?
◦ Once you’ve found the people who will
enable or disable, define exactly what you
want them to do!
62
The Wisdom of Crowds

In what ways do groups actually help solve
problems or add other benefits?
◦ On a sticky note, write down your guess as to how
many beans are in the jar.
◦ Calculate the average of all the guesses at your table.
◦ Calculate the average of all the table averages.
◦ Which was closest to the correct answer? The group
or one individual?
63
Diagnosis: Source 5
Structural
Social
Personal
Motivation
1
Ability
2
3
4
5
6
Consider the nonhuman
motivators.
Are rewards—pay, promotions,
performance reviews, perks, or
costs—encouraging the right
behaviors or discouraging the wrong
behaviors?
64
Exercise: Source 5

Low income families consume fewer fruits
and vegetables than high-income families.
Why?
◦ People in low-income areas often pay more
for nutritious foods such as fresh fruits and
vegetables.
◦ The cost of fruits and vegetables has
increased dramatically since 1985, while the
cost of fats and sugars has declined.
65
Source 5 sounds like…
“That won’t affect my performance appraisal.”
 “Of course I never pass the ball; my dad pays
me $20 for every soccer goal I score.”
 “They talk a lot about quality, but you could
lose your job if you stop the line.”

66
All the President’s Men
“If you want to know what’s going on,
follow the money.”
67
Exercise: Source 5

At your tables, discuss common mistakes
you’ve seen with the use of rewards—at
work, at home, in the community, in the
nation…
◦ Think of poorly-thought-out plans that
yielded bad results.
◦ Be prepared to share your horror stories.
68
Strategies
Use rewards third and in moderation.
 Link rewards to vital behaviors.
 Use rewards that reward.

69
Quiz: What is the mistake?

A leader is so impressed with one of her
employees’ performance that she awards him
“employee of the month.” The employee hates
being singled out and thinks the reward
signifies that he’s a kiss-up. He soon quits.
A. Use rewards third and in moderation.
B. Link rewards to vital behaviors.
C. Use rewards that reward.
70
Quiz: What is the mistake?

An auto company rewards good ideas with a
top price of $25,000 and a new car. Leaders
also praise good ideas and do their best to
link brainstorming to their key value of
customer satisfaction. People come up with
lots of ideas, but it’s not long until they’re
arguing about who should win and why.
A. Use rewards third and in moderation.
B. Link rewards to vital behaviors.
C. Use rewards that reward.
71
Quiz: What is the mistake?

A fast food restaurant gives children a tiny
prize each time they read ten books. Despite
the fact that teachers encourage kids to read
grade-level books (the desired behavior), most
kids start reading below-level books just to
finish quickly and win the prize.
A. Use rewards third and in moderation.
B. Link rewards to vital behaviors.
C. Use rewards that reward.
72
Delancey Street

Let’s watch how influences from Source 5
are used at Delancey Street to help exconvicts turn their lives around.
Source 5, Slide 15 (7:16)
73
Diagnosis: Source 6
Structural
Social
Personal
Motivation
1
3
5
Ability
2
Consider the nonhuman
enablers.
4
Does the environment (tools,
facilities, information, reports,
proximity to others, policies, etc.)
enable good behavior or bad?
6
Are there enough cues and
reminders to help people stay on
course?
74
Source 6

Let’s see how Source 6 affects our eating
habits.
Diagnose, Slide 30 (1:44)
75
Source 6 sounds like…
“It’s ‘hurry up and wait’ with all the bureaucracy
around here.”
 “Drugs are available within a mile of every
house in this city.”
 “My computer crashes often.”
 “Bosses get their data from analysts, not
customers, so they don’t care about quality.”

76
Strategies

Use the power of space.
◦ Example: the size of the Chex mix bowl.

Use the power of data.
◦ Example: managers worry about cost
containment; workers worry about client
concerns

Before discussing the next strategy…
77
Exercise: Source 6

At your table, discuss…
◦ Emory Airfreight introduced the use of
containers in consolidating overseas shipping.
But only 45% of the containers were being
completely filled, even though there was more
than enough material to fill each container.
The wasted space was very expensive.
What could you do to help the workers use all the space?
78
Strategies

Use the power of cues.
◦ Ed Feeney painted a line on each box. Beneath
the line it said, “Fill to here.”
◦ The rate of properly filled boxes rose to 95%
within a single day.
Source 6, Slide 18 (1:49)
79
Strategies

Use the power of tools.
◦
◦
◦
◦
Mechanize difficult work.
Change the reporting structure.
Reorganize the work flow.
Update instruction manuals, policies, and
procedures.
Example: Anesthesia deaths.
80
Summarizing Source 6

Let’s listen in as Paco Underhill, an expert
in the field of why we shop the way we
do, shares how Source 6 affects our
purchasing habits.
Source 6, Slide 30 (6:21)
81
The Milgrim Studies

Do you believe that within 20 minutes,
under fairly normal conditions with no
illegal force, you could be induced to
torture an innocent stranger to the point
of death?
Diagnose, Slide 36 (6:57)
82
What did you see?
Motivation
1
Ability
2
3
4
5
6
How did the researchers
influence ordinary people to do
something many of us believe
we would never do? Watch for
all six sources.
83
Thank You!

You can never really live anyone else's life,
not even your child's. The influence you
exert is through your own life, and what
you've become yourself.
Eleanor Roosevelt
84
Influencer Model
Use Six Sources of
Influence
Personal
Motivation
Consciously
connect to values
Social
Clarify
Measurable Results
Ability
Deliberate practice
Insist on
1. Vital Behavior
Pave the way
Structural
Find
Vital Behaviors
Seek the support of
those who enable
e
Enlist the power of
those who
motivate
3rd
Reward
and in
moderation
analyz
Space
execut
e
Identify
2. Crucial Moments
Study
3. Positive Deviance
Specific and
measurable
analyze
What you really
want
execute
Time bound
Data & Cues
Link reward to
vital behavior
Tools
Use rewards that
reward
Introduction, Slide 24
2:00